March 27, 2017: edTPA Lesson 1

Grade Level: Preschool

Subject / Content area: Math/Counting
Unit of Study: Number Sense
Lesson Title: Counting to Five

Central Focus for the learning segment: Students demonstrate their knowledge of number
sequence to verbally count to a given number and develop the recognition of amounts up to 5.

Rationale: This lesson targets counting abilities for 3 to 5-year-olds. In this group of students, the
counting skills are on different developmental levels, but according to the Early Learning and
Development Standards, the children should be able to begin to recognize small amounts up to 5 and
verbally recite numbers from 1 to 10.

Content Standard(s):
6.A.ECa Count with understanding and recognize how many in small sets up to 5.
6.A.ECf Verbally recite numbers from 1 to 10.

Learning Objectives associated with the content standards:

Students will be able to verbally recite numbers from 1 to 10 with a running start.
Students will be able to recognize amounts up to 5.

Instructional Resources and Materials:

One tree per student
Five counting bears per student
5 Little Bears counting song

Instructional Strategies and Learning Tasks:

Instructional Strategies
1. During center time, teacher will pull the
students aside to an open area.
2. The teacher will tell the students to form
a line and face them.
3. The teacher will begin with a counting
warm up. Prompt students and say lets
warm up our math brains by counting to
10 altogether! The teacher will begin
with one and clap.
Learning Tasks
1. The students will follow the teacher to
the open area and form a line facing
him/her.
2. The students will follow the teacher to
the open area and form a line facing the
teacher.
3. The students will join in counting and
clap on every number.
 4. The teacher will transition from warm 4. The student will follow the teacher to the
up to activity. Tell the students now work area and sit facing the teacher.
that are math brains are on, lets do some 5. The students answer claps to the
more counting and move to the teachers question.
designated work area. 6. The students will follow along with the
5. The teacher will ask we just did some teacher and finger count the number of
counting! What were we doing when we bears.
were counting? and teacher 7. The students follow along to the teacher
demonstrates a clap. reading 5 Little Bears and place their
6. Respond to the students answer. To bears accordingly.
transition to lesson, say thats right! We 8. The students respond to teacher and say
were counting claps. We can also count how many bears are on their tree.
things, like bears. 9. The students count the number of bears
7. The teacher sings 5 Little Bears for the on their tree starting with one.
students while placing the bears on the
cut out of the tree. Tell students to
follow along using finger counting.
8. The teacher passes out a tree cut out and
5 bears to each student.
9. The teacher will read through the 5
Little Bears song and have students add
the bears to their tree.
10. The teacher pauses after reading each
line and asks students how many bears
they have on their trees.
11. The teacher asks students to count the
number of bears in their trees.

Differentiation and planned universal supports:

Differentiation:
Students that are higher level for rote counting will use the bears to count to ten.
Use of finger counting for nonverbal students
Modification:
Prompt students who miscount.

Language Function students will develop. Additional language demands and language
supports:
Language function: Orally counting to 5 in order
Language demand: Counting objects
Type of Student Assessments and what is being assessed:

Informal Assessment: A rubric will be used to assess the childrens participation in the
group counting, ability to count up starting with 1 as the number of bears increases, and the
ability to recognize the number of bears on their trees.

Evaluation Criteria:
Students must count to 5 and 10 to indicate understanding of counting.
Students must count the number of bears as they are added to the tree to indicate they can count up to
5 using manipulatives.

Lesson Timeline: 15-20 minutes

References:
Randolph, M., Westly, J. (1987). Windows on mathematics: Number concepts, 0-9. Sunnyvale,

California: Creative Publications

5 Little Bears. Retrieved from http://www.canteach.ca/elementary/songspoems19.html