EDEC 3307 Early Childhood Lesson Plan Template Duration 30-60 m

EDEC 3307 Early Childhood Lesson Plan Template
Duration: 30-60 mins based on grade level
Theme/Title of your lesson: Recite numbers up to at least 100
by ones and tens beginning with any given number.
Grade: ___kinder__
Number of students: 12
1. Summary of Children’s Development:
a. Select 2-3 milestones per domain: cognitive, physical, socio-
emotional from the handout provided. Describe how this lesson
plan supported the selected milestones. Write one paragraph
(80-100 words) for each domain and cite your resources.
2. Prior Knowledge:
· In 2-3 sentences, describe the prior knowledge that the
students might have about the topic.
Students will already know how to count from 0-10 and use
objects to reach their goal number. Students will be able to use
the verbal ordinal terms and can count to 5 without using
objects.
· Include the standard taught (TEKS) in the previous grade
level. (if this is a Kindergarten lesson plan, use the Pre-K
Guidelines.
V.A.4: Child Demonstrates that the order of the counting
sequence is always the same, regardless of what is counted.
V.A.6: Child Demonstrates understanding that when counting,
the items can be chosen in any order.
· Explain how the level of objectivity increased from one grade

level to the next one. Consider the Student Expectations as they
move from low-level thinking to high-level thinking.
3. Standards (TEKS) and Objective:
· Write one TEKS -and one student expectation
TEKS 1.5 Algebraic reasoning. The student applies
mathematical process standards to identify the pattern in the
number word list. The student is expected to recite numbers up
to at least 100 by ones and tens beginning with any given
number.
· understanding and gain information;
· Write one related objective (Remember Bloom’s Taxonomy!
And use the ABCD
method) Audience, Behavior, Condition, Degree
1. Example: The student will be able to identify the upper and
lower case “Bb” after going on a letter hunt around the class
and correctly identifying the capital and lower case “Bb” five
times.
The student applies mathematical process standards to identify
the pattern in the number word list. The student is expected to
recite numbers up to at least 100 by ones and tens beginning
with any given number.
4. Materials:
· List the materials needed for this lesson. (Be sure to include
materials that will support individualization.
· Fish flash cards
· Large carton of fish snack crackers (10 per student)
· Placemats (1 per student)
· Paper
· Attached: Flash cards
· Describe an explicit connection to how the materials consider
the cultural and developmental needs of the students.
· Describe an explicit connection to how the materials consider
various interests of students.

5. Differentiation:
· Describe how you will differentiate for all developmental
needs listed below. How will the lesson support a child who:
· Speaks a language other than the language of instruction:
Students with language barrier would be provided visuals and
possible small group with collaborative work to help with
comprehension.
· Comes to school with a cast on his/her arm – How did you
individualize your materials, content, and environment to
support this child? Students with cast would be provided a
shadow who isn’t distracted easily and understands the work to
help in areas student might need help, or provided with objects.
· Has a limited attention span, but it is not diagnosed. Student
who has short attention span would be provided often brain
breaks and effective but shorter lessons.
6. Guidance: How did you support positive behavior
· Describe how you applied ideas from Guidance into your
lesson
· (See Instructional Procedure) Describe routines, steps (or
guidelines) for distributing, using and cleaning-up materials.
· (See Instructional Procedures) Describe how the lesson will
consider students who might finish earlier or later than
expected.
7. Instructional Procedures: 5E’s
· Considerations while you are developing each of the 5E’s:
· Indicate how long each section will last.
· Include examples of high-order thinking (HOT) open-ended
questions throughout all 5E’s.
· Describe routines, steps (or guidelines) for distributing, using
and cleaning-up materials.
· Describe how the lesson will consider students who might
finish earlier or later than expected.
Engage: (indicate how long this section will take) How will you

motivate students to get excited about the ideas/concepts in the
lesson? How will you spark their interest? Examples: thought-
provoking question, scenario, picture, word, song, artifacts, a
book, etc. No videos!
Explore: (indicate how long this section will take) How will
students investigate the ideas/concepts through concrete
materials that can stimulate dialogue and disequilibrium? This
section should be child-guided with little to no teacher-
direction – No worksheets!
Explain: (indicate how long this section will take) How will
students explain what they learned during their exploration?
How will the teacher describe, elaborate, and deepen on the
ideas/concepts of the lesson? This section can be more teacher -
directed with child-guided discussion- No worksheets!
Expand:(indicate how long this section will take) How will the
students apply the ideas/concepts they have explored and
learned to new scenarios? To the real world? This section
should support child-guided learning and consist of activities
that engage children in inquiry-based learning and connections
to experiences. - No worksheets!
Evaluate: (indicate how long this section will take) How will
the teacher close the lesson? Which of the following assessment
tools will you use to evaluate children’s learning: for example,
grading rubric, checklist, inventory, anecdotal record? Which
assessment criteria will you use? Be sure this aligns back to the
lesson plan Learning Objective. The teacher should be able to
see skill mastery of the decided learning objective. No
worksheets!
8. Connection to Theory:
1. How did the lesson connect to theory? Identify the theory

