Student Teaching edTPA Indirect Instruction Lesson Plan Template

Subject: Kindergarten Mathematics

Common Core/Essential Standard Objective:
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number
within the known sequence (instead of having
to begin at 1).

Central Focus: Know number names and the count sequence.

Date submitted:

Date taught:

Daily Lesson Objective: Students will be able to count forward beginning from a given number within the
known sequence instead of having to begin at 1.
21st Century Skills:
Learning and Innovation Skills
Critical Thinking and Problem Solving

Academic Language Demand (Language Function and

Vocabulary):

Prior Knowledge: CCSS.Math.Content.K.CC.A.1

Count to 100 by ones and tens.

Activity

1. Engage

2. Explore

3. Explain

4. Elaborate

Description of Activities and Setting

Hello students, do you remember over the last few weeks we have
talked about and learned how to count to 100 by ones
(1,2,3,4,5,6,7,8,9,10) and by tens (10,20,30,40,50) Well, today we
are going to learn how to count forward beginning from any given
number within the known sequence instead of beginning with the
number one. I will show students different examples of number
sequences on the white board.
I will put students in groups of 4 and give each group of students four
cards with a different number sequence on them on each card. Students
will work out the number sequence together as a group. Students are
using math counters while completing these number sequences to help
them answer the questions.
I will ask students questions about the number sequences they just did
as a group. I will ask students to explain their work to me for better
understanding.
How did you know the number sequence is correct?
How did you know to start with that number and end with the other
number?
Show me the steps you took to figure out the number sequence using
counters or another strategy.
Students solved five number sequences in their math notebooks using

Time

their own strategies. Students could either use the counters or they
could draw pictures to help them figure out the correct sequence.
During this time I answered any questions the students had.

5. Evaluate
Assessment Methods
of
all objectives/skills

I gave students a worksheet with three number sequences on them.

Students were to work on these independently. I will walk around and
check for students understanding. I will ask the following questions
What steps did you take to figure out the answer?
How did you use the counters to find your answer?
How does your picture you drew help figure out the answer?

6. Assessment Results of
all objectives/skills
Targeted Students Modifications/Accommodations

Student/Small Group Modifications/Accommodations

1. Use Task Analysis very specific, tasks in

sequential order.
2. Always keep your language simple and
concrete. Get your point across in as few words as
possible. Typically, its far more effective to say,
Pens down, close your journal and line up to go
outside than It looks so nice outside. Lets do
our science lesson now. As soon as youve finished
your writing, close your books and line up at the
door. Were going to study plants outdoors today.
3. Teach specific social rules/skills, such as turntaking and social distance.
4. Give fewer choices. If a child is asked to pick a
color, say red, only give him two to three choices
to pick from. The more choices, the more confused
an autistic child will become.
5. If you ask a question or give an instruction and
are greeted with a blank stare, reword your
sentence. Asking a student what you just said helps
clarify that youve been understood.
Materials/Technology: white board, counters, hundreds chart, worksheets for students.
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______