Name: Mandy Montoya

Subject(s): Math

Grade: Kindergarten

Lesson Time Allotment: 30 minutes

TPE Target Skills:

1: TPE 1.8 Monitor student learning and adjust instruction while teaching so that students continue
to be actively engaged in learning.

2: TPE 2.6 Establish and maintain clear expectations for positive classroom behavior and for student-
to-student and student-to teacher interactions by communicating classroom routines, procedures,
and norms to students and families.

Section 1 – Goals, Standards, and Assessments

TPE 1.4, 1.5, 1.6, 2.2, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5
1. CA State Standard(s) and/or Curriculum Frameworks (TPE: 3.1, 3.2, 3.3, 4.4)
What is the CA state standard/framework that you will be addressing for this lesson?
K.CC Count to tell the number of objects.
4. Understand the relationship between numbers and quantities: connect counting to cardinality.

c. Understand that each successive number name refers to a quantity that is one larger.

2. Learning Goal(s): Based on the CA State Standard(s) you have identified above, what will students have mastered in
terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my students will have mastered the ability to…” or “By the end of this lesson, my students will be able to
explain…”)

 By the end of this lesson, students will understand that when we count in ascending order, we are adding one over
and over to our previous quantity.

3. Assessment Criteria for Success: How will the teacher and the student know if each of the specific objectives identified
above have been successfully met?

A. Formative Assessments: At least two formative assessments total, at least one with a rubric that provides information
that allows you to measure whether students have met each of your learning objectives. Copy or attach rubric to this
template. (TPE 1.8, 2.5, 5.1, 5.5)

Formative Assessment 1: After teaching and modeling how when we count, our amount is getting bigger by one each time,
students will each have their own whiteboard and we will do practice questions. I will draw an amount, and I will have
students draw an amount that is one bigger. Students will hold up their whiteboards after each question so I can see who is
understanding.

Formative Assessment 2: Students will complete our ten-frame worksheet by filling in the top ten frame with a number
given to them, then completing the bottom frame by increasing the amount by one. They will check with a partner who has
filled in different numbers and evaluate if they did it correctly.

Learning Objective Total /3

Student filled in their first ten-frame with the correct /1
number given to their table.
Student filled in their second ten-frame by increasing the /1
amount by one.
Student evaluated a peer’s ten-frame /1
4. Relevance/Rationale:
Based on prior assessments of your student’s level of academic understanding for this subject, why is this the critical lesson
for your students to learn right now in your class? (These assessments can be based on formal assessments such as past
quizzes or informal assessments based on observations). (TPE 1.3, 2.6, 3.2) Make sure to cite specific evidence from prior
student learning to support your rationale:

To the best of your observations, what existing assets and funds of knowledge do you students already have about your
lesson topic?
We have been building prior knowledge in the class since our previous math lesson was all about arranging quantities in
multiple ways and being able to subitize. This lesson flows directly from the last because students will be learning to add
one onto the quantity they have just identified. Students have shown their ability to accurately display a given number in
multiple ways.
What misunderstandings and misconceptions do you expect students might have from the lesson?
Students might struggle with the language demand of the word ten and how it is a singular word, yet it means a group of
objects. EL students especially might find it difficult because the word ten is plural, but it sounds singular.

Multilingual/EL students
5. ELD Standards Addressed: Identify one standard from Part 1 and another from Part 2 of the ELD Standards that you
will implement during this lesson to support your English language learners. (TPE 1.1, 1.6, 3.5, 4.4) Make sure to include
both the ELD Standard number and the content of the standard! (Feel free to cut and paste!)

Part 1: Interacting in Meaningful Ways: A. Collaborative, B. Interpretive, C. Productive

Expanding 1. Exchanging information and ideas: Contribute to class, group, and partner discussions by listening attentively,
following turn-taking rules, and asking and answering questions.
Part 2: Learning How English Works: A. Structuring Cohesive Texts, B. Expanding and Enriching Ideas, and C. Connecting
and Condensing Ideas
Emerging 5. Modifying to add details: Expand sentences with frequently used prepositional phrases to provide details about
a familiar activity or process in shared language activities guided by the teacher and sometimes independently.

