Instructional Plan - K Math

Theresa Benedetto
Instructional Plan
Grade: K
Content: Mathematics
Topic: Counting
Overview:
The following instructional plan covers the three initial lessons in a kindergarten
mathematics unit on counting. The lesson focuses on 1:1 counting and cardinality with numbers
0-10. Inquiry-based learning, partner work, and small group work are high leverage teaching
practices that are used throughout the three lessons. The lessons cover common core
mathematical standards: MCC.K.CC.5 (lesson 1) and MCC.K.CC.4 (lessons 2 and 3). Integrated
content is a part of lessons 2 and 3 with the integration of English Language Arts through
literature. Formative assessment was collected through anecdotal notes, checking in with small
groups, student check-in sheets, and 1:1 teacher to student assessment activities. Pre-assessment
was given prior to instruction and a post assessment was administered after the completion of the
three lessons. Assessments were reflected on and used to drive further instruction during the
counting unit.
English Language Learners are supported through the use of pictorial representations on
each of the tools/manipulatives used by students in each of the three lessons. Technology used in
the instructional plan includes smart board video (lesson 1) and the document camera (lessons 2
and 3). Each lesson contains remediation and extension in order to better support student
learning. Students were taught real-world connections on how to apply their learning of counting
to their own lives. Lessons for the instructional plan were influenced from the Georgia Math
Curriculum for kindergarten learners.
Standards:
Lesson 1
MCC.K.CC.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects
Lessons 2 and 3
MCC.K.CC.4
Understand the relationship between numbers and quantities; connect counting to cardinality
Lesson 3
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and understanding.
Instructional Plan: Pre-Assessment Data Collection
Route Associating numeral with quantity

Student Counting (correct/6) 1:1 Counting
(correct/4)
1 12 6 1
2 108 N/A (out of the country) N/A (out of the

country)
3 104 6 4
4 29 4 4
5 15 3 1
6 116 6 4
7 39 5 4
8 16 0 (Cannot read numeral) 0
9 10 5 3
10 13 6 1
11 59 4 4
12 60 6 4
13 13 6 3
14 13 2 (cannot read other numerals) 2 (ten frames correct)
15 34 4 2
16 15 5 1
17 20 3 2
18 49 6 4
19 11 0 2
20 39 5 1
21 14 4 4
22 13 5 2
23 11 0 (wrote letters) 0
24 14 0 0
Reflection of Aggregated Data:
Route Counting: 100% of students can count to 10 (green)

Associating numeral with quantity (MCC.K.CC.4): 30% of students can perform skill
accurately (green)
1:1 Counting: (MCC.K.CC.5): 35% of students can perform skill accurately (green)
Students are able to count from 0-10 orally which will drive instruction further because we will
not need to spend time teaching numbers 0-10. It was helpful to pre-assess this so that I have an
idea of what numbers my students are familiar with. This particular route counting assessment
was also part of our marking period one assessments. I see room for plenty of room for
improvement from students in regards to associations and 1:1 counting. I found it interesting to
learn that having the knowledge of counting from 1-10 does not translate into students being able
to identify the number, associate the number with a quantity, or produce a representation of the
number. I will need to be conscious of allowing for remediation and extensions for each lesson
since it varies student to student on where their understanding currently lies. Although there are
students who can perform the skills on the pre-assessment there is still the need for formal
instruction in order to fill in any gaps in learning for the students. I would like to see over 80% of
my students performing each of the two skills accurately by the end of the three lessons.
Name: Theresa Benedetto
Content/Subject: Math - Counting

Lesson Title: Dotty
Grade Level: K
EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

Standards CCSS MCC.K.CC.5
Count to answer “how many?” questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1-20, count
out that many objects
Objective/Target and The students will (TSW) make sense of problems involving rote
I can statements – counting, recognizing counting patterns, and identifying quantities of
written in student items
friendly language
I CAN count to tell the number of objects
By the end of the lesson, students will be able to problem solve to

count the number of objects that appear in a sequence. Counting will be
0-10.
Formative Assessment: The teacher will (TTW) use formative

assessment to inform instruction by recording student feedback on
whole group inquiry. TTW use thumb up/thumb down to check in with
student understanding.
Lesson Management: Lesson Management:

