Edtpa-Lesson Plans

Lesson #1: Counting in a line
Unit of Study: Counting and Cardinality

Objective(s):
For Primary Learning Target: Student will be able to take objects out of a jar, between 5 and
15, and use the strategy of lining them up in a line to accurately count them, 4 out of 5 times.
For Secondary Target: Student will be able to observe a partners work accurately and
communicate any inconsistencies, 3 out of 5 times.
Common Core Standards: K.CC4
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect counting to cardinality.
a.When counting objects, say 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.
b.Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which they were
counted.
SL.K.1
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion)
Domains:
Fine Motor: Students will use fine motor skills to move tiles (or other objects) in a line up to 10.
Cognitive: Students will use one number for one object when counting. Students will receptively
and expressively identify the amount (how many) of objects.
Communication: Students will expressively identify the number of objects. Students will
comment on peers work after checking his/her work.
Materials:
- glow sticks
- counting jars
- trays
- paper with lines
- number line
- how to count checklist
- clipboard
Vocabulary: amount, line, strategy, organize
L & C Accommodations: review vocabulary words ahead of time with ELL students
Teaching Model: Small group with teacher modeling, independent practice
Teachers Role: To lead small group with direct instruction, model the strategy and facilitate
independent practice and group share.
Connection:
We count so many things in our classroom. We count how many days weve been in school.
Do you remember how many days weve been in school today? We count the number of sunny
days, or windy days or cloudy days weve had each month. We even make an attendance stick
to count what? The number of students in class today! So today were going to learn a new
STRATEGY of how to count items in our counting jars. A strategy is a way to do something and
were going to learn one way to count our objects. We are going to count our objects in a LINE.
Teach:
- First we are going to look at the steps we need to do to count. Show checklist.
- Read off checklist. First we have to take the objects out of the jar. Then we need to put them
in a line. We touch each object and count one number for one object. We go SLOWLY. And
then we double check to make sure we got the right number.
- Move jar filled with 7 glow sticks to the center of the table. Demonstrate. I want to know how
many glow sticks are in this jar. So Im going to first, take the objects out of the jar. Turn jar
over onto a poly-spot and check off checklist. All of the glow sticks are on this poly spot. Then
I need to put them in a line so that I can organize them. This is my strategy for counting. I am
going to put them in a line so that they are organized and are easy for me to count. Put glow
sticks in a line, on a long paper with a number line and check off #2 on checklist. Last Im going
to touch each of them and count one number for one object, slowly. Count off by one. Check
off one number for one object and going slowly. I have 7 glow sticks. But before I finish Im
going to double check. Re-count, then write the number 7 on a post-it and put it on the jar.
- We are going to work as partners. I want STUDENT A to be the counter and I want
STUDENT B to use the clipboard and the checklist to check off after each step. If STUDENT A
does not do the step correctly, then STUDENT B has to tell him what he needs to do to fix it.
Then well switch jobs and STUDENT B will be the counter and STUDENT A will be the checklist
helper.
- Facilitate students doing each task. How many glow sticks do you have? How many glow
sticks does STUDENT A have?
- Have students switch jobs.
- Now that weve had practice, lets use these posters with these lines. What lines do you see?
A number line, a ribbon line, a puffy paint line a marker line and a dot to show where to begin a
childs own line of objects.
- I am going to give you each 4 jars of glow sticks and I want you to count the number of glow
sticks by putting them on the line. For the first jar youll use the first line. And for the second jar
youll use the second line. Please use the checklist as you count.
- Last I am going to give you a very special jar and I want you to count how many items are in
that jar.
Active Involvement:
Students will work together in a dyad to follow through on the instructions for counting.
Modifications (individual students):
James will sit on a bumpy cushion and use a footrest. If needed, James will be reminded that
he can earn a chip if he stays on task or is flexible as he works.
Independent Practice:
Students will practice taking items out of a jar and put them on top of a line to practice creating a
line as a strategy to count. They will practice putting the items on some lines that have texture
as well to make it a multisensory approach.
Assessment:
In order to assess the students ability to use the strategy of putting objects in a line to count,
the student will fill a poster board with objects on top of a number line, a ribbon line, a puffy
paint line, a plain black line with a marker and a dot signifying where to start a line they can
create on their own. The student should be able to create a line of objects, given 4 out of 5
opportunities to do so.
To assess a students ability to observe a peer and attempt to communicate with her, frequency
of comments and anecdotal data will be collected by the teacher during the lesson and by
watching the videotape of the lesson.
Teaching Share:
Each child will get a final jar of another preferred object (like glow sticks) and asked to count the
objects. The children will share how they got to their number and if they did the correct steps
based on the checklist. The number of objects will be more than 10.
Lesson #2: Counting with 1-to-1 correspondence