6. ELD Standard Learning Goal(s): Based on the ELD Standards you identified above, what will students have mastered
in terms of knowledge and/or skill as a result of this lesson? (TPE 2.2, 2.6, 3.2) (Sample sentence frames: “By the end of this
lesson, my English language learners will have mastered…” or “By the end of this lesson my English language learners will
be able to explain…”)

Learning Goal (ELD Standard Part 1):

By the end of this lesson, my ELs will have effectively practiced contributing to class discussion by listening attentively,
following turn-taking rules, and answering questions.

Learning Goal (ELD Standard Part 2):

By the end of this lesson, my ELs will have effectively practiced expanding their sentences to provide extra detail of their
thinking process.

Please explain at least 2 instructional methods (such as SDAIE strategies, levelled questioning, graphic organizers, etc.) you
will use to meet your ELD Standard learning objectives for this lesson.

a. ELD Standard Learning Goal Part 1:

 Strategies you will use:
a. Before the math talk, I remind students of taking turns and raising hands. This way when we are in the middle of
the math talk, I can do a hand signal to students who need it to remember our rules for discussion.
b. I will have students engage in a think-pair-share to answer the essential question: “What does the number
represent when we are counting?”
 Informal assessment you will use to evaluate if the strategy is working: I will call on my EL students to tell me
what they talked about with their partner, and I will ask the class for a thumbs up/ thumbs down if they got a similar
answer.

b. ELD Standard Learning Goal Part 2:

 Strategy you will use:
a. During the math talk, I will have sentences frames on the board to assist in adding details to their sentences when
 they are describing their thinking. There will also be words like above, below, next to, equal…etc to help students
describe where they started counting.
b. When students are making their rekenreks, I will walk around asking my ELs how many beads they have so far
and how they know. I will use phrases like “tell me more about that” or “if you add one more, how many will you
have?”
 Informal assessment you will use to evaluate if the strategy is working: I will carefully observe my EL students
during their think-pair-shares and listen for instances when they attempt to use prepositional phrases to add details.
I will also be observing their use of language when I ask them about their beads during our rekenrek-makng
activity.

7. Academic Vocabulary: (Please chose 2-5 content-specific vocabulary terms that your students will have mastered by the
end of this lesson) (TPE 1.4, 1.6, 3.1, 3.2, 3.3, 3.5)
Counting by ones
Alike
Above
Below
Same
Next to
Equal

8. Essential Questions: (TPE 1.5)

What does the number represent when we are counting?

If you add one more object to the group, what number do you say when you count them all again?

Section 2: Differentiation Case Studies: Focus Students 1, 2, and 3

(Focus on the needs of the whole class to be addressed on the Demographic Profile)
Focus Student #1 (FS1): English Learner
Updates/observations regarding this student (academic or otherwise):
FS1 has been doing a great job staying on task and paying attention to the teacher. She has been following directions very
well and helps her fellow students with their work. She has become more comfortable speaking in front of the class and she
eagerly raises her hand to answer questions!

Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
FS1 has a good background knowledge of numbers. When the rest of the class is working on counting smaller numbers 1-5, I can
give FS1 bigger numbers like 6-10. I will make sure to tell her that she is
doing an exceptional job, and she should be proud of herself and the fact that
she gets to move on to bigger numbers.

#2 Asset/Challenge #2 Strategy:
FS1 always participates when we are counting as a class and likes to count. I will give FS1 intentional praise for her hard work counting and active
participation in our lesson.
#3 Asset/Challenge #3 Strategy:
FS1 doesn’t raise her hand to speak very much. I will split the class into small groups so that FS1 feels more comfortable
speaking out and collaborating with her team. I will prepare her ahead of
time with the prompt and let her know that she will be called on to share
with the class, this way she is not taken by surprise.
Focus Student #2 (FS2): SPED
Updates/observations regarding this student (academic or otherwise):
FS2 has been falling behind in class when doing independent and group work. He is often off-task and not paying attention to
instruction. I have discovered that a personal timer is very motivating for FS2 and have started using it during work. He
responds very well to praise and likes to receive stickers so he can go home and show his parents.
Assets and Challenges
Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
FS2 likes to collaborate with his peers. The think-pair-share will give FS2 a chance to expand on his thinking and
hear the opinions of others to deepen his understanding.
#2 Asset/Challenge #2 Strategy:
FS2 grasps concepts very quickly. To keep FS2 engaged, I will have slightly more advanced work for him to do
to differentiate his learning. This work will be at his ZPD and thus not give
him time to lose focus or get bored.
#3 Asset/Challenge #3 Strategy:
FS2 has difficulty with staying on-task and motivated to complete his work. I will give FS2 his own personal timer and allow him to set it each time we
are doing independent work. I will stop by his table frequently to check in on
him and see if he needs help.
Focus Student #3 (FS3): Special Circumstance
Updates/observations regarding this student (academic or otherwise):
FS3 has been working more independently and I am so proud of him. He does ask for help sometimes, but he doesn’t really
need it. He still struggles a little bit with staying on task. He likes to get up out of his chair and lay on the ground, or throw
things so he has an excuse to get up.