Focus and • I Do: Celebrate how much the class has learned during the
Organization previous unit on shapes. “One method we used to find what
shape something was was to count how many sides it had. We
are going to become even better counters in our new math unit.”
• I Do: Introduce the video and then play video
• You Do: Discuss the noticings through a turn and talk with your
carpet partner
• We Do: Share out our noticings with the whole class
• Replay the video and follow-up with whole group questions
o HOTQ:
§ What are you wondering?
§ What are questions do you have?
§ What did you notice?
§ What happens when there is a beep in the video?
• I do: Record responses on the board for class to see
• We do: When a response is recorded the students put a thumbs
up to agree or a thumbs down to disagree
• I do: Play Act 3
• I do: Discuss the turn and talk with your carpet partner
• We Do: Share out our noticings with the whole class
• We Do: Class discussion (TTW record thinking on board)
o HOTQ:
§ What is the problem you are trying to solve?
§ What strategies are you using?
§ Is there another way you could group your dots?
• We Do: Classroom sharing and reflection as the closure to the
lesson
o Returning to the I CAN statement
Student Management:
Movement: Students will move on the carpet to turn and talk to their
carpet partner.
Active Student Participation:

Student talk will happen during the turn and talk portion of the
discussion. Students will also be listening and contributing to a whole
group share out/reflection
Classroom Management Focus:

TSW give the teacher “5” (ears, eyes, legs, mouth,and body listening)
while on the carpet. Students who do not adhere to the management
expectations or disrupt the learning of others will move their clip down
on the classroom PBIS chart.
Introduction: • TTW capture student interest by introducing the new unit with a
Creating excitement connection to the previous unit
and focus for the o emphasis: TSW be detectives today and work together
lesson target to solve a question
• TTW create excitement by reading Every Buddy Counts by
Stuart J. Murphy
• Before viewing the video, TTW set up the purpose for the
lesson by displaying/telling the students the objective
Input: Setting up the Task Analysis:
Lesson for Student • TTW review expectations for the carpet
Success o Give me 5 (ears, eyes, mouth, legs, and body listening)
• TTW read I CAN statement aloud to the class and display it on
the target board
• TTW use attention grabber by connecting how we had started
counting during our shape unit and they didn’t even know it
• TTW read Every Buddy Counts by Stuart J. Murphy
• TSW “sky count” with fingers along with the book while the
teacher reads to serve as exposure to 1:1 coutning
• TTW introduce the video and ask the students to think of any
noticings, wonderings, or questions they have while they watch
the video
• TTW play Act 1 (may play more than once)
• TSW engage in group discussion about noticings, wonderings,
and questions
• TTW record student thinking on the board
• TTW show Act 2
and questions
• TTW show Act 3 (may play more than once)
and questions
Higher Level Thinking:
Level 1: TSW name the shape differences that they see in the video
Level 2: TSW make observations of what is happening in the video and

what problem they are trying to solve
Level 3: TSW compare Act 1 video to Act 3 and see what differences
and similarities they see
Level 4: TSW synthesize what happens when a beep occurs in the
video (beep=adding one circle)
Accommodations:
• Remediations: English Language Learners will benefit from
using the pictures and non-language based sounds in the video
• Extensions: Students talk to partners about different strategies
used to solve the problem
• Learning styles:
o Visual:
§ Seeing the pictures in the counting book with
numerals
§ The visuals in the video investigations show
colors and shapes for visual learners
o Verbal:
hearing the story read aloud as the intro to the
§
lesson
§ Hearing the beep cues in the video investigation
Methods, Materials, and Integrated Technology:
• Video link: https://gfletchy3act.wordpress.com/dotty/
Methods:
• Read aloud
• Think aloud for what questions you may think of while
watching the video investigation
• Discussion (student generated responses and questioning from
higher thinking levels)
Technology:
• Smartboard used for the video, “Dotty”
Modeling: “I DO” • SHOW/TELL:

o Set behavior expectations by reviewing the “give me 5”
procedure
o Read I CAN statement
o Read Aloud
o Think Aloud
• HOW/WHAT:
o Guiding questions that will lead to higher level thinking
strategies such as synthesizing how a beep means that a
circle is added to the shape diagrams in the video
Checking for • Record student thinking during whole group discussion
Understanding: • Ask for thumbs up or thumbs down to show if a student also
saw the same noticing/wondering
• Questions to check understanding:
o “What do you wonder about?”
o “What questions do you have after watching Act 1?”
o “What is your strategy to solve the problem?”
Guided Practice: • Follow along with the I CAN statement (using finger to scan-
“WE DO” read)
• Discuss wonderings, noticings, and questions about Act 1, Act
2, Act 3
Collaborative (“YOU • Sky counting with finger during read aloud
DO TOGETHER”) • You do together: discuss wonderings, noticings, and questions
and/or Independent about Act 1, Act 2, Act 3
Practice (“YOU DO”)
Closure • TTW restate the I CAN statement
• Connect today’s lesson to how the students can continue to be
mathematicians and problem solvers throughout the entire
counting unit
Assessment The lesson objective will be met if the class is problem solving during
whole group discussion while debriefing the video. Each student must
respond with a thumb up or thumb down to agree or disagree with a
noticings made by a classmate
Reflection: for every • How do you know that the objective/target was met? What is
lesson - questions to your evidence?
ask yourself after the o The lesson objective has been met because each student
lesson shows engagement and problem solving with the video.
Students either showed this by voicing their
noticing/wondering/thinking or by showing they agree
or disagree with thumb up or thumb down.
• How did students show they were engaged?
o Students were engaged on the carpet in by the change in
content delivery. Content was delivered and examined
through text, video analysis, partner share, and whole
group discussion.
• Were there any surprises?
o I was surprised by how engaged the students were when
watching the video. The video was an important
educational tool, but I was unsure if students would find
the video engaging. However, they responded well to
the video and enjoyed playing the role of a
mathematician to see what they could figure out. This
lesson was a foundational lesson for the following two.
• What would you do if you taught this lesson again?
o If I were to teach this lesson again I would preface with
students that the shape changes are important in the
video, but we are being mathematicians on counting and
not shapes today. I hadn’t realized how fixated the
students were on the previous unit of shapes. I
appreciated their knowledge of shapes however it was
difficult to have them focus on counting. I would also be
more conscious about not helping them generate
responses. I find that hard in kindergarten because I
want them to get to a certain conclusion, but with this
unit it was meant to happen organically and with time.

Lesson Title: Got Dots?
Grade Level: K
Understand the relationship between numbers and quantities; connect
counting to cardinality
Objective/Target and I The students will (TSW) produce a number as a representation of a

can statement – written quantity
in student friendly
language I CAN count to tell the number of objects
By the end of the lesson, students will count the number of dots on a
dot card to produce a number that corresponds to the quantity

assessment to inform instruction by recording student talk and
understanding while checking in with each student group

Focus and Organization • I Do: Introduce how we can look at dots on the video
(yesterday) to count and we can count other items too; like
dot cards
• Introduce dot cards as new mathematician tool
• I Do: Use dot card on the game to model how to play the
game
• You Do: In groups of 3-4 play Got Dots
• I Do: Check in with groups and take anecdotal notes for
formative assessment
lesson
Student Management:
Movement: Students will move on the carpet to turn and talk to their
carpet partner during the

Whole group during Got Dots game activity and partner task during
turn and talk with a partner

