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EdTPA Lesson Plan Template

Central Focus: Students will understand the relationship
between numbers and quantities, connecting counting to
cardinality.

Grade & Subject: 1st grade, Math

Essential Standard/Common Core Objective:
K.CC.4a When counting objects, say the number
names in the standard order, paring each object with
one and only one number name and each number
name with one and only one object.

Date submitted:

Date taught:

Daily Lesson Objective: Using the smart board activity students will learn to count by one to one correlation by pairing
number names with objects, while keeping track of the numbers that have and have not been counted through the number
twenty.
21st Century Skills:

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge:
Students must already know how to count to one hundred by ones and tens, as well as understand the relationship
between number and quantities.
Activity

1. Focus and Review

2. Statement of Objective
for Student

Description of Activities and Setting

Ask students Who can tell me what we learned about yesterday? (call on 12 students to respond, prompt students if they are struggling to answer).
What numbers did we learn to represent? (Allow 1-2 students to respond).
Yesterday we learned to represent numbers we say with numbers we write
down. Today we are going to learn how to pair a number we say with an
object.
Students will learn how to count objects by one to one
correspondence by pairing each object with a number name through
the number twenty.
Students will learn to pair objects with only one number name
Students will learn to pair one number name with only one object
I can individual objects using number words
Define concept: Have you ever tried to count how many pieces of candy you
have, or how many cookies you were given? (Group should answer yes, if
not continue with definition). Just like yesterday how we learned to represent
the numbers we say by writing them, today we will use our written number
words to count how much of something that we have. We will point to and
touch only one object at a time as we count. Each object can only be
represented by one number word.

3. Teacher Input

Revised 1/8/14

Model strategy: Pass out number paper plates and 20 noodles to each student.
Also have a teachers plate that will be projected on the screen, allowing
students to follow along with the teacher. Today we are going to count the
noodles one at a time, matching every noodle with a number name. Point and
move, teachers noodles, counting, as students watch. Watch me, as I count
my noodles. Count out five noodles, making sure to elongate the number
words as they are stated. (CFU after each number, making sure students
understand and are following along with teacher)

Time

As each bean is brought from one side of the plate to the other reiterate how
you are counting. As I count each bean I am saying the number word too!
Each bean is represented by only ONE number word; we will NEVER count
one bean with two different number words. (watch students as you are
modeling, make sure students follow along with you, CFU)
Who can count the next bean for us? Allow 1 student to come to the
teachers plate and count the bean as it is brought from one side to the other.
We can also do this with our pencils at our desk, who wants to try to show us
how to count our pencils? ( Call on one student to count the 5 pencils at their
own table group) (CFU).

Now we are going to do an activity on the SMART board!

SMART 1_DanaGoldman.pdf

Guided Practice

5. Independent Practice

Revised 1/8/14

We are going to count how many fish are in the group

As we count each fish, we are going to write the number word
above the fish
-Demonstrate to students how to count and draw the number
above the fish
-Call on one student at a time to count and write the number
above a fish, guiding students as they come up
-Scaffold students towards the correct answer as they come
to the SMART board to count the fish
After allowing students to count out the fish, explain that now
we must double check our answers
As we count this time, we are going to cross out each fish, one
at a time making sure we use say our words as we are crossing
out the fish
Once we count all of the fish we are going to write the number
below the group of fish and circle it

How do we know if we counted the fish correctly? (Allow 2-3

students answer)

To make sure that we counted correctly we need to compare

our circled number at the bottom of our group, AND the number
above our last fish.

If both numbers match, students know they have counted each

object correctly, but if the numbers do not match we have to
recount until both numbers match. (CFU)

Now that we have counted our groups of noodles and groups of fish together
in multiple ways you are now going to count your own group of objects

independently. Each student will receive a number between 1 and 15; with
this number each child will make a dot plate. Assign each child a number as
you pass out the paper plates. Explain that on one side of the plate students
need to write their number. Students will then glue the correct amount of fluff
balls to right side of the plate to represent their number. This assignment is to
be done independently students should not be talking to one another. (CFU)
Formative Assessment: Through the guided practice students were formatively assessed on
whether they under the concept of counting objects with one to one correspondence.
Students must be successful in this activity at 80% proficiency*
6. Assessment Methods of
Summative Assessment: The students independent practice. Since the students are
all objectives/skills:
independently constructing their dot plates this will be how I test the class on their
understanding of the objective.
Students must achieve 85% proficiency to reach understanding of the objective and skills
that were taught*

7. Closure

Today we have learned how to count objects with one to one correspondence,
and that each number of objects are represented by only one number word.
We have also learned about the relationship between a group of objects that
we are counting and the number word that represents the group of objects.
Tonight you have a homework sheet that you will bring home to help you
practice counting each object.
On Monday we are going to learn about counting groups of objects in
different ways!

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
1. For ELL students teacher will need to give
further instruction after giving initial
instructions to class. Teacher may need to
translate for student or tell the student the
number they need to represent in Spanish.
2. Students with ADHD may need their
personal space boxes during their
independent practice to help them focus on
only their dot plate and not other students.
3. For Struggling students provide direction
sheet at desk to keep student focused during
independent practice

Student/Small Group Modifications/Accommodations

1. Advanced students will make a Number
Poster for homework. For this assignment the
teacher will assign the student(s) a number
which they will write in the center of their
poster and then represent the number with four
different objects.

Materials/Technology: Paper Plates, Noodles, Fluff Balls, Glue Sticks, Markers, and the SMART board.
Reflection on lesson:
(See rubric for reflection prompts)

CT signature: ________________________ Date: ______ US signature: ____________________________Date: ______

Revised 1/8/14