Math Lesson Olm

Gwynedd Mercy University-School of Business and Education
Lesson Planning Framework
Subject Area: Reading and Rhyming Grade Level: Pre-Kindergarten
GMercyU Student Name: Shannon Carroll
Domain I: Planning and Preparation

PA Core/Academic Standard(s):
CC.2.1.PREK.A.1: Know number names and the count sequence.
CC.1.2.PREK.E: Identify the front cover, back cover and title page of a book.
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Big Idea: Overarching Theme
Students should be able to recognize and know numbers and count up to the number ten.
Essential Question(s):
Students will consider and reflect on throughout the lesson:
What are the number names and how are they important?
Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?
As a result of this lesson, the students will have a better understanding of counting to the
number 10.
Assessment Evidence/Level of Learning Differentiated Instruction:

Students will show what they know by evidence Modifications in instruction and
of/list names of formative or summative checks, assessment for students with learning
quizzes, tests which indicate evidence of learning: differences, specifically those with 504’s
and IEP’s.
 Students will be evaluated throughout the
lesson by observation. I will be observing There is a student in the classroom who
each student by their participation and is autistic. On Wednesdays he has a Para
teacher there to assist him in activities. If
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responses to questions. he is unable to complete the activity it is
 If students are unable to answer questions okay and they are able to do another
or are not participating, then they are not activity. I will have another activity
understanding and the lesson plan will be involving mathematics for him if needed.
adjusted. (It is important to be flexible at If he needs to leave the room and settle
this grade level as things are always down that is okay as well. We are here to
changing). accommodate for his needs.
 Therefore, this lesson plan will be
formative as there are no papers, quizzes,
etc.
 I plan on helping the students through the
activity. I will show demonstrate the
activity and they will follow along.
 The activity will show me if the students
understood the lesson, followed directions,
and were able to complete the lesson.
Domain II Classroom Environment: Refer to Classroom/Behavior Management

Plan
Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?
 I will activate the student’s prior knowledge by asking them if they can count to ten.
Once we count to 10 as a group, I will play a counting song for them to listen to. This
is a dancing around activity to get the students moving off their feet. They will be
sitting a lot for this lesson. Students can count along as well.
Materials Needed:
 Smart Board
 Ten Magic Butterflies by Danica McKellar
 https://www.youtube.com/watch?v=kBi_RoXKVo0
 Paint
 Caterpillar worksheet
 Spoons
 Dancing number song
 https://www.youtube.com/watch?v=8WdiTtioi64
Vocabulary/ New or Review:
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Review:
Author: The person who writes the stories
Illustrator: A person who draws the pictures in stories
Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)
 To begin the lesson, I will get the students moving and ask them to count to ten out
loud with me.
 To get the students moving I will then play a fun sing a long that counts to ten to get
the students excited about the lesson.
 Next, I will be playing the book Ten Magic Butterflies on the smart board.
 Before reading, I will ask the students what an author and illustrator do.
 Then, I will ask the students the title of the book.
 During the story I will be asking questions and to count the butterflies on the page with
me.
 I will be asking questions like “what do we think will happen next”, “can someone
count the number of butterflies on the page”, etc.
 I will conclude the story with asking a few students their favorite part of the story.
 After the story I will ask students to go to their seats.
 The activity we will be doing is using our fingerprints to watch the caterpillar grow.
 For example, there will be a caterpillar head and next to it will be a block that shows
the number “1”. I want my students to put one fingerprint on the body of the caterpillar
and continue to do so up until the number 10.
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 The caterpillar will grow up until you have 10 fingerprints next to the caterpillar.
 I will be showing the students what to do as we go along.
 I also want the students to trace their numbers next to the caterpillar. The purpose for
this is for the students to recognize the number letter with the word, and object.
 To conclude the lesson, I will ask the students to count to ten as a class if students want
to continue to count, they are free to do so up until the number 20.
 At the end of the day, I will have a center for the students that relates to number
recognition.
 The center has two spoons per number up until the number 20. One spoon will have the
number letter on it and the other spoon will have a dot that represents that number. I
want the students to match these spoons together.
 The reason for going up to the number 20 is for students to challenge their knowledge.
Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?
To conclude the lesson, I will ask all of the students to count with me. We will start with the
number 1 and count all the way up to 10. If students can count higher, we will continue our
count to 20. All students should be able to count to 10. It is important to introduce new
numbers to students who may not know. It is also okay if they do not know a number higher
than 10. I will also continue this lesson with a center at the end of the day. I have two spoons
for each number. One spoon will have the number on it and the second spoon will have a dot
of the number. The goal of this center is for students to match the number of dots with the
correct numbered spoon. I will have spoons for students to be able to count to 10, but if they
want to challenge themselves there will be extra spoons for them to be able to match up to the
number twenty.
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Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: Reading and Rhyming Grade Level: Pre-Kindergarten

GMercyU Student Name: Shannon Carroll

Domain I: Planning and Preparation

Assessment Evidence/Level of Learning Differentiated Instruction:

Domain II Classroom Environment: Refer to Classroom/Behavior Management

Domain III: Instruction

Vocabulary/ New or Review:

Sequence the Lesson:

loud with me.

the students excited about the lesson.

 Then, I will ask the students the title of the book.

count the number of butterflies on the page”, etc.

 After the story I will ask students to go to their seats.

and continue to do so up until the number 10.

 I will be showing the students what to do as we go along.

to continue to count, they are free to do so up until the number 20.

want the students to match these spoons together.

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