This lesson plan involves preschool students counting dots on a worm template from 0 to 20. The teacher will introduce the activity by discussing worms. Students will then count out and place at least 20 dots on their worm template. The teacher will monitor students and have them count out loud to check their work. An assessment sheet will track if students can correctly count sequences to 10 and 20. The goal is to practice number sense and counting skills up to 20.

1. TPALesson Plan #3
1. Teacher Candidate Ashley Ambers Date Taught
Cooperating Teacher Rhiannon Straka School/District Medical Lake ECEAP
2. Subject Math/Numbers Field Supervisor Chris Booth
3. Lesson Title/Focus Grow, Worm, Grow! 5. Length of Lesson 10-15 minutes
4. Grade Level Preschool (Ages 4-5)
6. Academic & Content
Standards (Common
Core/National)
Washington State Early Learning and Development Guidelines.
Ages 4 to 5 years. Learning about my world – Math: Count to 20 and
beyond. Count 10 or more objects accurately. (78).
Washington State Early Learning and Development Guidelines.
Ages 4 to 5 years. Learning about my world – Math: Count out 10 items;
may use fingers, body parts, or other counters, as used in the child’s
home culture. Count and group things by number. (78).
7. Learning Objective(s) The student will be able to demonstrate correctly counting from 0 to 10
when prompted by an adult support at small group.
The student will be able to demonstrate correctly counting from 0 to 20
when prompted by an adult support at small group.
During small group activities, the student can correctly produce a
number within the counting sequence 10-20 with 80% accuracy.
8. Academic Language
demands (vocabulary,
function, syntax, discourse)
Vocabulary: Numbers 0-20, worm, body, scissors, bingo daubers.
Function: demonstrate, produce
Syntax: KWL chart.
Discourse: in this lesson the language will be used orally by both the
teachers and the students. The assessment will be based upon oral
demands, and the vocabulary will then later be used when building to
our worm topic in later lessons.
9. Assessment
Assessment for this activity will be authentic and performance based. Children will be assessed on
whether or not they can count in the range 10-20 by placing at least 20 dots onto the worm template
and actually counting out the final number of dots, to work on counting within the sequence 10-20. To
assess student learning a teacher or adult support will check each student’s completed worm before
placing it on the drying rack and checking off on the attached sheet whether or not the child met the
objectives as a type of formative assessment. There will also be a performance based assessment
regarding the activity where the students count off the number of dots they put on the worm, which
should be 20. To check their own work the children will count each dot out loud, to which the adult
support will also listen to ensure the accuracy of their counting sequence, as well as error correcting
them in the case of an incorrect sequence. Following counting out the dots, they will then either by
themselves, or with support, fill in the corresponding numbers in each dot. There will be a box on the
sheet for each child under the category called “Number of Dots” that will help keep track of how many
dots each child included in their project. Whether or not they met the objective of putting 20 dots will
be represented by the number in the box. If students say they are finished with their worm but are
under 20 dots, students will be prompted to go back and add them. There is also a column titled “Rote
Counting Sequence to 10” which will be marked with an “X” only if the child correctly states the correct
rote memorization of the counting sequence 1-10, and a column titled “Rote Counting Sequence to 20”
which will be marked only with an “X” if the child correctly responds with the rote counting sequence 1-
20. The assessment checklist also has an “Areas of Improvement” column to mark down which
numbers a child is struggling with to help guide individualized instruction for each child.

