TPA- Referenced Lesson Template

Lesson Title

MN/CC State Standard(s)

Central Focus
Learning Target
Academic Language (AL)
a. Domain-specific vocabulary
b. Any needed sentence structures
c. Language demands: Planned points
where students would use AL
Needed modifications/supports
Planned points for specific students

Lesson Part
Part 1: Initiating Instruction
Preview
Review of pre-requisite
knowledge/skills

Name: Hannah Schwieters

Date: 9-21-15
Grade: K
Finding Numbers

Understand the relationship between quantities and whole numbers up

to 31.
K 1.1.2: Read, write, and represent whole numbers from 0 to at
least 31. Representations may include numerals, pictures, real objects
and picture graphs, spoken words, and manipulatives such as
connecting cubes.
To help students start to recognize numbers and how to use them.
The students will be able to define what a number is.
The students will be able to find numbers in their everyday life.
A) Numbers, amount, counting
B) This has ______ (unit) and the number looks like this_____.
C) N/A
Walk around and check in with students, get the student started with an
idea and help them if they get stuck.

Activity description/teacher does

Students do
-Students have been tested on knowing
numbers zero to ten.
-Looking at how we use numbers in our lives,
classroom and starting to look at everyday
lives.

-Materials
Student Math Journals
Pencil
Place with a variety of numbers
Assess 1.1 -Look at kindergarten readiness assessment for
Check for Understanding number recognition.
Part 2: Teacher Input/ Inquiry
GETTING READY:
Students, today we are going to take some
Intro of learning target
time and explore numbers and how we use
Explanation/procedures
them in our lives and world. Can anyone tell me
Teacher demonstration
when you see numbers or how you use
Teacher think aloud
numbers in the classroom? Remember to raise
your hands
How are we able to use numbers when we
arent in school, but at home or out shopping?

Students will name off

items. (Calendar, clock,
number chart, counting
line, straws in pouch).
Students might
struggles with this, but
give hints about prices

in the store, their house

number or even age.
TASK:
I DO
I am going to look around the room and find
one number. Now that I have this, I am going to
write the number down and also draw a photo
of it. I can see one to twelve on it, and different
numbers are always being pointed at. So I am
going to draw a circle, and write the numbers
that I can see on it. I dont need to draw all of
the details, but just enough so that I can
remember what it is.
WE DO
Now we are going to pass out our math
journals. When you get it, keep it on the green
side. Now that we all have our journals, we are
going to flip our journals over to the yellow side.
On the yellow side, I would like you to open up
to the first blank journal page that you can find.
You should be on the page with a 1 on the
bottom right corner.
Assess 1.2 -Students would be able to tell me the steps
Check for Understanding that they need to do and that it is independent
and not a partner activity.
Part 3: Guided support/practice
YOU DO
Now that we are ready to go, we are going to
Paired/collaborative work
be able to walk around the room and see where
Individual work & partner
numbers are here. You will be doing this quietly
check
and by ourselves. See how many different
Teacher(s) roam & assist
numbers you can find and see if you know what
number it is. Once you have a pencil in your
hand, you are able to start walking around the
room and finding numbers. You will have 5
minutes to do this. If you are one a pink or
purple dot you may go.
Green and blue dots may go.
Orange dots may go.

Assess 1.3 -Look at student journals to see if they were

Have students tell me

what it is once I have
drawn the picture.

The students would be

given time to explore
the journal and then
have to follow the
directions to access the
correct page for the
number count.

Students are walking

around the room
individually and looking
for numbers, either
writing the numbers
they see down or
drawing a picture of
where the numbers are.

Check for Understanding able to find a variety of numbers in the room.

-Look to see if pictures and numbers are
shown, not just one.
Part 4: Closure
DISCOURSE:
We are going to go around and say one item
Restate learning target
where we saw a number.
Go around in a circle and have the students
share.
We all used numbers and found them all over. I
bet that you will see numbers more and more
now that you are looking out for them. I want
you to go home and look at where different
numbers are at your house or if you go
somewhere.

Students are given a

chance to share one
place where they found
a number or what
number they found.

Reflection:
This lesson went well. The students were engaged and working the whole time. But if I had thought
about it, I would have allowed time to walk around in the school, maybe go to the cafeteria and look for
numbers in there or even the gym. The students all had about the same ideas as each other and that is
completely fine, but I would have still liked to have some difference in there. I have the chance to have all
students respond at the end and share, but not all were able to share an answer to my questions. I think I
needed to make my questions slightly lower in thinking and attempt to relate it more to them than I was.