Lesson Plan for Preschool-Grade 2

Name Teri Dalrymple

School/Grade: Kindergarten and 1st-grade special education

Content The content area this lesson will cover are Mathematics
area(s)/developmental
domain(s) addressed Approaches to Learning: Students will attend to the assignment while ignoring distractions or
be able to be redirected back to the assignment after being distracted.

Social/Emotional: Completing lessons at the table with classmates, sharing work with
classmates, and attending to classmates while they share their work.

Cognitive: Understand that when counting a set of objects you count one number for one object,
understand that after counting a set of objects you identify the value of the set with a number.

Physical: Use their pointer finger while counting each object, paste pre-cut shapes
(toppings).-fine motor.
Students moving from the rug area to the table area and back again. Students sit in their seats
while completing their table work. -gross motor.

Language: Students say the number for each item counted, and verbalize the total number of
objects counted in a set.

Brief description and To learn one-to-one correspondence counting and cardinality

rationale for the lesson
This lesson is A new concept/activity

This lesson will take approximately 30 minutes.

Timeframe
5-10mins to read the book, share knowledge, and transition to tables.

Objective(s) of the activity
Connections to Standards
Lesson Plan for Preschool-Grade 2
10-15 mins to complete table work.
5-10mins to transition back to the rug, share, and do a final count of objects and reiterate how
we use our finger to count using one-to-one correspondence.
Students will demonstrate using their pointer finger to count a set of objects using one-to-one
correspondence.
Students will demonstrate they can name a set of objects that they just counted with a number
value.
The New York State Kindergarten standards are being addressed for this lesson.
Approaches to learning: PERSISTENCE K.AL.5. Demonstrates persistence
Indicators:
a. Resists distraction and maintains attention to a task or activity (e.g., teacher instruction,
activities) with minimal redirection
b. Continues with or returns to activities despite distractions or interruptions
Physical: PHYSICAL DEVELOPMENT
K.PDH.3. Demonstrates coordination and control of large muscles
Indicators:
a. Displays an upright posture when standing or seated
b. Maintains balance during sitting, standing, and movement activities
Social/Emotional: SOCIAL AWARENESS AND RELATIONSHIPS WITH OTHERS
K.SEL.7. Uses communication and social skills to interact effectively with others
Indicators:
a. Identifies ways to work and play well with others [2C.1a]
b. Demonstrates adaptability and appropriate social behavior at school [2C.1b]
Language: VIEWING
K.AC.3 Demonstrates understanding of what is observed
Indicators:

Language Objectives
Resources/materials needed:
(Include any worksheets or
sources of evidence for
children’s learning you will use
during the activity)
Lesson Plan for Preschool-Grade 2
a. Accurately describes what is seen
b. Asks questions related to visual text and observations
c. Makes inferences or draws conclusions based on information from visuals, including
observation of
situations, peers, and adults (e.g., sees another child crying and says, “he is sad”)
Cognitive: COUNTING AND CARDINALITY Counts to tell the number of objects
K.MATH.4. [NY-K.CC.4.] Understands the relationship between numbers and quantities up to 20;
connects counting to cardinality
K.MATH.5. [NY-K.CC.4a.] When counting objects, says the number names in the standard order,
pairing each object with one and only one number name and each number name with one and
only one object
(1:1 correspondence)
K. MATH.6. [NY-K.CC.4b.] Understands that the last number name said tells the number of
objects counted (cardinality); the number of objects is the same regardless of their arrangement
or the order in which they were counted
In this lesson students will begin to become familiar with the vocabulary and question “how
many” and that the question how many means how many did you count or to count a set of
objects.
Fountas and Pinnell level A book “Making a Pizza”
10 precut shapes for each student that are the toppings that will be pasted to the pizza and
counted as a set
printed worksheet/picture of a plain cheese pizza
glue sticks
small pencils for writing number and student name
 Lesson Plan for Preschool-Grade 2

Technology inclusion (if

applicable)
Procedures (step by step) Objective(s)

Students will demonstrate using their pointer finger to count a set of objects using one-to-one
correspondence.
Students will demonstrate they can name a set of objects that they just counted with a number
value.
Anticipatory Set
Remind students of the restaurant we will be making and running for their parents.
Show them pictures of a restaurant and remind them that we will be serving pizza at their
restaurant.
Ask them has anyone eaten or made a pizza before? Let children share their experiences.