TSW give the teacher “5” (ears, eyes, legs, mouth, and body
listening) while on the carpet. Students who do not adhere to the
management expectations or disrupt the learning of others will move
their clip down on the classroom PBIS chart.
Introduction: Creating • TTW capture students by discussing how mathematicians

excitement and focus think and solve problems together - connecting how students
for the lesson target are mathematicians too!
• TTW set up the purpose for the lesson by displaying/telling
the students the objective
• TTW and TSW read the lesson objective together
• TTW focus on the lesson target by continually revisiting the
target throughout the lesson

Success o Give me 5 (ears, eyes, mouth, legs, and body
listening)
• TTW read I CAN statement aloud to the class and display it
on the target board
• TTW use attention grabber by discussing how
mathematicians work in groups to solve problems and learn
together
• TTW connect lesson to prior lesson by talking about how
students counted dots on the video and how they will now
count dots cards
• TTW Introduce dot cards as a new tool that will be used by us
mathematicians
• TTW model the Got Dots game on the document camera
o The students are given a pack of dot cards (pictures of
the face of dice)
o Students work in groups of 3-4 (their designated math
teams not based on ability but rather just so they are
working on with new peers)
o One student will flip over a card so that the dots are
facing up
o The first student to say the correct number of dots will
get to keep the card (group members must count the
dots to verify - no assuming)
o The student with the most cards at the end of the game
is the winner
• TTW release the students by math groups
• TSW play Got Dots
• TTW check in with groups to take anecdotal notes and check
in with formative assessment questions:
o How do you know that you counted correctly?
o How many dots did you see?
o How do you know?
o What way did you see the dots grouped together?
• TSW come to the carpet for closure and reflection
• TTW review the new tool that was used to count (dot cards)
• TSW brainstorm what tool they have seen that has the same
dot formations as the dot cards (dice)
• TTW restate the objective/ I CAN statement
Level 1: TSW name the cardinal pair to the dot card that is shown
Level 2: TSW make observations of ways that they see the dots
grouped together
Level 3: TSW compare how formations on dot cards are different for
different numbers they represent
Level 4: TSW synthesize that numerals correspond to a picture (dot
card)
Accommodations:
using the pictures on the dot cards
• Extensions: Increasing the quantity of dots on a card can help
with differentiating subitizing
o Visual:
§ The picture representations of numerals on the
dot cards
• Dot cards (numbers 1-10)
• Document camera
Methods:
• Think Aloud
• Think aloud and brainstorm for how to appropriately work in
teams
• Set teamwork expectations
• Turn and talk for partner share
• Small group work
Technology:
• Document camera for modeling

o Set behavior expectations by reviewing the “give me
5” procedure
o Think Aloud on how to use dot cards
o Model Got Dots game activity
• HOW/WHAT:
o Using document camera to model the game (choosing
a student to help model)
Checking for • Record student thinking during whole group discussion
Understanding: • Ask for thumbs up or thumbs down to show if a student also
saw the number on a dot card as a peer did
• Have students do turn and talk during the modeling:
o What number (numeral) does this dot square match
with
• Questions to check understanding:
o “How do you know that you counted correctly?”
o “How many dots did you see?”
o “What way did you see the dots grouped together?”
Guided Practice: “WE • Follow along with the I CAN statement (using finger to scan-
DO” read)
• Share and reflection on how game activity went and what
students learned from the dot cards
Collaborative (“YOU • Turn and talk to partner during explicit modeling

DO TOGETHER”) • Small group work for activity
and/or Independent
• Have groups share their responses to the check for
understanding questions
• Connect this lesson to how tomorrow we will be learning
about another tool mathematicians use to count
Assessment The lesson objective will be met if each student has an active role in
the Got Dots game. If students are counting the number of dots on
the dot cards then the lesson objective has been met.
TTW check-in with a table of students during small group work and
take anecdotal notes while asking formative assessment questions to
the whole group
lesson - questions to ask your evidence?
yourself after the lesson o Lesson objective was met because each student was
discussing how many numbers were on a dot card: in
partners, in whole group, and in small group
o Each student was counting the dots on the dot card
during small group work - students were verifying
work of groupmates
o Student talk was focused on the objective
o Student engagement strategies varied throughout the
lesson: partner turn and talk and small group work
o Students had a difficult time working with teams - I
did not expect to have the frustrations and
responsibility issues that students had
o This will inform further instruction by reviewing
teamwork expectations before introducing the new
game tomorrow
o If I were to teach this lesson again I would include a
mini lesson on teamwork with a video/song on
teamwork expectations
o I would add an extra formative assessment piece of an
oral exit ticket. In order for students to return to seats
from the carpet they must name the number of dots on
a dot card that I display for them (individual response
but in whole group setting)
o I would do a closure that included connecting today’s
lesson to the students’ everyday lives

