COREs Math Lesson Planning and Preparation Form

Lesson Title: Caterpillar Counting

Date: 9/22/16

Name(s): Megan Sirt and Megan Bushouse

Standards:

Learning Objective(s) What students will know and be able to do by

Materials:

lesson's end:

Caterpillar board game

Colored Pencils
Number cards

The students will be able to know how to count up to 20.

The students will be able to show their understanding by playing a game and
coloring in the amount of circles as the number on the card chosen.

Lesson Source (program, page, etc.):

http://www.learn-with-math-games.com/math-activities-forpreschoolers.html

Key Vocabulary:
Count forward
Numbers
Big
Small

Key Background Knowledge:

Standards for Mathematical Practice:

The students will need to be able to identify which numbers are

which.

CCSS.MATH.CONTENT.K.CC.A.3

Probing Questions:
Why do you think we count?
What is a number?

Write numbers from 0 to 20. Represent a

number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

CCSS.MATH.CONTENT.K.CC.A.2

Count forward beginning from a given number

within the known sequence (instead of having
to begin at 1).

Where might you see numbers?

What do you think the word counting means?

Teacher Actions

Student Actions

Intro/Model (2-3 minutes) Introduction, purpose, explanations, think-

The students will need to follow along with numbers

presented by the teacher. The students will look at a
card with a number on it and tell the teacher which
number it is. The students will then count the
number on their fingers to show their understanding.

alouds, visual or worked models, small steps working toward mastery, etc.:

The teacher will start by asking who has ever counted before. The teacher will
then use some probing questions then show a quick video on counting to 20
to get the students excited and moving.
The teacher will draw a card, show the students, and tell them the number to
show them an example.

Guided Practice (2 minutes) Include checks for

understanding/misconceptions, questioning, and engagement strategies and
feedback:

The students will show that they understand by

saying out loud the number presented and count
that number on their fingers.

The teacher will watch the students as they play this game in pairs.
The teacher will prompt the students if they are struggling.
At the end of the game, the teacher will show a card and have the students
say what it is and also count on their fingers.

Monitor Checks for understanding/formative assessment:

Have the students count the caterpillars as they color them in and speak which number they see on the card

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COREs Math Lesson Planning and Preparation Form

Adjust instruction/reteach/additional guided practice (3 minutes)
Support for students who are not mastering the concept or skill and/or English
language learners or students needing intensification:

The student should explain what they are not

understanding and where they are struggling.
The student should then do their best until the
teacher gets involved to help.

The teacher would play the game with the student struggling before they go
off on their own in a pair with another student.

Independent Practice/Extension/Connections (2 minutes) Practice, extend, and apply the skills/concepts (inclusive of work that
requires higher-level thinking skills):
Extension: Students could use addition and subtraction with two cards chosen.

Closure (2 minutes) Explicitly connect ideas, concepts, and skills together, and clearly connect to the lesson objective(s):
The students will try to explain the reason for playing the game and also to share what they learned. The teacher could ask the students why
counting is important. The students will have to tell the teacher if they liked to game or not and why.

Lesson Planning Directions Using Features of Universal Lesson Design (ULD)

Universal Lesson Design Overarching Principles
1.

Multiple means of presentation of information to students (e.g., audio, video, text, speech, Braille,
still photos, or images)

2.

Multiple means of expression by students (e.g., writing, speaking, drawing, video recording)

3.

Multiple means of engagement for students (e.g., to meet differing needs for predictability,
novelty, or group interaction)
Rose & Meyer (2002)

Effective Lesson Format

1. Purpose or Learning Objective: Carefully formulated, clearly stated
2. Introduction: Brief preview or explanation of why that objective is worth learning andof
particular importancehow it will be assessed
3. Modeling/Demonstrating: Teachers not only explain but explicitly show students, in very small,
deliberately calibrated steps, how to do the working and thinking necessary to succeed on that
days assessment
4. Monitor: To ensure that every student is attentive and engaged
5. Guided Practice: Recursive cycle that starts with students applying or practicing each small step
that the teacher has just modeled
6. Monitor: Check for understanding/formative assessment
7. Adjust Instruction: By reteaching or enlisting students' expertise by having them work in pairs
to help each other
8. Repeat Steps 57: Until all or almost all students are ready to complete the days assignment,
project, or assessment by themselves
9. Independent Practice and/or tutor students needing additional support
Schmoker (2013)

Common Core State Standards for Mathematical Practice

1 Make sense of problems and persevere in solving them. Mathematically proficient
students

Explain to themselves the meaning of a problem and look for entry points to its solution.
Explain correspondences between equations, verbal descriptions, tables, and graphs, or draw diagrams of important
features and relationships.
Check their answers to problems using a different method, and they continually ask themselves, Does this make

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Lesson Preparation and Planning Form

COREs Math Lesson Planning and Preparation Form

sense?
Understand the approaches of others to solving complex problems and identify correspondences between
approaches.

2 Reason abstractly and quantitatively. Mathematically proficient students

Make sense of quantities and their relationships in problem situations. Create a coherent representation of the
problem at hand, consider the units involved, attend to the meaning of quantities, and flexibly use different
properties of operations and objects.
Decontextualize a given situation and represent it symbolically, and also contextualize to probe into the referents for
the symbols involved.

3 Construct viable arguments and critique the reasoning of others. Mathematically

proficient students

Understand and use stated assumptions, definitions, and previously established results in constructing arguments.
Compare the effectiveness of two arguments, distinguish correct from incorrect reasoning and, if there is a flaw in an
argument, explain what it is.

4 Model with mathematics. Mathematically proficient students

Apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.
Make assumptions and approximations to simplify a complicated situation, realizing that these may need revision
later.
Identify important quantities and their relationships in a practical situation using such tools as diagrams, tables,
graphs, flowcharts, and formulas.

5 Use appropriate tools strategically. Mathematically proficient students

Use technology to visualize the results of varying assumptions, explore consequences, and compare predictions with
data.
Identify relevant external mathematical resources, such as digital content located on a website, and use them to
pose or solve problems.
Use technological tools to explore and deepen their understanding of concepts.

6 Attend to precision. Mathematically proficient students

Communicate precisely to others. They use clear definitions in discussion with others and in their own reasoning.
State the meaning of the symbols they choose. They are careful about specifying units.
Calculate accurately and efficiently, and express numerical answers with the appropriate degree of precision.

7 Look for and make use of structure. Mathematically proficient students

Look closely to discern a pattern or structure.

Step back for an overview and shift perspective.

8 Look for and express regularity in repeated reasoning. Mathematically proficient students

Notice if calculations are repeated, and look both for general methods and for shortcuts.
When solving problems, maintain oversight of the process while attending to the details, and continually evaluate the
reasonableness of results.

2013 CORE Inc.

Lesson Preparation and Planning Form