Instruction/Mini-Lesson

I do: Tell them we are going to read a book about how to make pizza.
Read aloud Fountas and Pinnell level A book “Making a Pizza.” Encourage students to read aloud
with the teacher.

We do: After the book is finished, model, with the materials provided, how the students will
make their pizza, count their toppings, and records their number.

Independent Practice

Students will work in pairs closely with a teacher or paraprofessional gluing, counting, and
recording the number of the set of toppings on their worksheet.

Method of assessing children’s
understanding of
lesson/activity/objective(s)
(Be sure to include any tools,
rubrics/checklists and/or
worksheets you will use for
assessment(s)
Lesson Plan for Preschool-Grade 2
Tell the students “Now it’s time for you to make your very own pizza at the table, let's go sit at
the table!”
All students go to the table and begin to work.
1. Glue 10 precut toppings on pizza
2. Use pointer finger to count the toppings using one-to-one correspondence
3. The teacher will ask “how many toppings did you count?”
4. Students will tell the teacher how many toppings they counted
5. Students will write, trace or stamp the number of the set of toppings on their worksheet
in the space provided
6. Students will write, trace or stamp their name on their worksheet
Closure
Students will come back to the rug to sit and share their work one by one with their classmates'
To end the lesson the class will all count aloud the toppings on a pizza worksheet and call aloud
the number of the set
Pre-assessment Assessment of Student Assessment of Children’s
Learning Language Learning
Before lesson take each
student aside to observe if Observations Observations
they are able to count using
one to one correspondence Teacher or para will take short Review the phrase “how
and if they are able to assign a notes while working with many” to check for an
value to the set they counted. students understanding
The students completed work Teacher or para will take
will be kept for work samples short notes while working
with students

Plans for differentiated
instruction/instructional
modifications
Describe how you will support
struggling learners.
Describe how you will support
learners who have mastered the
concepts and need additional
challenges.
For students who have mastered
counting 10 objects, 20 objects
will be given to count, and so on.
Lesson Plan for Preschool-Grade 2
Supporting children with
identified delays or
disabilities (i.e., IEPs and 504
plans)
Paraprofessionals and the
assistant teacher will be
assisting in a variety of ways
(such as hand over hand)
learners that need more
support.
AAC devices will be used for
the students who use them to
communicate
Student’s pizza worksheet will
have specific spaces in a
straight line for the toppings to
be glued on so it is easier for
the students to count.
Supporting English Language Learners, a culturally
responsive pedagogy, and anti-bias/anti-racist curriculum
What modifications should I make to the activity to ensure all
students are included and engaged in all steps required to meet
the lesson’s objectives?
When showing pictures in the intro to the lesson, show
different types of restaurants for example an Indian or Chinese
restaurant.
Honor or validate all stories or answers about experiences
eating or making pizza.
Recognize and validate any name a student labels a food in a
language other than English.
 Lesson Plan for Preschool-Grade 2

The student will be given time to

work independently but still
observed to check for
understanding.

Follow up/Extension activities During morning meetings count the attendance using pictures of the students, and allow the
students to come up and count using one-to-one correspondence.
During playtime use various toys for counting, encouraging students to use their pointer finger
as they count using one-to-one correspondence (while playing in the sensory table ask “how
many insects can we find?” look for them, and then count how many the student found.
Use books that have to count in them and read them aloud to the class encouraging students to
come up and count the objects on the page.

Family Engagement Activities
Encourage parents to read books with counting and numbers.
Encourage parents to allow children to count items every day, for example, count their toy trains,
or stuffed animals. Count their snack, for example, if a child wants pretzels for a snack put them
on the table and count them.
Encourage parents to have children read and record numbers on paper, whiteboards, or
chalkboards.