KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Miss Angie Carty Date: 11/19/2019

Cooperating Teacher: Mrs. Lisa Hunter Coop. Initials:
Group Size: 16 Allotted Time: 30 minutes Grade Level: Pre-K
Subject or Topic: Ten Frame - Mathematics Section: 933

Ten Frame Puzzles - Counting 1-10

STANDARD: (PA Common Core):

2.1 PK.A.1 - Know number names and the count sequence.
2.1 PK.A.2 - Count to tell the number of objects.

I. Performance Objectives (Learning Outcomes)

Students will be able to count from numbers 1-10 and identify the numerals by completing a ten-
frame with the number of how many squares are on the corresponding paper.

II. Instructional Materials

• Book, One Brown Bunny by Marion Dane Bauer
• Printed on card stock; sheets with 1-10 ten-frame (attached)(10)
• Packaging tape
• Manipulatives - small multicolored bears (50)
• red bears (10)
• yellow bears (10)
• blue bears (10)
• green bears (10)
• orange bears (10)
• Trays (5)
• Counting Song
• https://www.youtube.com/watch?v=3OqYrSu8gro

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
• Prerequisite Skills
• Basic counting skills
• Ability to count 1-5
• Early recognition of written numerals
• Communication skills
• Early concepts of print
• Big Idea
• Understanding of Ten-Frames and Counting On
• Ability to physically count from 1-10
• Key Vocabulary
• Counting On - Given two sets of objects in which to find the sum; learner counts one set
and then counts on from the first set to the second set.
• Manipulative - A wide variety of physical materials, objects, and supplies that students use
to foster mathematical learning.
• Concrete Objects - Physical objects used to represent mathematical situations.
• Ten-Frame - A two-by-five rectangular frame into which counters are placed to
demonstrate numbers less than or equal to 10.
• Square - A plane figure with four equal straight sides and four right angles.
• Rectangle - A plane figure with four straight sides and four right angles, especially one
with unequal adjacent sides, in contrast to a square.
 • Ascending Order - A listing in which numbers or terms are organized in increasing value.
• New Content
• Focus is on introduction of using a ten-frame to count from 1-10

IV. Implementation
A. Introduction – (10 minutes)
• HOOK:
• The ten-frame will be created using packaging tape on the floor which will immediately hook the
students into the lesson.

• Ask students to sit on the outside edge of the carpet, avoiding the large ten-frame in the
middle.
• “Boys and girls, we have been working on counting up and backwards to the number 10. Let’s
count together.”
• All: “1, 2, 3, 4, 5, 6, 7, 8, 9, 10.”
• “And backwards?”
• All: “10, 9, 8, 7, 6, 5, 4, 3, 2, 1,”
• “Wonderful, I have a song that I would love to teach you about counting, it is called the Counting
Song!”
• Pull up the song and sing with the kids, breaking down the lyrics line by line. (2 minutes)
“One says, hey! hey! how do you do?
Two can’t find their other shoe!
Three and four sleeping on the floor!
Five has got a lion’s roar!
Six is marching to the beat!
Seven and eight have a yummy treat!
Nine just made a brand new friend,
Ten says, hey! let’s start again!”
• Go over the song 2-3 times based on the students engagement level.
• Introduce the book, One Brown Bunny by Marion Dane Bauer, and begin to read.
• (This book can be adjusted based on engagement level and focus of the Pre-K children).
• Stop at points that have numbers and reiterate focus of counting.
• Transition into the ten-frame taped on the floor.
B. Development – (25 minutes play)(15 minutes instruction)
• (I Do) Explain that there is a shape on the carpet with ‘10’ spaces inside of it.
• Count the spaces together
• Understand that most children have the ability to count to ten, but they do not recognize
the written numeral, nor the visual objects in front of them.
• BIG IDEA: “This box on our carpet is called a ten-frame. Can you say it with me?”
• All: “ten-frame.”
• “We use ten-frames as a way to count objects. Ten-frames are not always this large, they are
usually on paper to help you with counting, but this is a big example.”
• “If I want to represent a number inside of a ten-frame I would step into the first box and how
many people or objects would be inside of my ten-frame?”
• (We Do) Begin to ask for volunteers to stand inside the boxes of the ten-frame as a visual of how
 many objects are inside.
• “May I have a volunteer that is sitting quietly to come and stand in the ten-frame?”
• Have the first student stand in the first box of the ten-frame.
• OPTIONAL: Students close their eyes and move the person to a different block.
• “Oh no, if I moved our volunteer out of the first spot, will we still only have 1
person?”
• Give the students a moment to think.
• “What do we think?”
• Ask for a few volunteers before continuing on.
• Repeat from 1,2,3,4,5,6,7,8,9,10 asking for volunteers.
• Be sure to move the smaller single digits around (1-3) to show that no matter where in the frame
they stand, it still equals that same number.
• Continue filling the ten-frame until it is filled with students/teachers.
• This allows for a visual representation of the ten-frame and the students have the chance
to be involved.
• “Okay, take a seat on the carpet. I am going to introduce our centers for the afternoon.”
• On the board are the written centers, review with students.
• (You Do) Introduce the two new centers that correspond with ten-frames.
• “The first new center that we have going on today is our ten-frame color game! You will pick a
spot with a color, which has 10 bear manipulatives of a certain color with felt. The objects and
paper will be on a tray which is to be kept on the table to work. If you want a challenge, you can
flip over the paper and try to fill in the ten-frame without the shaded area. But that is a challenge
if you would like to do that.”
• Teacher models