Lesson Title: Numbers, Pictures, and Words
Grade Level: K

Understand the relationship between numbers and quantities; connect
counting to cardinality
CCSS.ELA-LITERACY.RL.K.10
Actively engage in group reading activities with purpose and
understanding.
Objective/Target and I The students will (TSW) produce a number as a representation of a
can statements – written quantity
in student friendly
language I CAN match a number to a ten frame
By the end of the lesson, students will be able to match a numeral to

the corresponding matching ten frame pictorial representation. This
will be 1:1 counting.

assessment to inform instruction by recording student talk and
understanding while checking in with each student group
Focus and Organization • I Do: Open the lesson with a reread of Every Buddy Counts
(this time without sky counting)
• I Do: Mini lesson on a 10-frame (introducing a new tool)
• We Do: Think through and recall providing a numeral to a ten
frame representation
• We Do: Review strategies for teamwork and expectations
during group work (continually revisit and reinforce
throughout lesson)
• I Do: Model the activity on the document camera with a
student
• You Do (together): In groups of 3-4 play the activity (memory
game) by matching ten frames to the numeral
• I Do: Record anecdotal notes while checking in with each
group to use as the formative assessment piece I do: Record
responses on the board
lesson
• Revisit Every Buddy Counts and brainstorm ways the students
can count on their way home from school
Student Management:
Movement: Students will move to work in small groups around the
room

Student talk will occur during small groups during the playing of the
memory game. Students will stay engaged participants during the
activity and adhere to the expectation of being a team player.

TSW give the teacher “5” (ears, eyes, legs, mouth, and body listening)
while on the carpet. Students who do not adhere to the management
expectations or disrupt the learning of others will move their clip
down on the classroom PBIS chart.
Introduction: Creating
excitement and focus for • TTW create excitement by reading Every Buddy Counts by
the lesson target Stuart J. Murphy
• TSW have the opportunity to work in small groups with peers
that they have not worked with before to complete a memory
activity
Success o Give me 5 (ears, eyes, mouth, legs, and body listening)
• TTW read I CAN statement aloud to the class and display it on
the target board
• TTW use attention grabber by revisiting and rereading Every
Buddy Counts by Stuart J. Murphy
• TTW review a ten-frame with students
• TSW produce numeral to correspond with a ten frame
produced by the teacher (whole group discussion
• TTW review teamwork strategies
• TTW model the memory game on the smartboard with a
student (role playing)
• TSW play the memory game in groups of 3-4 around the room
• TTW record anecdotal notes while checking in with each
group
• TSW engage in whole group share and reflection on the carpet
• TSW brainstorm ways to count on the way home from school
and in their homes
• TTW reread the learning target before transitioning to new
content area

Level 1: TSW name the numeral the corresponds with a ten frame
Level 2: TSW make observations of how the ten frame changes from
one numeral to the next
Level 3: TSW compare ten frames and numerals by identifying which

category a card belongs to
Level 4: TSW synthesize how ten frames change according to an
increase in a numeral
Accommodations:
using the pictures of the ten frames on the cards.
• Extensions: Students work in their groups to put the ten
frames and numeral pairs in order from least to greatest
o Visual:
§ Seeing the pictures of ten frames on the
memory cards
o Auditory:
§ Listening to the counting of the text read aloud
• 6 pairs of matching ten frame/numeral pairs
• Text: Every Buddy Counts
• Document camera
Methods:
• Read aloud
• Think aloud to review ten frame and teamwork strategies
• Small group work: student talk
• Whole group reflection
Technology:
• Use of the document camera for modeling
o Set behavior expectations by reviewing the “give me
5” procedure
o Read Aloud
o Think Aloud
• HOW/WHAT:
o Revisiting I CAN statement throughout the lesson
o Using HOTQ during closure to help synthesize
learning and connect the I CAN to students’ everyday
lives
Checking for • Record anecdotal notes while checking in with groups -

