Name: Esbaide West

Date: 05/30/22 LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

V.A.4 The child demonstrates that the order of the counting
sequence is always the same, regardless of what is counted.
Student will be examined by performing the order of the
counting with different objects with a 90% accuracy.

Grade: Pre K Subject: Mathematics

Specific Measurable Attainable Relevant _Time

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skillsobjects,
Count, must be
sequecce 1. Explain the meaning.
taught:
That counting sequence remains the same when counting any 2. Show with examples.
object. 3. Have them use it

Assessment: (C5) Embedded Assessments. I will be able to assess the student during the learning experience. For
example, if we count bears and then count blocks, I will be able know if my student recognizes that the counting
sequence is the same regardless of the object. If the students do not understand, I can go over the concept and provide
other examples until the student understands it.

Strategies for Success: (C6) Element of Technology: (C6)

Embedded Assessments
-Manipulatives You tube video of Jack Hartman “I can count 1 to 10”
-Learning Circles
-Classifying
Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Show pictures of different objects to count
Auditory – Sing a song that counts objects by sequence
Ask students to go around the room
Kinesethic –
touching and counting in sequence: bears,
legos, hearts and cars
-Pictures of objects and a pocket chart
-You tube video song “I can count to 10 with Jack
Hartman”
-10 bears, 10 hearts, 10 Lego blocks, 10 cars
- worksheet, scissors and glue, pom poms of different
colors, pieces of paper of different colors, beads.

Higher Order Questions to ask: (C6)

1. Do we count the same order when we count bears and Lego blocks?

2. Do the order changes if we count anything else like pencils?

3.
If we mix items like hearts, bears and cars, do we count the same way (order)?

Hook: (C7) Closure: (C7)

Touch box: The teacher will have a box with a selection
of different items with distinct textures (soft, fluffy,
rough, cold, smooth, bumpy). Some boxes will have the
same items, and some will have a mix of different
items. There will be a maximum of 10 items in the box.
Students will feel the items without looking. They will
describe the texture, try to guess what it is and once
they revealed the items, they will count the items in
front of their classmates.
Exit pass: Teacher uses a beach ball and students will
catch the ball and count the items from 1 to 10 that the
teacher shows them, once the child had a chance, they
will pass it to a friend who will do the same. The teacher
will ask the child with the ball to count (according to the
child’s ability to count) in order certain items. If they
can’t count in sequence, they get to do it again until
they get it right with the help of the teacher.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
The teacher will explain to the students that when we count in order is called “sequence”. When we count, it’s
always the same sequence, even if we count different things.
Teacher will show students the You tube video “I can count to 10” by Jack Hartman.

2. Student Activities / Guided Practice: (C6)

In learning circles, a group of students will take turns counting different objects from 1-10. While one counts, the
rest repeat and then someone else has a turn to count the objects. The teacher will supervise them and make sure
they are counting correctly, and everyone is getting a turn.

3. Independent Practice: (C6)

The student will be given a worksheet that requires to cut and glue the numbers 1 to 10 in sequence and
underneath each number the student will glue different objects like pom poms, pieces of different color paper or
beads.

Comprehensible Input Techniques: (R9)

Modifications / Accommodations: (E6)
1. Speak clear and slowly
2. Increase waiting time to allow students to
respond
3. Use a variety of learning styles like graphic
organizers, etc.
4. Utilize pictures, short movies, books, visual
aids, and gestures to new vocabulary
5. Give written directions and instructions.
6. Arrange for students to interact
Utilize speech that is appropriate to students’
proficiency level- slow down and enunciate where
applicable, avoid jargon, use paraphrasing and
repetition and simple sentence structure.
-Present instruction in a step-by-step manner with
demonstrations. Use peer-modeling.
-Incorporate appropriate techniques for EL students,
utilize graphic organizers, highlight key vocabulary by
pre-teaching key words.

Notes:
Name:
DELIVERY PLAN (C8)
The child demonstrates that the order of the sequence is always the same, regardless of what is counting.
OBJECTIVE:
The teacher will provide a variety of objects like bears, blocks, etc., and the student will be able to count
Rigor
them in the same sequence regardless of the object.
Touch box: The teacher will have a box with a selection of different items with distinct textures (soft, fluffy,
rough, cold, smooth, bumpy). The box will have a mix of different items. There will be a maximum of 10
items in the box. The teacher will have one student at a time feel the items without looking. They will
OPENING:
describe it, try to guess what it is and once they revealed the items, they will count the items in front of
Retrieval
their classmates with the teacher’s help.

The teacher will explain to the students that when we count in order is called “sequence”. When we
count, it’s always the same sequence, even if we count different things.
TEACHER INPUT: Teacher will show students the You tube video “I can count to 10” by Jack Hartman.
Relevance
MODEL: The teacher will demonstrate by counting in front of the class 10 objects that are the same, and then counting
Routing objects or pictures that are different. Once the teacher demonstrated they will count together as a class.
GUIDED PRACTICE:
Retaining / Rehearsing
In learning circles, a group of students will take turns counting different objects from 1-10. While one counts, the rest
repeat and then someone else has a turn to count the objects. The teacher will supervise them and make sure they are
counting correctly, and everyone is getting a turn.

The student will be given a worksheet that requires to cut and glue the numbers 1 to 10 in
INDEPENDENT PRACTICE: sequence and underneath each number the student will glue different objects like pom poms,
pieces of different color paper, beads, etc.
CHECK FOR UNDERSTANDING:
Recognizing -Do we count the same order when we count a mix of different things like bears, cars and Lego blocks?
-Do the order changes if we count things that are the same, like pencils?
-If we mix items like hearts, bears, and cars, do we count the same order or sequence?

ASSESSMENT:
Student will be examined by counting in sequence with different objects with a 90% accuracy.

RESOURCES / MATERIALS:
-Pictures of objects and a pocket chart
-You tube video song “I can count to 10 with Jack Hartman”
-10 bears, 10 hearts, 10 Lego blocks, 10 cars
- worksheet, scissors and glue, pom poms of different colors, pieces of paper of different colors, beads.
- Beach ball

CLOSURE:
Re-exposure
Exit pass: Teacher uses a beach ball and students will catch the ball and count the items from 1 to 10 that the teacher shows
them, once the child had a chance, they will pass it to a friend who will do the same. The teacher will ask the child with the
ball to count (according to the child’s ability to count) in order certain items. If they can’t count in sequence, they get to do
it again until they get it right with the help of the teacher.