• “The other center will be the large ten-frame on the carpet which is to be used with bean bags.
Count using the bean bags after you flip a card with a number, then fill in the ten-frame boxes.”
• Teacher models
• Dismiss students to centers.
• Center are open for 30 minutes, before pickup time.
C. Closure – (10 minutes)
• “Okay, we are going to be going home soon, therefore clean-up is in 5 minutes!”
• Repeat and remind students at 3 minutes, 2 minutes and at the time of clean-up.
• “Alright, the time has come that we need to wrap it up and clean up our centers! We need
to meet on the carpet!”
• Students should put away materials the way that they found them.
• Continue reassuring and reminding the students of their task at hand.
• Different songs may be sung with the children (optional).
• It’s time to clean up, its time to clean up, please put all the toys away.
• Provide students with instruct on where items go.
• Gather students together again and leave them with a question about ten-frames.
• Ask students what they learned today or what they played with during centers.
• This allows the students to reflect and also calm down at the end of the day. It also gives
them something to carry over to the next day to look forward to.
 D. Accommodations / Differentiation -
• Support
• If a student is struggling to understand the center, I would create a color based ten-frame
for them to put the colored manipulatives in. This is a way for them to visually place the
objects in the corresponding spots. Then we would count them together.
• Enrichment
• In this lesson, the center specifically has a differential approach for students who may be
above the idea of counting. On the back of the pages at each center, there is a blank ten-
frame with a number and the students have to fill in the boxes with the manipulatives
without the shaded ‘hint’ area, like on the front (independent).
• Also, if a student would like to expand their ability to use a ten frame, they can begin to
add the ten frames together and creating larger numbers based on how many spaces they
have filled (independent).

E. Assessment/Evaluation plan
1. Formative
• Checklist - 3 Skills
• Teacher will keep a checklist of three skills that the students will meet or not meet
while the lesson is happening. The three skills will measure the learning objective:
‘Students will be able to count from numbers 1-10 and identify the numerals by
completing a ten-frame with the number of how many squares are on the
corresponding paper.’ by keeping 5 points per student. 1/1 for ‘Appropriately using
the ten-frame, 1/1’ for ‘Appropriately identify written numerals when shown 1/1’,
and last for ‘Correctly match numbers with correct number of manipulatives in ten-
frame (3 repetitions) 3/3.’ This assessment will go on while the students are playing
and engaging. The teacher will keep this assessment to assess the objective
effectively.
2. Summative
• None for this lesson

**View other document for assessment data and center**

V. Reflective Response
EEU 309 Core Assignment Reflection

Questions Asked Before Lesson

1. Will this be too easy for the students to complete?
2. Will they be drawn to the center or no?
3. We practice counting up and down from 1-10 so will the students benefit from this lesson?

Summary of Student Data:

According to the data that was collected on the activity that I held in the preschool classroom,
11/16 or 69% of my students were able to simply identify the numeral when it was presented in front of
them. This data shows that more than half of my preschool students could read a number by name, just by
looking at the number. Now, this is a statistic that makes logical sense, because my class ranges from ages
3-5 years old. That is a wide range when it comes to their stage of pre-operational. They are not learning
by written materials yet; they are learning through play and exposure. So, if a student knows a number, I
know that they have been exposed to number sense already. Now, I also collected data on what students
understood how to use the ten-frame. This number was much higher, 14/16 or 86%. I believe that this
percentage is so high because the students were able to follow along on the frame and use manipulatives.
Having a colorful manipulative is a huge draw for the eye of preschool because they want to play with
them. Because they had the visual representation of the ten-frame during the lesson, they were able to
apply their knowledge from one place to another. The last skill I was measuring was the students ability to
correctly match the number of manipulatives with the number on the paper. This percentage came to
11/16 or 69% were able to complete 3 or more frames. Then, 1/16 or 6% made 2 frames; 2/16 or 12%
made 1 frame; 1/16 or 6% made 0 frames. This data tells me that, as the teacher, I need to work on
students’ ability to recognize numbers. This will come with time and exposure, but there is such a wide
range of students that participate in this preschool. The last percentage that I found was that 16/16 or
100% of students at least visited the center, which was good. Whether they were successful or not, they
were able to come and give it a try.

Student Strengths:
Overall, the students really had fun with this lesson. The enjoyed being able to be a part of the
physical ten-frame on the carpet as well. I thought they did very well with using the ten-frame
specifically. I noticed that my percentage was the highest in that category and that the students were
excelling at putting all of the manipulatives inside the given ten-frame. Now, this is a fine motor skill of
picking up and placing something in a specific spot. They did great with it. There were students in the
class that I knew were going to excel with this center, hence why I made the differential instruction for
those students to participate. There are two girls in my class that were outstanding. They can count to 40
without stopping. So, I assessed them on their ability to use two different ten-frame cards and try to add
their numbers together. They were able to complete that and I made a note of it in my data sheet. There
were other strengths that I witnessed such as the students ability to recognize color. I put a colored felt
underneath the card of which they decide to sit at and that was the corresponding color of the
manipulative of which they used. The students were great at this color to matching recognition. I was able
to slightly assess and notice that they know their colors very well. If this were a matching or sorting
activity, my students would excel.

Student Weaknesses:
For students who I noticed were making mistakes, it seemed to be a similar mistake that they
were making. The main mistake was number recognition. This is a common mistake in preschool simply
because they cannot read yet, so they are still learning their letters and numbers. Part of the reason I did
this lesson was to give support to the area of learning 1-10. Five of my students were unable to gain
points on the area of numeral recognition when asked, because they were unable to tell me the number or
they thought the number was something else. The five student initials that missed this point were C, J, Q,
C and R. If you see on the data sheet, R mistook the number 10, for 8. This was a common one because
the curves in 8 and 10 tend to blend for preschoolers. I recall Q not being interested in the center, but he is
very young also, so there are some progress to be made there. He did not gain any of his points, except for
1 attempt at the ten-frame, which is did not complete correctly. My next student, C, was very interested in
the center. They mentioned to me that it was their favorite activity of the day, which made me happy.
Now, he was not able to correctly tell me what number he was counting to, nor able to recognize multiple
numerals, when asked. He enjoyed moving between the colors and stacking the manipulatives as well. He
was able to complete 2 ten-frames during his time at my center. Moving on to J, this student really did not
want to cooperate with working at the center. She was not able to earn any points because she was
distracted and not listening to me or my Co-Op. She is an older student so I was surprised at her lack of
knowing the numbers. When you would ask her the specific number she has in front of her she wouldn't
know. Also, we asked her to count to 10 and she said, “1,2,3,5,8,12,10,18,14.” This was an overall theme
as well with Q too. Another one of my younger learners thought that the number 7 was 10, and that the
number 10 was 100. As the teacher, I tried multiple ways to get them to say the correct answer with
prompting and help. Number sense can be difficult for emergent students, which is why I tried to make a
concrete lesson with visuals and tactile objects to correlate that misunderstanding.

Remediation Plan:
To ensure that my students gain a sense of numeral recognition, they must have more exposure to
the concept. I plan to work with these children who need remediation separately to be sure that they can
recognize the single-digit numbers 1-9. Preschool is something that can be adjusted at any time, which is
why I enjoy it so much. I think that in order to work with these students, I would practice with them at a
math center of which they can get some extra practice. I also will plan to work on a memory way for them
to recognize the number’s name once it is shown. My goal would be for my students to see the number 6
and say “six.” It is important to work on this to get my students to that point. When I am meeting with
these students I would work on simply looking at the numbers in front of them. I would include
manipulatives for the students to count, but I would really want them to focus on the actual number. As
the students developed their understanding of the number, I would have them work with individual work,
rather than small group. It is important for students to have exposure too, so while we start to transition
into our next unit of measuring/building, we will emphasis numbers.

VI. Resources
• Book, One Brown Bunny by Marion Dane Bauer