5E Lesson Plan Template

Teacher Shundrele Lawson

Date April 16, 2021

Subject Pre-Kindergarten
area/course/grad
Mathematics
e level

Materials I pad, Laptop, or Desktop / Number Manipulatives

Standards (State State Standard:

and ISTE
AL.1.1. Number and Operations: Students will demonstrate concepts of
Standards for
number sense by using one-to-one correspondence, counting in sequence
Students)
by ones from 1 to 20, counting backward from 10, recognizing numerals 0-
9, and comparing sets of objects up to 10 by using vocabulary terms
including more than, less than, most, or least.

ISTE Standards:
1a. articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning process
itself to improve learning outcomes.
1c. use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
5b: collect data or identify relevant data sets, use digital tools to analyze
them, and represent data in various ways to facilitate problem-solving and
decision-making.
6c: communicate complex ideas clearly and effectively by creating or using
a variety of digital objects such as visualizations, models, or simulations.

Objectives Students will demonstrate number recognition and one-to-one

correspondence

Differentiation While each student has a different learning style, this lesson will be
Strategies (How designed to assist each student individually while empowering students
will the lesson with special needs through inclusion. Technology allows instructors to alter
address the activities and meet each child where they are developmentally. This lesson
various learning is designed to help students understand and apply number sense through
styles of the one-to-one correspondence. The difficulty of this lesson can be adjusted to
students and the suit each student’s learning style.
needs of those
with special
needs?)

Page 1 of 3
The 5 Es

E Description

Engageme Hi students, do you want to play a game? Today, we are going to play a game
nt where we get to design our very own pizza, yum! You can choose to make a
crazy, delicious, or a pretty pizza at Penelope’s Pizza Palace, Cuz Cuz’s Crusty
Pizza Pit, or Muggo’s Tasty Pizza. To play this game, you must work with a
partner, and decide on which pizza you would like to make. Once you chose your
pizza, you will begin prepping your pizza with any toppings and sauce that you
want, how cool is that? Be sure to pay close attention to the number of toppings
you add; complete your pizza before the time runs out, ring the bell, and move on
to the next pizza. Good luck!

Hyperlink to game: Counting Pizza Party Game | Game | Education.com

Engageme In this phase, I will monitor and document the student’s progress. I will monitor
nt my student’s proficiency in number recognition, and one-to-one correspondence.
Assessmen Students who have advanced will be able to adjust the difficulty level of the game
t whereas I assist others who need additional help.

Exploration Throughout the exploration phase, students will be grouped in pairs of two or
three and provided with hands-on manipulatives to assist them in the success of
one-to-one correspondence. Students will be provided with counting cows,
number pops, counting bears, and cube blocks. These manipulatives will aid the
students in number recognition and one-to-one correspondence in addition to
team building and collaboration. Each group is to relay on one another for
assistance as they work through the manipulatives to build upon their
mathematical skills.

Exploration Documentation will play a vital role in this phase as it will in others. In this phase,
Assessmen I will be able to decipher whether peer coaching is or is not beneficial. Student’s
t will rotate stations and manipulatives giving each group a chance to test their
strengths. Not only will I document the student’s progress, but I will also be able
to see who needs additional assistance versus students who can peer coach one
another.

Explanation Understanding Number Quantity.pdf

Explanation I will observe my students and document my students progress following my

Assessmen presentation. Students are provided with questions post the presentation that will

Page 2 of 3
 E Description

t allow collaboration, questions, and review if needed.

Elaboration Students will be asked to create a brochure where they demonstrate their
knowledge of number recognition and one-to-one-correspondence. Students will
be paired in groups of two or three and partake in creating/designing a brochure
on number recognition. Students should be creative and have fun! Students
should choose at least 3 different numbers in which they are to write/type the
number (1 on each tab of the brochure) and demonstrate its corresponding
quantity. Attached is a sample below.
Colorful Modern Photo Collage School Trifold Brochure.pdf

Evaluation <a href='https://www.rcampus.com/rubricshowc.cfm?

code=Z2X5CX4&sp=yes'>rubric: Number_Quantity</a>

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

Page 3 of 3