from the theorist and use key terminology- Ex. Piaget’s types of
cognitive play, Isenberg & Durham’ s types of social play, 4C’s,
Vygotsky’s zone of proximal development, and/or Gardner’s
multiple intelligences).
2. How did the lesson incorporated DAP’s “Principles of child
development and learning and implications for practice”? (See
Appendix pages 1-14)
9. Developmentally Appropriate and Culturally Relevant
Approaches
1. How did the lesson incorporate four of the following
developmentally appropriate approaches: oral communication,
child-initiated inquiry, free exploration, teacher modeling,
centers, technology, units of study, manipulatives, hands-on
learning, the arts, cooperative learning, play?
2. How are you being culturally aware of your students and the
ways in which they might feel included and/or excluded in your
lesson?
10. Writing Conventions
1. Written plan is clear, well organized, professional, and free
of grammatical and spelling errors. A reference sheet should be
included per APA 7th edition for all cited references.

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Find worksheets, games, lessons & more at
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The ABCD model for writing objectives
Introduction
· Objectives will include 4 distinct components: Audience,
Behavior, Condition and Degree.
· Objectives must be both observable and measurable to be
effective.
· Use of words like understand and learn in writing objectives

are generally not acceptable as they are difficult to measure.
· Written objectives are a vital part of instructional design
because they provide the roadmap for designing and delivering
curriculum.
· Throughout the design and development of curriculum, a
comparison of the content to be delivered should be made to the
objectives identified for the program. This process, called
performance agreement, ensures that the final product meets the
overall goal of instruction identified in the first level
objectives.
Characteristics of objectives
· Observable and measurable
· Unambiguous
· Results oriented / clearly written / specific
· Measurable by both quantitative and qualitative criteria
· Communicate a successful learning in behavioral terms
· Written in terms of performance
· May be presented in 2 levels: 1st level and 2nd level
· 1st level: identify the overall goal of the instruction for the
program or instructional event
· Sometimes called terminal objectives
· 2nd level: identify the goals required to meet the 1st level
objectives

· Sometimes called enabling objectives
Samples
· Given a standard sentence, the English 101 student should be
able to identify the noun and verb without error.
· Given an assortment of EMS equipment to pick from, the
paramedic should be able to identify all of the equipment
necessary to perform rapid sequence intubation without error.
· The EMT-B participant in this pediatric workshop should be
able to identify at least 4 warning signs of possible child abuse
from a family member’s interview that contains 5 warning
signs.
4 Parts of an ABCD Objective
· Audience
· Behavior
· Condition
· Degree
· The objective does not have to be written in this order
(ABCD), but it should contain all of these elements
Audience
· Describe the intended learner or end user of the instruction
· Often the audience is identified only in the 1st level of
objective because of redundancy
· Example: The paramedic refresher participant…
· Example: The EMT-B student…

· Example: The prehospital care provider attending this
seminar…
Behavior
· Describes learner capability
· Must be observable and measurable (you will define the
measurement elsewhere in the goal)
· If it is a skill, it should be a real world skill
· The “behavior” can include demonstration of knowledge or
skills in any of the domains of learning: cognitive,
psychomotor, affective, or interpersonal
· Example: … should be able to write a report…
· Example: …should be able to describe the steps…
· Cognitive domain
· Emphasizes remembering or reproducing something which has
presumably been learned
· Deal with what a learner should know, understand,
comprehend, solve, spell, critique, etc.
· Psychomotor domain
· Emphasizes some muscular motor skill, some manipulation of
material and objects, or some act that requires a neuromuscular
coordination
· Concerned with how a learner moves or controls his/her body

· Affective domain
· Composed of two different types of behaviors: reflexive
(attitudes) and voluntary reactions and actions (values)
· Stages: perception, decision, action and evaluation
· Interpersonal domain
· Emphasizes learner skills (not attitude or knowledge)
associated with interpersonal exchanges
· How a learner interacts with others in a variety of situations
Condition
· Equipment or tools that may (or may not) be utilized in
completion of the behavior
· Environmental conditions may also be included
· Example: …given an oxygen wrench, regulator and D tank
with oxygen…
· Example: …given the complete works of William
Shakespeare…
· Example: …given the following environment: 10PM, snowing,
temperature 0 degrees C…
Degree
· States the standard for acceptable performance (time,
accuracy, proportion, quality, etc)
· Example: … without error.
· Example: … 9 out of 10 times.