Assets and Challenges

Please identify three ways this specific student will have assets or challenges that they might bring into this lesson. Then identify one strategy for each asset or
challenge that you will use to support the success of this child by either empowering their assets or removing barriers for their challenges.
Specific Assets/Challenges Specific form or support to address each asset/challenge:
#1 Asset/Challenge #1 Strategy:
FS3 loves sharing his knowledge on given topic. I will encourage FS3 to share his thinking from our dot talk so that he has a
chance to explain himself and feel heard.
#2 Asset/Challenge #2 Strategy:
FS3 connects well with material when there is an opportunity for kinesthetic I incorporated the counters with FS3 in mind so that he can touch the objects
learning. while counting and forming groups.
#3 Asset/Challenge #3 Strategy:
FS3 talks with his peers around him and sometimes doesn’t hear instruction I will use incentives like giving stickers after each activity where FS3 is
when it is presented. staying on task. I will also make a point to walk by his desk regularly to
encourage him and praise him for staying focused.

Section 3: Universal Access Lesson Development

TPE 1.4, 3.5, 3.6, 4.1, 4.4, 4.5, 5.7, 5.8 SSP-ELD
What forms of differentiation (modifications/accommodations/special instructional strategies) will be made for this specific
lesson based on the assets and challenges of your students? (TPE 1.4)

1. Universal Design for Learning (whole class) Support:

(TPE 1.4, 4.4, 4.7) Identify one strategy you will use from each of the UDL multiple means categories to create a lesson
that works towards universal design. (Support for identifying rich UDL strategies can be found here:
http://udlguidelines.cast.org..)

Multiple Means of Engagement:

Math talks are a way to get each student engaged because they are a “low floor, high ceiling” activity. They do not require
background skill or knowledge to participate, yet they allow for advanced learners to expand their thinking as much as they
want. Math talks minimize distractions like noise or anxiety. They foster community because students hear their peers
answering and can imagine their line of thought. Lastly, they encourage growth mind set because there is no wrong answer
and all students are given credit for engaging.

Multiple Means of Representation:

My students are given multiple ways to learn the material. First, I am creating a multisensory experience when they are
hearing me explicitly explain what counting means as well as seeing visuals on the board, and actively writing out groups
on their own whiteboards. Second, I am modeling what the counting process looks and sounds like, so students can practice
doing it with me. Thirdly, I allow students to choose group work or independent work depending on their comfort level and
learning style.

Multiple means of Action and Expression:

I incorporate kinesthetics during our rekenrek making activity where students will count each bead as they slide it onto the
pipe cleaner. These manipulatives allow students to touch, visualize, and experience the amount of beads growing on their
rekenrek when they say each ascending number. Students can express learning with our worksheet where they must draw
the amount of blocks specified at the bottom of the page. The amount goes in ascending order from 1 to 5. Lastly, students
can tell me orally or show me with their fingers how quantities expand when we count.

2. Higher Order Thinking Strategy Develop your lesson in a manner that ensures students will be engaging at least three
levels of Bloom’s Taxonomy during, including at least one form of higher order thinking (Analyze, Evaluate, or Create)
(TPE: 1.4, 4.4) Briefly explain how each of the three categories will be incorporated:

1: Students will apply their knowledge of counting and expanding quantities during their rekenrek activitiy. They will be
able to visualize the number of beads getting larger and larger as they string them, as well as answering the question “If I
add one more, what will the new number be?”