Understanding: watching how each student participates and counts 1:1
• Ask for thumbs up or thumbs down during modeling and
whole group think aloud
Guided Practice: “WE • Follow along with the I CAN statement (using finger to scan-
DO” read)
• Review ten frame having a group think aloud
• Review teamwork strategies
• Whole group discussion at closure
Collaborative (“YOU • Work in small groups to complete the memory activity

DO TOGETHER”)
and/or Independent
• Connect today’s lesson to how the students can count during
their everyday lives
Assessment The lesson objective will be met if students are accurately matching
numerals to ten frames and engaged in small group work
TTW check-in with students during small group work to have an

informal formative assessment
Additionally, the teacher will have 1:1 formal formative assessment

the following day to conclude the unit plan
lesson - questions to ask your evidence?
yourself after the lesson o Working in small groups matching a ten frame with a
numeral. Students were not matching a ten frame with
a ten frame or a numeral with a numeral. The matching
done by students directly reflected the objective
o Working in small groups
o Checking in and talking with groups showed that
students were on task and matching ten frames with
numerals
o Student teamwork had improved from yesterday and
students were engaged and minimal redirecting needed
to occur
o I was surprised by how many groups needed assistance
with setting up
o I was surprised that so many students accurately
completed the activity and were able to complete the
extension portion of the lesson
o 4 of the 6 groups used the extension portion
o I would have done a whole group set up of the memory
game activity. This would have let me do more
observations during my check-ins rather than having to
assist and guide groups in setting up. This will guide
further instruction by doing whole group set up prior to
releasing students. The next lessons in the unit are
group based and a whole group set up will be
beneficial to both my check ins and student learning.
Post Instruction Assessment:
Method: Students were pulled to the back table individually. The teacher gave the students 3
ten frame cards and 3 numerals to match (8,4, and 0). The teacher then wrote a numeral on
the board without generating a name for the number (6) and the students produced a ten
frame picture to match the numeral.
Student Match Produce ten frame picture 1:1

3: Completes three matches accurately counting
2: Completes two or one matches accurately
1: Does not match a numeral to a ten frame Y/N
accurately
1 3 Y
2 N/A (out of the country) N/A (out of the country)
3 3 Y
4 3 Y
5 2 N
6 3 Y
7 3 Y
8 1 N
9 3 Y
10 2 Y
11 3 Y
12 3 Y
13 3 Y
14 3 Y
15 3 Y
16 3 Y
17 3 Y
18 3 Y
19 3 Y
20 3 Y
21 3 N
22 3 Y
23 1 N
24 3 N
Reflection of Aggregated Data:
Associating numeral with quantity (MCC.K.CC.4): 83% of students can perform skill
accurately (green)
1:1 Counting: (MCC.K.CC.5): 78% of students can perform skill accurately (green)
Growth:
Associating numeral with quantity (MCC.K.CC.4): 53% growth