2. The sheet attached will act as a formative assessment. We will also be able to look back onto the
worms created that have been placed around the classroom to see if there are improvements with the
children’s individual cutting and daubing skills, as well writing numbers, which could also formatively
assess some of their motor skills.
**Assessment sheet attached**
10. Lesson Connections
Research: “Early childhood education should introduce simple mathematical concepts. By introducing
children to basic terminology early in childhood, teachers are making the elementary education a little
easier, and introducing math concepts should start when children are around three years old.
By setting the foundation to understand terminology and concepts early, children are prepared to apply the
information in a classroom setting. The concepts are already understood, so elementary teachers are able
to focus on the application of ideas.
While preschool children might not yet be ready to learn the practice of the math skills, they can gain a
basic idea of the practice through language and practice.
Number sense, or the basics of learning about numbers, is the first vital math skill a child must develop
before reaching kindergarten. Children must learn to count forwards and backwards early in childhood to
learn the relationship between numbers in the future. Number sense is a vital skill that early childhood
educators should focus on teaching before children reach kindergarten.
While kindergarten classes review the basics of counting forward and backward, early childhood educators
can set a stronger foundation by focusing on learning to count before reaching elementary school. By
focusing on number sense, teachers are providing math skills that are necessary for future concepts and
advanced calculations.”
Concordia Online Education. Important Math Skills in Early Childhood. Retrieved May 09, 2016, from
http://education.cu-portland.edu/blog/early-education/important-math-skills-early-childhood-
educators-should-teach/
Lesson Connections: We are building upon things that grow theme we are currently on as well as our
current topic of worms. This lesson will also link growing, to mathematics using numbers that the
children know and understand. In order to participate in the lesson students will have to possess the
motor skills involved in completing the activity such as using gripping bingo dabbers and handling
small and large objects. We are also working on each child’s basic fundamental math skills, which will
be beneficial to them in their early elementary years.
Personal/Community Building: Students are given a lot of freedom to be as creative as they want with
the colors they use to complete their worm in this activity. There will be some collaboration during this
activity in regards to exchanging materials which will require students to work on their sharing skills.
We will use patience in both putting together our worms and waiting for it to dry so that we can write
their numbers on it. We will also work on our safety skills by keeping both ourselves and our peers
safe by following directions. These are all essentials skills they will need to be functioning members of
society when they are older.
11. Instructional Strategies/Learning Tasks to Support Learning
Learning Tasks and Strategies
Sequenced Instruction
Teacher’s Role
Introduction: (5
minutes)-While
closing circle time to
excuse the children to
free centers, refer back
to our KWL chart about
Students’ Role
The children are expected to follow basic circle expectations, eyes are
watching, ears are listening, bodies are calm.

3. worms. “How many of
you have seen a worm
before?” “What color
was it?” “What other
colors can worms be?”
Introduce the activity
by explaining that
there will be a worm
art activity at one of
the tables, were we will
create our own worms
with the colors they
came up with, which
goes along with our
theme of things that
grow and our new
worms unit.
Beginning the
activity (5-10
minutes)-Explain the
task at hand. “Today
we are focusing on
counting to 20. I will
hand out a worm
template. Inside of the
worm I would like you
to use the dauber to
place at least 20
circles inside the
template. If you need
help let me know.”
Pass out the template
to each child, make
sure they keep it on
their tray, pass out
scissors, and make
sure daubers are on
the table for children to
use, as well as
crayons/markers/etc.
Monitor the children as
they carry out the task.
“Does anyone need
help?”
Continue monitoring
children and check in
with them to see how
many dots they have
on their worm so far.
“How do you know
there are that many?”
Students will raise hands if they have seen a worm before. Students will
raise hands if they wish to be called on.
“Worms are brown”
“Worms are pink”
“Gummy worms are red and blue and green”
Once excused from circle they are free to go to the center of their choice,
which was okayed by the teacher.
Students are expected to sit down at the table with a tray in front of them.
The student will place at least ten circles with the dauber on the template to
create a worm with the dots.
The students should be listening to direction as they are explained, keeping
their materials on their trays, sharing materials with their peers, and asking
for help as needed.
To check themselves, students will count the green dots out loud (one to one
correspondence is encouraged but not required).

4. Encourage them to
check their answers by
counting out loud. Pay
attention to their
counting sequence,
and whether or not it is
correct. If children are
struggling with the
sequence count with
them.
Once children start
finishing up placing
circles inside of the
template, encourage
them to cut out their
worm or color the
background/worm if
desired.
Once they are done
with that, ask individual
children how many
circles are in their
worms. If there are
less than 20
encourage children to
keep working. Count
with children if needed,
error correct children if
needed.
Encourage the child to
write down the number
sequence on each
individual circle, help
children if needed.
Mark results for each
child on assessment
sheet and ask children
to write their names on
their worm.
Invite new children to
participate.
Closure (5 minutes)-
Following free centers
we will come back
together at circle. We
will go over the KWL
chart again with the
children.
Children may decide whether or not they want to personalize their worm or
cut it out. They are expected to continue to work safely with their materials,
by keeping them on their trays.
The students will go through the counting sequence to arrive at the number
of circles within their worm by counting out loud.
The child will place the number 1-20 on each corresponding circle inside of
the worm. If the child is unfamiliar with the sequence or writing the numbers,
they may ask for help.
Once the child has completed the activity, meaning that they had the
opportunity to count the number of dots on their worm, and once they have
written their names on their worm, they are free to choose another activity to
participate in.