2: Students will analyze quantities by comparing two groups side by side and distinguishing which has been increased by
one.

3: Students will evaluate a partner’s ten frames and make sure that the second frame has increased by one.

3. Social-emotional Learning Support: https://casel.org/what-is-sel/ (TPE 2.1)

Identify one specific SEL competencies (Self-awareness, Self-management, Social awareness, Relationship Skills,
Responsible Decision-making) that you will focus on for the whole class (Support for identifying rich SEL strategies can be
found here: https://casel.org/what-is-sel/.)
Relationship Skills. My students need some extra help with effectively navigating settings with individuals who are not like
themselves. I want to talk about working collaboratively to problem solve and negotiate conflict constructively.

Specific strategy that you will use to inculcate that competency for this lesson:
We will have a feelings circle after lunch where I will teach the students about empathy. I will encourage my students to
recognize and understand the feelings of others. This way when conflicts arise, I can refer back to the question, “How do
you think they feel?”

5. Lesson Enhancement Strategies:

(Please address each of these only if you plan to use them, they are NOT mandatory)

21st Century Skills: (TPE 1.5, 3.3, 4.7) Technology: Visual and Performing Arts:
Communication How will technology be incorporated How will the students be provided with
Collaboration into the lesson? (TPE 1.2, 1.4, 3.6, opportunities to access the curriculum by
Creativity 3.7, 3.8, 4.4, 4.8 4.9, 5.4) incorporating the visual and performing
Critical Thinking The dot talk slide deck is arts? (TPE 1.4, 1.7, 3.3, 3.6, 4.4)
incorporating technology into the
lesson.

Section 4: Instructional Procedure

TPE 1.4, 1.8, 2.1, 2.3,2.5, 2.6, 3.1, 3.2, 3.3, 3.5, 3.6, 4.4, 4.7
1. Instructional Method: (TPE 1.4, 2.1, 3.5, 3.6, 4.4, 4.7) Circle all that apply–
Direct Instruction Cooperative Learning Collaborative (Inquiry-Based) Learning

3. Resources / Materials: What texts, digital resources and materials will be used in this lesson?
-counting to 100 while exercising video
-math talk slide deck
-math counters
-white boards
-beads
-pipe cleaners
-cardstock paper
-drawing blocks worksheets
-ten frame worksheet

4. Lesson Plan: Provide a clear explanation of each stage of your lesson. This should include a description of what will be
taught (including links to any Google Docs, Powerpoints, Youtube videos, etc.), how the students will be engaging the
lessons, and examples of directions, explanations, and questions that the teacher candidate will use to scaffold the progress
of learning. If it helps, you can write it out like a script of what you basically expect to say.

Introductory Lesson Explanation: (TPE 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3)
How will you establish a positive and safe learning environment?
I will create a safe and positive learning environment when introducing my math talk because I will acknowledge how it
might be scary at first glance, but this exercise is encouraging because there is no right or wrong answer. It is a safe space
where everyone will share how they figured out the math problem in their heads. Everyone’s ideas matter and we want to
hear each explanation.

Student friendly version of how you will introduce your learning goals:
“Hello class, today we will be counting some objects and understanding how each time we say the next number, we are
actually adding one to how many we already have.”

Student friendly explanation of how this lesson connects to prior lessons and the larger unit for this subject (ie., how does it
connect to the big idea of the unit)?:
“Do you remember how earlier this week we were discussing groups of numbers and different ways we could count them?
Well that helps us for our lesson today because we will be counting lots of groups and learning what it means when we say
each number.”

How will you communicate your expectations for learning and behavior?:
Before the start of the math talk, I will clearly go over expectations for learning and behavior. I will explain how math talks
are done silently at first because we are doing the math in our head. Once you are finished finding one way to count the dots,
try to count them a different way. For each way you find, put one finger up. Then we will share the answers we came up
with as a class, and choose a few students to show us how they counted the dots. There are no right and wrong ways of
counting, we want to hear everybody’s way of counting. Then after the math talk, I will share my expectations for using the
beads and how everyone must be respectful and responsible with the beads. We will have a clean up time where everyone
participates at the end.

