edTPA Lesson Plan Format

__________________________________________________________
Student Name: _________________________________________________________
Grade and Topic: ____________________________ Length of Lesson: ___________

CENTRAL FOCUS:
 This unit focuses on counting to tell the number of objects. Students will learn this
through manipulation of small objects.

 Students should learn how to identify quantities easily and be able to compare more or
less.

STANDARDS ADDRESSED:
K.CC 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.
c. Understand that each successive number name refers to a quantity that is one
larger.

LESSON OBJECTIVE(S):
 Students will count out and name quantities with 100% accuracy.

MONITORING STUDENT LEARNING - FORMATIVE AND SUMMATIVE

ASSESSMENTS:
 There will be a worksheet for bell work the following day that will review the concept of
quantity and comparison.

 This worksheet will show their mastery of understanding the relationship between
numbers and quantities and how those relate to each other.
  For students struggling with the work they would be given more time on the worksheet
and for the first assessment I may set the bar for “good” work lower and work up to true
mastery.

MATERIALS:
 Small plastic bears, skittles (not M&Ms in case of allergies), paper

 In this lesson we will not be using technology. While they could do this same lesson in a
computer program or on an app, it is not necessary.

BACKGROUND and RATIONALE:

 What are the key concepts/ideas for the lesson?

 What is the academic language (e.g. vocabulary, language functions, and discourse) that
must be considered in this lesson?

 Previously the students have learned to count along a number line and so this makes that
connection between a number and an amount.

 After this lesson the students will be prepared to tackle concepts like addition and
subtraction.

 Some students learn kinetically and would prefer to hold candies or small toys in order to
understand while visual learners may prefer to draw circles in order to represent an
amount.

 I could allow the students to bring something small from their home to count, i.e. a bag of
beans or a box of noodles which could reveal a cultural aspect to the lesson. Even if they
brought their favorite small candy, it’s something they’ve picked and enjoy.

PROCEDURES AND TIMELINE:

 Introduction: To introduce the lesson I would ask if any of them know how many toy
cars they have or if they knew how many jelly beans are in a jar. When they look wide
eyed and overwhelmed I would ask if they would like to learn how to find out, then go
into counting for the sake of quantity and comparison.

 Procedures: Provide a bulleted sequential description of the procedures and activities for
the lesson.

o 3 minutes—pass out materials (skittles and paper with two circles for a
comparison component)

o 20 minutes—spend time counting skittles into the circles and asking if they are
greater, less than, or equal to each other.
 o 5 minutes—Ask the students how they can use this at home to help their parents
or themselves.

o Checks on if they are correct or not. Making sure they are in fact counting out the
right numbers and making the right choices as far as comparison.

o If I know a student has trouble with number sense, I can give them a partner to
help keep them on track. If I know a student is already at the level we are teaching
I could ask them to add the skittles in the circles and allow them to be that partner
to the struggling students.

 Closure: Show them how knowing this will help them in a lesson on addition or value or
something. I would reveal how many jellybeans are actually in the jar from the beginning
and allow them to each their skittles.

ASSESSMENT EVIDENCE:
 You could do a worksheet for review the following day. The worksheet could have
images of groups of marbles or candy and they could compare and quantify. This can be
given a sold grade.

MODIFICATIONS:
 For students having trouble I would work with them more individually to help them see
why one number is larger than a number and what that means.

 Advanced students I can give them work that also involves basic addition.