Objective(s):
For Primary Learning Target: Student will be able to match the number of objects to dots
(between 5 and 15) or stickers on a card 4 out of 5 times.
For Secondary Learning Target: Student will be able to take turns with partner choosing a
card or matching items to the dots on the card with minimal verbal or physical teacher prompts 3
out of 5 times.
object.
counted.
SL.K.1
SL.K.6
Speaking & Listening
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Domains:
Fine Motor: Students will use fine motor skills to move objects (tiles or chips) to match the
number of stickers on the card.
and expressively identify the amount (how many) of objects. Students will match one item for
one sticker on the card.
Materials:
- tray
- chips
- index cards with dots/stickers (5 - 15)
- checklist for matching game
Vocabulary: match, add, take away
Teaching Model: Small group with teacher modeling, working with partners, independent
practice
Connection:
We are learning all about counting and yesterday we learned how to count numbers in a line.
Today we are going to play a matching game where we practice our counting.
Teach:
Explain rules of the game. "You will work with a partner to match the same number of chips with
the number of stickers on these cards."
"We want to be sure to have one chip for one sticker. One way we can be sure that we counted
correctly is by touching each object and say one number for one object that we touched. Let's
practice together."
"James pick a card. Luz, can you match up the chips to these stickers?"
"How many stickers are there, Luz? How many chips did Luz find, James?"
"Now you have to work together. First, one person has to pick a card and tell their partner how
many stickers are on the card. Then the other person needs to find the same number of chips
and count them to be sure they're the same amount."
"It's important to be sure you make eye contact with your partner and tell them, "it's your turn" so
they know when to switch."
Facilitate partner work.
Facilitate teaching share--did you use a strategy or a way to make the same amount of chips as
stickers? Can you describe it? (lined them up, put them on top of each other, some stickers will
be bigger than the chips and some will be smaller)
Discuss strategies.
"Now let's try playing on your own for 3 rounds. Round 1, pick a card." Support where needed.
How many chips do you have? How many stickers are there?
Active Involvement:
The students will work in a dyad to play a matching game.
Modifications:
he can earn a chip if he stays on task or is flexible as he works. If James is having much
difficulty with numbers greater than 10, then use number cards of 5-10. Provide a checklist for
the game 1) Choosing a card, 2) Count the number of stickers, 3) Match the number of chips
with the number of stickers
Independent Practice
Students will practice 1-to-1 correspondence by matching chips to stickers on their own.
Assessment
In order to assess the students ability to match the number of chips to the number of stickers,
the teacher will use a checklist to note the number of times the student successfully matched
the chips to the stickers. The student should be able to create these equivalent sets, given 4
out of 5 opportunities to do so.
To assess a students ability to make appropriate comments, frequency of eye contact made by
the two students will be collected by the teacher during the lesson and by watching the
videotape of the lesson.
Teaching Share
Students will discuss matching strategies in the small group.
Lesson #3: Rearranging a Group of Objects

Objective(s):
For Primary Learning Target: Student will be able to identify the number of objects in a set
regardless of the arrangement, 4 out of 5 times.
For Secondary Learning Target: Student will be able to take turns with partner, creating
arrangements or counting with minimal teacher prompts 3 out of 5 times.
Common Core Standards: K.CC4 & K.CC5
a. When counting objects, say the number names in the standard order, pairing each
object.
b. Understand that the last number name said tells the number of objects counted. The
counted.
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 120, count out that many objects.
SL.K.1
SL.K.6
Domains:
Fine Motor: Students will use fine motor skills to move objects (tiles or chips) to count or
rearrange objects.
Communication: Students will expressively identify the number of objects. Students will use
cooperative language (your turn, can you help) while working with the partner.
Materials:
- trays
- paper with line (if needed)
- picture templates
- tiles
Vocabulary: arrangement, amount, add to, take away
Teaching Model: Small group with teacher modeling, working with partners, independent
practice
Connection:
"We know how to count, and weve been counting all week and even all day! But now we are
going to investigate. Does the amount of tiles change IF we rearrange them? Does anyone
know what "arrange" means?" (to organize, put things in a certain way)
Teach:
"First let's count how many tiles are in this jar." Count to get 7.
"We know that there are 7 tiles in this line, but what if I move them around? Are there still 7?"
Have student count.
"Now, what if we SWITCH IT CHANGE IT REARRANGE IT? Lets make a boat (reveal papers
with tile arrangements to make pictures)? Are there still 7 tiles?"
Each child should touch and count the tiles. "Yes, there are still 7. I did not add to the pile or
take away from the pile so the number DOES NOT CHANGE."
Let's play a game where you'll take turns. First you'll get a jar. One student will take the tiles
out and count the tiles in the jar. Then shell say SWITCH IT CHANGE IT REARRANGE IT.
The other student will take the tiles that she just counted and create a picture using one of these
templates. Then that person has to count the number of tiles, and whisper to his partner. If you
agree on the number then you say it out loud, together, to me. If you didn't say it together, then
you don't win that round.
Student A will be the counter for the first round. James youll be the switch it, change it person.
Remember you both have to count the tiles and work together to see if you have the same
number and then say it together to me.
Play game with 4 rounds. Each round should use more tiles, up to 15.
Facilitate cooperative language where necessary.
- Then have each do two rounds on their own where they are both the counter and do the
switch it.
- During share, ask the students about the picture they made and the strategies for knowing
that they had the same amount. Did it ever change in this game?
Active Involvement:
The students will work in a dyad to play a rearrangement game.
Modifications:
he can earn a chip if he stays on task or is flexible as he works. A paper with a line drawn will be
used to help student organize the tiles during the first count.
Independent Practice
Each student will have the practice of counting the tiles, rearranging them and making a
prediction of how many there will be after a picture is made with the tiles.
Assessment
In order to assess the students ability to identify the number of objects in a set regardless of the
arrangement, data will be collected on the number of times the student counted accurately. The
student should be able to accurately count the correct number of objects, given 4 out of 5
opportunities to do so.
To assess a students ability to work fluidly with his partner with minimal physical or verbal
teacher prompts and to make relevant comments regarding the game, frequency of comments
and anecdotal data will be collected by the teacher during the lesson and by watching the
Teaching Share
Students will share the picture they made with the tiles and their strategies for knowing that they
had the same amount.
Lesson #4: Counting Jar