Open –
Anticipatory Set: This should be a short, attention-grabbing, engaging opener that recruits the interest of your students,
provokes curiosity, and makes them want to learn more.
I will start by introducing the dot talk and explaining the rules (ie. I will show the quantity for around 8 seconds then take it
away, placing fingers up by your chest to show you have the answer, doing the math in your brain, no talking out loud, no
using fingers to count). I will be modeling the correct hand motions and demonstrating for the students how I would like
them to behave during the dot talk. I will give them the hand motion for agreeing with their peers, so that I can see how
many students are on the same page. I will also talk about any nervousness students may have for this and how it’s totally
fine- there is no right or wrong answers. We will then execute the dot talk and I will ask for some answers students came up
with. I will write all answers on the board. Then I will ask a few students to show me how they counted the dots and explain
their reasoning and we will count them as a class.

Body –
This section should be no shorter than 3 paragraphs. Your professor should be able to imagine each step of the lesson
and have a strong understanding how you will explain the concepts (writing out your explanations will help you grow
in your clarity) and give students opportunities to meaningfully engage them.
Options: You can use a simple “I do, we do, you do” approach to this section.
You may also use the Seven Step Lesson Plan approach, which includes these stages: Teach/Model, Check for
Understanding, Guided Practice, Independent Practice (TPE 1.8). Make sure that your descriptions are thorough enough that
your professor can imagine the progress of each stage of the lesson and discern whether there has been appropriate
scaffolding.

After the dot talk, we will participate in the Counting to 100 while Exercising video so that students can get their energy out
and practice counting before they learn the new material. After, I will have students do a think-pair-share asking the
question, “What does the number mean when we are counting?” After students share their
answers, I will demonstrate different quantities using a rekenrek. I will explain that when we
count, each new number we say means that our group is getting bigger by one. The rekenrek
will help students visualize the quantity of beads getting bigger. First, I will say that I am
going to count five beads and I will count by ones as I slide each bead to the other side. Then,
I will have students count all together and I will continually ask “What happens when I add
one more?” until I get to the number 10. We will practice numbers 1-10.

I will explain our learning goals again (counting in ascending order represents our quantity
getting larger) and ask students to quickly put 1 finger up if they feel like they really
understand, 2 fingers up if they kind of get it, and 3 fingers if they need to hear it a different
way to understand. After this brief informal assessment, I will hand out our worksheet where
students draw the amount specified at the bottom of each column. We will complete this together and I will be asking
questions and guiding them through the process so they can understand that each column is getting bigger by one.

For some multisensory guided practice, I will get the beads and pipe cleaners out and we will start our rekenrek activity. I
will explain the directions first before I send students to their tables. I will hand out baggies with 10 red and 10 white beads
to keep students organized. I will keep students on task by walking around and making sure each student is working quietly.
I will walk around and ask students to tell me how many beads they have on their pipe cleaner along with our essential
question, “If you add one more, how many would you have?” I will ask them to count for me and show me with their
fingers.

For independent practice, I will hand out the ten frame worksheets that display two ten frames. For each table, I will roll a
die that will show students what number to fill into their ten frame. On the second ten frame, students will increase the
number of squares filled by one. Then students will partner up and evaluate if they both correctly filled in their ten frames.
After students have finished working with their partners, I will have them flip their paper over and write green smiley or
a red smiley to show if they understand pretty well or if they need more help. I will collect these papers to assess who
has grasped the lesson.

Essential Questions: Develop at least three questions you will ask throughout this lesson to informally assess student
learning (ie., to find out if your students are exceeding your expectations, meeting them, or not yet attaining them?)
1) What does the number represent when we are counting?
2) If you add one more object to the group, what number do you say when you count them all again?

Close –
I will have students put their paper away and come have a seat on the carpet so that we can review our learning of the day.
Confirming the learning: How will you review the learning with your students at the end of the lesson and help them self-
assess whether they achieved the learning goals you set for them?
I will first ask students what our lesson was about. Then I will reiterate our learning goals (when we count in ascending
order, we are adding one over and over). *students did self assessment on the back of the ten-frame paper.
Next Steps: How will next steps be communicated to the students about continuing to learn this topic after the lesson?
I will explain that our practice in counting and our understanding of objects getting bigger by one is going to help us when
we start to compare numbers and when we start “counting on” from numbers other than one.