· Example: …within 60 seconds.
Review of ABCD Objectives
· Who is to exhibit the performance?
· What observable performance is the learner to exhibit?
· What conditions are provided for the learner at the time of
evaluation?
· What constitutes a minimum acceptable response?
Performance Agreement
· Reiterative process where content is compared to objectives to
determine if the content being delivered actually enables the
student to meet the objectives
· Be “reiterative” we mean that throughout the development of
the course you should be reviewing to see if performance
agreement is present. It is much easier to make minor
adjustments as you go along than it is to make major changes in
the end.
· If you cannot clearly see that the content being delivered
meets the objectives then you must decide the following:
· Rewrite the objectives to meet the content
· Modify, enhance or remove the content to meet the objective
as stated
Retrieved from:
www.mdfaconline.org/presentations/ABCDmodel.doc
Pre-Kinder Lesson

Pre-K Guideline: V.A.5.
Child counts up to 10 items and demonstrates that the last count
indicates how many items were counted.
Objective: With 8 out of 10 correct, the student will be able to
create numbers up to 10 by placing beads on the apple stem.
Engage:
Explain howyou engaged and motivated the students to become
engaged. The teacher will connect today’s lesson to the
previous learning and assess prior knowledge. The strategy
chosen should have children discovering the concept rather than
being told the concept. The teacher will ask questions to
encourage thinking. For example, you may use a thought
provoking question; divergent event or scenario; a picture, word
or song that describes the concept. (Please avoid videos as they
do not promote playful learning)
Can you count to 10? What numbers come before 10? (Show
pictures of the numbers 1-10). Who remembers our counting
song we sang this morning, “10 Little Numbers”? Let’s sing it
together, “ 1 little, 2 little, 3 little numbers, 4 little, 5 little, 6
little numbers, 7 little, 8 little, 9 little numbers, 10 little
numbers.” Now backwards! “10 little, 9 little, 8 little numbers,
7 little, 6 little, 5 little numbers, 4 little, 3 little, 2 little
numbers, 1 little number.” How does the counting song help you
remember your numbers? (Hold up visuals with numeral, word
and number showing.
Song Link: https://www.youtube.com/watch?v=dk9Yt1PqQiw
Explore:
Students should be working in pairs or groups to discover the
concept. Teacher is facilitating the thought processes through
questions. Teacher clarifies any misconceptions as he or she
circulates to the groups. Concepts are explored using concrete
materials that stimulate disequilibrium and dialogue.
Today you will be working in pairs. How many can be in a pair?
Raise your hand if you know the answer. With your partner you
will go around the classroom choosing no more than 10 items or
objects. It’s very important to be able to count and know your

numbers because you will use them in everyday life such as
counting money. Why else would you need to know how to
count? Raise your hand, please.
Explain:
Explain: Students share what was learned in Explore. This
phase is the most teacher-directed phase of the 5E lesson plan.
Vocabulary is taught in this phase. Learning continues to be
facilitated with questions from the teacher.
Once the students have returned to their seat with their partner,
the teacher will ask students to give the quantity of each
numeral. The teacher will the proceed with discussing amongst
the class that numerals have a quantity or amount. The teacher
will explain that the last number counted represents the total
number in the set. The teacher will then call on 3 pairs of
students and ask them “What items or objects did you choose?”
How many items/ objects were there total?” “If I had this many
ítems (XX) counted out, what numeral would I choose? “What
did you do to help you choose only 10 items?” (re-counted each
ítem).
Expand:
Teacher transitions in this phase to emphasizing a real-world
connection with the concept (How will the child use this in the
real world.) Students are in group work again or individually
applying the concept to a real-world setting. Teacher facilitates
the learning by questioning each group. Concepts connect to
real-world experiences through the use of concrete experiences
(manipulative, drama, art, future occupations, or inquiry
activities).
Today we are going to learn the importance of knowing how to
count numbers. In our pairs, we are going to learn how to
create numbers up to 10 using black beans. At each designated
area, there will be 2 containers for each table. Each container
will have 10 apples with numerals written on the apple. Once
you have done so, call me to check your work. Then, please
place the apples back in a separate empty bin, neatly. If you

finish early, you may go read a numeral book in the library. If
you finish late, you will finish during centers.
Evaluate:
Teacher will close the lesson with the entire group. Teacher
addresses the procedures for early and late finishers. An
explanation is provided about the method of assessment
(checklist, rubric, inventory, anecdotal record). This
explanation includes specific questions that relate to the
objective and standard.
The teacher will assess the apples with a checklist for grading
purposes and ask the following questions: How many apples are
on this apple? What numeral is shown on this apple? How did
you know which numeral it was when counting? (it was the last
number I said)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Define
Identify
Describe
Label
List
Name
State
Match
Select
Locate
Memorize
Quote