Objective(s):
For Primary Learning Target: Student will be able to take a set objects out of a jar, between 5
and 15, count them, and make an equivalent set with another set of objects, 4 out of 5 times.
For Secondary Learning Target: Student will be able to make 2-3 relevant comments to a
peer during partner work, 3 out of 5 opportunities.
object.
counted.
SL.K.1
b. Continue a conversation through multiple exchanges
SL.K.6
Domains:
Fine Motor: Students will use fine motor skills to take objects out of a jar and arrange them to
count. Students will draw in their math journals to represent the number of items they counted.
Materials:
- tiles
- birthday candles
- counting jar
- paper with line
- check list for Counting Jar rules
- math journals
- paper
- twistable crayons
Vocabulary: equivalent set, organize
10
Teaching Model: Small group with teacher modeling, independent practice
Connection:
We are working on our counting today. Not only are we going to count glow sticks, but well be
counting bears too! Today we are going to use our counting jar and our math journals.
Teach:
- Model how counting jar works.
- These are the steps to the counting jar activity. First you will have jar full of something. You
have to count the number of objects and make an equivalent set of tiles. What does equivalent
set mean? (making a set with the same amount. The amounts are the same, they match, they
are equal)
- Then you will draw in your journal the number you counted, however youd like.
- Let me show you. Count out the glow sticks. First Ive taken the glow sticks out. Then Ive
organized them. Now Im going to count them. Ask a student to check your work.
- Take out tiles to make an equivalent set.
- Have a student check your work.
- Draw the same number of glow sticks in my journal.
- Youre each going to do 2 rounds of counting jar and I need you each to check each others
work. So when you think youre done, get your partners attention and ask them to check your
work. You need to tell me how Student A did and you need to tell me how James did.
- We can also use this checklist (go over steps: 1) take out items, 2) organize them, 3) count
them, 4) find the second item and make the same number, 5) record
- Facilitate following the steps and checking the work.
- Ask students to share how they decided to record their work during teacher share.
Active Involvement:
Students will assist with demonstration and will count their own work as well as their partners
work.
Modifications (individual students):
he can earn a chip if he stays on task or is flexible as he works. The checklist can be used by
the teacher to help the student stay on task. A paper with a line may be used to help him line up
his objects.
Independent Practice:
Students will take items out of a jar, organize, count and create an equivalent set. They will also
count their partners sets to check their work.
Assessment:
In order to assess the students ability to accurately count a set of objects and create an
equivalent set of objects, data will be taken on both counting and creating an accurate set. The
student should be able to count accurately for each set, given 4 out of 5 opportunities to do so.
11
To assess a students ability to make relevant comments to the peer, frequency of comments
and anecdotal data will be collected by the teacher during the lesson and by watching the
Teaching Share:
The students will show and discuss how they chose to record/represent the equivalent sets that
they created.
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Lesson #1: Counting in a line

Unit of Study: Counting and Cardinality

Lesson #2: Counting with 1-to-1 correspondence

Lesson #3: Rearranging a Group of Objects

Lesson #4: Counting Jar

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