1:1 Counting (MCC.K.CC.5): 43% growth
For the post assessment I was pleased with the methodology I chose to use for the assessment.
Pulling the students to work to work 1:1 with me was helpful and I provided them with the same
tools (ten frames and matching cards) that we used throughout the instructional plan. The
students showed overall growth from the pre assessment to this post assessment.There was
substantial growth in both standards that were addressed. I find it interesting that students that
could grasp associating a numeral with a quantity may have not mastered 1:1 counting with a ten
frame. Before teaching this instructional plan I had had to differentiate the two skills in my own
head. The data suggests that these are two different skills, for a student may master one before
the other. I highlighted students in yellow (improving but still not fully grasped) or red (not yet
grasped) in order to create intervention groups that I can work with during RTI centers. The data
does support that majority of my students did master the two standards that were addressed and
are ready to continue onto the next lesson in the counting unit. I will further address this in my
post instructional decisions.
Post Instructional Plan:
Data suggests that the majority of my students have mastered the objectives that were
covered from each standard. However, not all students showed this mastery, and there may be
gaps in learning that I have not seen from students who look like they have mastered the
objectives. For these reasons content lessons will continue as part of a larger unit. We will
continue onto the next lessons within the counting unit while revisiting and reviewing
associating numerals to quantity and 1:1 counting. The next lessons do still reinforce these skills
and it is because of this that I feel like students will continue to be scaffolded and supported. I
will incorporate more inquiry learning and partner work to encourage student exploration in
math. This helped with student engagement during the instructional plan. I also want to change
math groups to be based on ability in the following lessons. I will create my math groups based
on the post assessment data I collected form the instructional plan. I am not sure if I will stick
with ability based groups, but I can always reassess my decision and make a change. The
students are ready as a whole for the next lesson in the unit and because of my reflections and
data collected I feel confident in this instructional decision.
Student Satisfaction Survey:
Question 1:
23 Y 0 Not Sure 0N
Question 2:
23 Y 0 Not Sure 0N
Question 3:
23 Y 0 Not Sure 0N
Question 4:
23 Y 0 Not Sure 0N
(As a reflection piece: with kindergarten they want to please you as the teacher, so I do not know
how accurately this depicts their thinking)
Resources:
Barge, John. Georgia Department of Education : Mathematics Grade K Unit 2: Counting

with Friends. July 2014.

Instructional Plan - K Math

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Theresa Benedetto

Route Associating numeral with quantity

2 108 N/A (out of the country) N/A (out of the

8 16 0 (Cannot read numeral) 0

14 13 2 (cannot read other numerals) 2 (ten frames correct)

Reflection of Aggregated Data:

Route Counting: 100% of students can count to 10 (green)

Content/Subject: Math - Counting

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

By the end of the lesson, students will be able to problem solve to

Formative Assessment: The teacher will (TTW) use formative

Lesson Management: Lesson Management:

Active Student Participation:

Classroom Management Focus:

Higher Level Thinking:

Level 2: TSW make observations of what is happening in the video and

Modeling: “I DO” • SHOW/TELL:

Name: Theresa Benedetto

Content/Subject: Math - Counting

Objective/Target and I The students will (TSW) produce a number as a representation of a

Formative Assessment: The teacher will (TTW) use formative

Lesson Management: Lesson Management:

Active Student Participation:

Classroom Management Focus:

Introduction: Creating • TTW capture students by discussing how mathematicians

Input: Setting up the Task Analysis:

Higher Level Thinking:

Modeling: “I DO” • SHOW/TELL:

Collaborative (“YOU • Turn and talk to partner during explicit modeling

Name: Theresa Benedetto

Content/Subject: Math - Counting

EFFECTIVE INSTRUCTIONAL DESIGN – STANDARDS-BASED LESSON PLAN

By the end of the lesson, students will be able to match a numeral to

Formative Assessment: The teacher will (TTW) use formative

Active Student Participation:

Classroom Management Focus:

Higher Level Thinking:

Level 3: TSW compare ten frames and numerals by identifying which

Checking for • Record anecdotal notes while checking in with groups -

Collaborative (“YOU • Work in small groups to complete the memory activity

TTW check-in with students during small group work to have an

Additionally, the teacher will have 1:1 formal formative assessment

Student Match Produce ten frame picture 1:1

2 N/A (out of the country) N/A (out of the country)

Reflection of Aggregated Data:

Associating numeral with quantity (MCC.K.CC.4): 53% growth

Post Instructional Plan:

Student Satisfaction Survey:

Barge, John. Georgia Department of Education : Mathematics Grade K Unit 2: Counting

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