Recall
Reproduce
Tabulate
Tell
Copy
Duplicate
Enumerate
Omit
Recite
Record
Repeat
Retell
Explain
Describe
Interpret
Paraphrase
Summarize
Classify
Compare
Discuss
Distinguish
Predict
Associate
Convert
Demonstrate
Estimate
Express
Indicate
Infer
Relate
Restate
Select
Translate
Cite
Generalize
Give examples

Group
Illustrate
Order
Report
Represent
Rewrite
Show
Trace
Transform
Solve
Apply
Illustrate
Modify
Use
Calculate
Change
Demonstrate
Experiment
Relate
Complete
Construct
Dramatize
Interpret
Manipulate
Paint
Prepare
Produce
Report
Teach
Act
Administer
Articulate
Chart
Collect
Compute
Determine

Develop
Employ
Explain
Interview
List
Operate
Practice
Predict
Simulate
Analyze
Compare
Classify
Contrast
Distinguish
Infer
Separate
Categorize
Differentiate
Discriminate
Divide
Order
Subdivide
Survey
Advertise
Conclude
Correlate
Deduce
Devise
Diagram
Dissect
Estimate
Illustrate
Organize
Outline
Plan
Question

test
Criticize
Evaluate
Order
Appraise
Judge
Support
Decide
Discriminate
Recommend
Assess
Convince
Defend
Find errors
Measure
Grade
Rank
Score
Select
Test
Argue
Conclude
Consider
Critique
Debate
Distinguish
Editorialize
Justify
Persuade
Rate
Weigh
Validate
Design
Compose
Create
Plan

Formulate
Invent
Hypothesize
Write
Compile
Construct
Develop
Integrate
Modify
Organize
Prepare
Produce
Rearrange
Rewrite
Adapt
Arrange
Assemble
Collaborate
Devise
Express
Facilitate
Make
Negotiate
Originate
Propose
Reorganize
Simulate
Structure
200+ Blooms Verbs
Get more lesson plans at https://www.education.com/lesson-
plans/

I Know My Numbers 1 to 100
Preschool, Kindergarten Math
by Ms. Cortney August 8, 2015
Fishy numbers! This lesson will have your students counting to
one hundred in multiples of 10 in no time flat!
Your students will love using flash cards to practice.
Learning Objectives
Students will be able to count to 100 by ones and by tens.
Materials and preparation
Fish flash cards
Large carton of fish snack crackers (10 per
student)
Placemats (1 per student)
Paper
Attachments
Fish Flash Cards (PDF)
Introduction (5 minutes)
Tell your students that they will be counting from one to ten
using fish snack crackers and ten to one
hundred using fish flash cards.
Explicit Instruction/Teacher modeling (10 minutes)
Pass out 10 fish snack crackers and a placemat to each student.

Write the number one on the board and draw a simple fish.
Tell your students to follow along with you. Continue these
steps for all numbers from one through ten.
Guided Practice (15 minutes)
Instruct your students to count their fish one by one until they
reach 10.
Walk around, and check to make sure the students are
completing the activity accurately.
After you have checked for comprehension, have students get in
pairs or small groups.
Pass out the fish flash cards, and practice counting to 100 by
multiples of 10.
Have your students go in order and practice with their partners.
Independent working time (15 minutes)
Have the students go back to their seats.
Pass out paper to each student.
Have them write the number 1 and choose a visual
representation of their choice and draw it.
Continue to have them follow your oral instructions and draw
the numbers from one to ten.
Get more lesson plans at https://www.education.com/lesson-

plans/
Related books and/or media
GAME: Numbers 1 to 10 Puzzle
Differentiation
Enrichment: Have students come up with ways to teach the math
concept to students who need extra
support. Give them other manipulatives in the classroom, such
as plastic bear counters.
Support: Give your students extra manipulatives to work with.
Assessment (5 minutes)
Collect the papers that the students drew on during independent
working time.
Check to see if the students were able to accurately depict each
of the numbers from one to ten.
Review and closing (10 minutes)
Have 10 students come to the front of the class and stand in a
row. Tell them that when you tap on their
heads, they need to take a step forward.
Tap on one student and say one number at a time, going down
the line until you get to the number 10.
Finally, practice counting to 100 in multiples of 10.

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EDEC 3307 Early Childhood Lesson Plan Template Duration 30-60 m

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EDEC 3307 Early Childhood Lesson Plan Template Duration 30-60 m