5. “Did you learn anything
new about worms
today?”
“Did you think of
anything new that you
wanted to learn about
worms?”
Write new student
responses on chart
and dismiss to next
activity.
“I learned that some worms are green”
“I learned that some worms are pink”
Student Voice to Gather
I will assess student voice by asking “Who wants to find out more about worms?” “Who learned
something new today?” and “Who knows something about this that they can share?". The student
responses by hand raising will show me how interested and engaged the children are with the topic
still. By asking the children if they know something they can share, it also acts as a form of
assessment, and helps me progress monitor myself to ensure that learning is in fact taking place
within the classroom.
12. Differentiated Instruction
Plan
Environmental Support: Carpet squares, selectively placing students at circle, setting up stations
rather than giving students one big set of directions to complete the task.
Materials Adaptation: Big markers and crayons for children who may not be able to grip the smaller
ones as easily, outlining the numbers for children who are struggling with them.
Activity Simplification: Setting up different stations, so that once children complete the task of cutting
out the worm they will move to another part of the room to place the dots on his body, and then
another station to count out and write out the numbers, to help simplify the task. Explaining the
directions in simple terms for children who needed more simplification could also be used, for
example, step 1: cut out the worm, step 2: place 20 dots in the worm’s body, and continuing to simplify
all of the steps.
Child Preferences: There will also be different colors of materials provided as well as different sizes.
Special Equipment: Chair at circle, buckle chairs at each station for smaller children or children who
may slip out of their chairs, materials of various sizes, big and small, to incorporate children of all
different motor skill levels, safety scissors and scissors that can be manipulated so that you only have
to squeeze down instead of doing the actual cutting motion.
Adult Support: Talking with children before starting the activity of precautions they need to take while
doing the activity (ex: don’t put small materials in your mouth). Monitoring the cutting portions of the
activity, as well as coming around to assist children with any other potential needs (getting caps on
and off markers, cutting, etc.) and making sure they aren’t placing small objects in their mouths.
Peer Support: Grouping children based on their level of motor skills
Invisible Support: Carpet squares during at circle time, trays used during the activity portion with the
materials required to complete the activity, setting up stations, making lines for templates thick.
13. Resources and Materials
Plan
Resource: T. P. (2012, November 12). Grow, Worm, Grow! Retrieved April 18, 2016, from
https://www.teacherspayteachers.com/Product/Grow-Worm-Grow-Numbers-10-to-20-61911
Materials: bingo daubers of various colors, scissors, crayons, markers & colored pencils, worm
template.
**Worm template attached**
14. Management and Safety Issues

6. Plan
To address the concern of children misusing and possibly harming each other with scissors I will
remind them when I pass them out that scissors are only to be used for cutting out materials for our
project and not for cutting our friends. I will remind students that their scissors should remain on their
desks, or in their hands while they are cutting out paper, but should not be waved in the air or in
anybody else’s space. If students are waving scissors around or are cutting things other than the
construction paper their scissors will be taken from them and either myself or an adult support will
assist them in cutting out their materials. Another concern is that some of the materials are small and
could potentially be choking hazards if put in mouths. To address this we will let children know ahead
of time not to put materials in their mouths or they will be taken away, and during the activity children
will be watched closely to make sure they aren’t trying to consume the pieces. While we hope that no
students choke on the small materials or swallow them, we have CPR certified supports within the
classroom including myself, if it does happen. We will also fill out an incident report and notify parents
if their child does swallow something.
15. Parent & Community Connections
Plan
Parent Connection: Send home a newsletter to families about what we’re doing in class. Encourage
parents to ask their children quantifying questions such as “How many?” when looking at a group of
similar objects and encourage them to prompt counting whenever the opportunity arises. Encourage
parents to count with their child, and to their child, as well as asking their child for help with other math
related activities (ex: cooking, measuring, etc.). Once the child brings home the worm they made ask
parents to encourage their child to try and fit other objects inside of it, and count how many they can.
Community Connection: Encourage families to take their children to new or familiar places within the
community and guess “How many?” items appear in front of them. Count how many items actually
appear before them. Continue to look for worms in different places in the community.
Possible lesson extensions:
English lesson: read stories about worms.
Science lesson: worm farm, talking in depth about other insects.
Reading lesson: creating their own stories about the worms they created.
Art: creating worms out of other materials or recycled materials making the connection with the
environment.
Sensory Table: Putting soil in the sensory table, adding worms, fake or real.

8. Name Number
of Dots
Rote Counting
Sequence to 10
Rote Counting
Sequence to 20
Areas of Improvement