Name: Hannah Schwieters

Date: 9-24-2015
Grade: K
TPA- Referenced Lesson Template
Lesson Title
Counting Numbers (0-15): Day 1
MN/CC State Standard(s)
Understand the relationship between quantities and whole numbers up to
31.
K 1.1.2: Read, write, and represent whole numbers from 0 to at least 31.
Representations may include numerals, pictures, real objects and picture
graphs, spoken words, and manipulatives such as connecting cubes.
Central Focus
To help students start to recognize numbers and how to use them.
Learning Target
The students will be able to define what a number is.
The students will be able to tell people what each number it is and how
many it would be.
Academic Language (AL)
A) Numbers, amount, counting, one, two, three, zero
a. Domain-specific vocabulary
B) This has ______ (unit) and the number looks like this_____.
b. Any needed sentence structures
C) N/A
c.

Language demands: Planned points

where students would use AL
Needed modifications/supports
Planned points for specific students

Lesson Part
Part 1: Initiating Instruction
Preview
Review of pre-requisite
knowledge/skills

Students will have a para or teacher at each station for any help or
questions that they might need.
Activity description/teacher does
Students do
-Students have been tested on knowing
numbers zero to ten.
-Looking at how we use numbers in our lives,
classroom and starting to look at everyday
lives.
-Materials
Number books for students
IPads
Station Spots
Counting Worksheet

Assess 1.1 -Look at kindergarten readiness assessment for

Check for Understanding number recognition.
Part 2: Teacher Input/ Inquiry
Intro of learning target
Explanation/procedures
Teacher demonstration
Teacher think aloud
GETTING READY:
We have learned that we are going to be
looking at zero to nine over the next couple
weeks, but what two numbers have we looked
at so far?

Students would be called over

by table color and find a spot on
a dot.

Allow students to be called on

and the share their answer.

Well today, we are going to look at two and

three. But before we go and work, we are going
to play a game and I need everyone to listen
very carefully. First we need to make a circle.
(allow students to move into the circle
arrangement) Now, we can play this two ways,
we can count back from ten to zero, or we can
count to 15.
Most of our friends would like to count to 15,
but what are we going to say after 15?
Students can say zero
We are going to start at _____ and then go
around a few times. Then we will talk about the
stations and go to work.
Play the game until each student has had 2
turns.

TASK:
I DO/ WE DO:
We are going to stop now and learn about
each station. Mrs. Gaard will be working with
groups on the IPads again and going farther
this time.
On the carpet, memory will be played again,
but I would like to show you how we are going
to play. We have a crayon box and then
crayons. All the crayons will be flipped over in
one area and spread out a little, and then the
boxes will be put in another pile and spread out
a little. Once that is done, one friend will go first
and flip one card from each pile. If it is a match,
then the pair would be removed, if it isnt a pair,
both cards would be flipped back over and the
other friend would go. (WE DO would be going
on when we are showing how to play the
game.)
The green table will be doing another
worksheet, but it is different this time. You will
cut out the numbers, glue to the number to the

Students raise hand on which

one they would prefer to do.

Zero!

correct apple with the amount of seeds. Once

you have done that, then you may color the
front and also on the back. But you need to
make sure that the scraps get cleaned up after
you are done.
What are the steps again?
The writing station will be working on writing
twos and threes. I am going to show you how to
write them. When you write a two, you are
going to start slightly below the sky and loop up
to the sky, then make a diagonal line to the
ground and a line on the ground. The three is
made by starting below the sky as well and then
up to the sky, then you are going to loop down
to the fence and then again to the ground.

WE DO:
(This would be demonstrated and taught as the
demonstration would be going on)
Students would follow along as I show how to
write the numbers on the write board and then
have them follow along in the air.
Assess 1.2 -Students should be able to match up the
Check for Understanding number to the number of seed and be able to
neatly cut out the numbers.
Part 3: Guided support/practice
YOU DO:
You are now able to go to your station spots,
Paired/collaborative work
but remember, you are only going to be able to
Individual work & partner
complete two out of the four stations today and
check
then the other two tomorrow.
Teacher(s) roam & assist
Assess 1.3 -Students will have started on the stations
Check for Understanding assignment and completed as much as
possible in the time provided.
-Students would have provided examples of the
number in their number book with a picture or in
different ways other than a picture.
Part 4: Closure
DISCOURSE:
When your station is all cleaned up and Ms.
Restate learning target
Gaard or I have dismissed your station, you
may go back to your table and wait until we tell
you what is next.

Name on the paper, cut the

numbers out on the bottom,
glue them on the outlines and
then color the rest of the
picture.

Students will draw the twos and

threes in the air.

Students will go to their

assigned spots to start working,
and then switch after 15
minutes.

Once students are dismissed

from their stations, they may go
back to their tales and wait
patiently.

Reflection:
This lesson was possible the best because the students were engaging the whole time and also
interacted with me. The students were able to compete the worksheet after going over it just once. They
were still semi struggling with the number books and finding ways to show the different numbers. As a class
we hadnt talked about different ways, but I had challenged the students to use activities that they like to do
to show the number. The members of the class that needed help would have been our lower students, but
even for them, they comprehended it very well and had success with all activities.