edTPA Lesson Plan Template*

Subject:
Mathematics
Essential Standard/Common Core Objective:

Central Focus: Know number names and count sequence.

Know number names and the count sequence.

K.CC.3 Write numbers from 0-20. Represent a
number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to know how to write the numbers 0, 1, 2, 3 by the end of the class period.
21st Century Skills: Information Literacy

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge:

Activity
1. Focus and Review
2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

Time

Students, we know how to count our numbers 0-3. Lets count to three
real quick. 1, 2, 3. Good, thats great. Since we know how to count our
numbers, now we need to learn how to write our numbers. Students will learn how to
write numbers 0-3 while learning rhymes to go along with each number.
Student will understand how to write the numbers 0, 1, 2, and 3.

Today students, we are going to learn how to write the numbers 0, 1,

2, 3. I have a song to help us remember how to write each number.
We will start with the number 0. To write the number 0, Around and
round and round we go, When we get home we have a zero. While
singing the rhyme, I will be writing the number zero at the same time
on the board. (Each student will have a white board with lines on them
in their lap. Once I have demonstrated how to write the number then
the students will have a chance to try. The students will hold up their
boards and show me how they wrote their numbers.) Now students, I
want you to try to write the number zero. Lets sing the song as we
write the number zero. Around and round and round we go, When we
get home we have a zero. Everyone hold up his or her board so I can
see. Great job! Those look great!
Now we are going to write the number 1. Everyone needs to listen to
me sing the song and watch me write the number on the board.
Students please place your boards in front of you and the markers on
top of it. Here is the song for the number 1. Start at the top and down
we run, Thats the way we make a one. After demonstrating it on the
board a couple more times, the students will pick up their boards and
try. Now students it is your turn to try the number 1. Lets sing the
song together, Start at the top and down we run, Thats the way we
make a one. Students, hold your board up. Great job!
We have done the numbers 0 and 1. Students, what is number that is
next? 1, ___? Thats right. It is 2. Please place your boards on the
ground in front of you and watch me write the number two. Here is the

song for the number 2, Around and back on the railroad track Two,
two, two. Now it is your turn to try. Pick up your boards and we will
sing the song together. Around and back on the railroad track Two,
two, two. Hold your board up when your two looks like my two. Good
job everyone.

4. Guided Practice

5. Independent Practice

6. Assessment Methods of
all objectives/skills:

7. Closure

Now students, we have done 0, 1, and 2. We have one more number

that we are going to learn today. What is the number that comes after
2? 1, 2, ___? Yes, the number is 3. Now, I am going to sing you the
song for three and show you how to write it. Around the tree and
around the tree, Thats the way we make a three. Now I would like
you guys to try to write it on your boards. Lets sing the song together.
Around the tree and around the tree, Thats the way we make a three.
Hold up your board so I can see your three. Those look great. Good
job!
The students will continue using their white boards to practice writing
numbers 0, 1, 2, 3. I will ask the students to write 0, 1, 2, and 3 in order
5 times. While the students are practicing writing their numbers, I will
be walking around making sure that the students are writing them
correctly. If a student is struggling with writing their number, I will
stop and help them and sing the song as they write the number.
I will have the students go back to their seats and work on a worksheet.
The worksheet will have lined spaces for them to write their numbers
on. The worksheet will have a 0s row, a 1s row, and so on until 3. The
students will write the numbers 3 times each. The worksheet will let
me see if the students understand how to write the numbers 0, 1, 2, and
3.
By the end of the lesson, the students should be able to write their numbers 0, 1, 2,
3. The students will know rhymes to help them remember how to write the
numbers. The students should be able to get an 80% or better on the worksheet to
know the objective.
Students, what numbers did we work on writing today? Yes, we
worked on 0, 1, 2, and 3. Students, lets sing the rhymes that go with
the numbers that we learned today. (We would sing the four rhymes that
we learned today together.) Does anyone have any questions on how to
write the numbers?

8. Assessment Results of
all objectives/skills:
Targeted Students Modifications/Accommodations
Student/Small Group Modifications/Accommodations
If the student has ADD/ADHD, the teacher
If there is a student who is really struggling on the
could allow the student to stand when the
lesson during guided practice, place them with another
lesson is being taught or during independent
student who is understanding the material and willing
work.
to help others.
Allow the student extra time to complete the
For a student struggling in the numbers, pull them
task or test.
aside and have them working on previous numbers that
we have learned.
Provide a checklist for a student.
Materials/Technology: White boards, dry erase markers, erasers, and worksheets.
Reflection on lesson:

*Modified slightly for use in ELED 3111, Smith, Fall 2015.