5ES MATHEMATICS K-12 LESSON PLANNER

The 5 E’s Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process.
Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the lesson design.
Lesson Title: Whole Group Math Lesson Title: Group 1: Six and Nine Lesson Title: Group 2: What is after 10?
Unit: Transportation Date: May 1, 2018 Date: May 1, 2018
Date: May 1, 2018 Standards: Standards:
Standards:  PK.CC.A.3 Identify the written numerals 0-10.  PK.CC.B.4b Recognize that the last number said, tells
 PK.CC.A.1 Verbally count to 10 by ones and then develop rote  PK.CC.B.4 Understand the relationship between the number of objects counted. Recognize the count
counting to 20 by ones. numbers and quantities to 5, then to 10; connect remains the same regardless of the order or
counting to cardinality. arrangement of the objects.
Materials Needed (1e: Materials and Resources): [Morning: calendar and  PK.CC.B.4a When counting objects 1-10, say the  PK.CC.B.4c Begin to recognize that each successive
pieces, pointer, attendance pocket chart] Lesson: computer, speakers, number names in standard order, pairing each number name refers to a quantity that is one larger.
recording of counting to 100 song (used by the cooperating teacher); Math object with one and only one number name.
Center: the counting boxes, the cards from the counting boxes and teacher  PK.CC.B.5 Represent a number by producing Materials Needed (1e: Materials and Resources): 1-20
created cards for numbers 11-20; Whole Class Instruction: magnetic letters, sets of objects with concrete materials, pictures, chart (on ½ sheet chart paper), dry erase easel for
magnetic white board, and number cards 1-15 and or numerals (0-5 and then to 10). presentation of the cart, manipulatives, paper, pencils,
bingo dotters, cards from a bingo game (11-15)
Data Points: Materials Needed (1e: Materials and Resources):
 Many still struggle with counting between twelve and sixteen as well as Manipulatives, teacher created work mats for 1-10 (colorful Data Points:
struggle with counting beyond 39. paper ½ sheet size with the numeral written in the corner),  Each of the members of this group struggle with
 Although the Early Learning Assessment (ELA) progressions note that written numerals for 6 and 9 for display, dry erase easel recognizing numerals beyond ten.
counting to 30 demonstrates preparedness for kindergarten entry, only six and dry erase marker, student pencils, paper, bingo dotters  During the last ELA assessment, one student did not
students demonstrate this ability in the March assessment. recognize ten, and one other did not recognize
Data Points: beyond eleven.
 Each of the students selected to participate in this  A third student was able to recognize twelve and
lesson were not able to recognize the written numeral twenty only beyond ten.
six or nine in the March ELA assessment.  A final student only recognized eleven and two teen
 One student could not recognize any numbers above numbers.
five and the others skipped 6 when identifying the
numbers.
 Two of these did not progress to recognize numerals
above eight and the last student recognized only a
numeral in the teens beyond the numeral eight.
 Only one of these students can use 1:1
correspondence to count 20 objects.
Time Frame 10-15 minutes 10-15 minutes 10-15 minutes
Engagement Engagement (Individual, Small Group Lesson readiness:
or Whole Group Work)  Whole Class: Students have been practicing rote counting through song for some time. Many still struggle with
counting between twelve and sixteen as well as struggle with counting beyond 39. Although the Early Learning
 Objective stated written/orally Assessment (ELA) progressions note that counting to 30 demonstrates preparedness for kindergarten entry, only six
students demonstrate this ability in the March assessment.
 Group 1: Each of the students selected to participate in this lesson were not able to recognize the written numeral
six or nine in the March ELA assessment. One student could not recognize any numbers above five and the others

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  Pre-Assessment
 Connecting to Prior Knowledge
 Learning Activity Set-Up
 Multiple Entry Points
 Homework review
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skipped 6 when identifying the numbers. Two of these did not progress to recognize numerals above eight and the
last student recognized only a numeral in the teens beyond the numeral eight. Only one of these students can use
1:1 correspondence to count 20 objects.
 Group 2: Each of the members of this group struggle with recognizing numerals beyond ten. During the last ELA
assessment, one student did not recognize ten, and one other did not recognize beyond eleven. A third student was
able to recognize twelve and twenty only beyond ten. A final student only recognized eleven and two teen numbers.
 Pre-Assessment Sources:
o Early Learning Assessment Skills, Knowledge, and Behaviors Rubrics
 Numeral Identification
 Object Counting (1:1 Correspondence)
 Number Words
 Numeral Concepts
o Early Learning Assessment Learning Progression (Numeral Sense)
o Early Learning Assessment data from March
Objective (1c: Clarity) (1f: Designing Student Assessments)
 Whole Class: Students will practice rote counting such that by the conclusion of the school year, 80% of the
class will be able to rote count to 30 successfully.
 Group 1:
o Students will correctly identify the numerals 6 and 9 with 70% accuracy.
o Students will write each of the numerals with 70% accuracy while allowing for developmentally
appropriate errors.
o Students will count objects in sets of 6 and 9 with 90% accuracy.
 Group 2:
o Students will orally (rote) count from 1 to 20 with 70% accuracy.
o Students will identify a numeral and count objects to demonstrate the value of that numeral with 70%
accuracy.
Concept Development:
 Whole Class AM: Each morning begins with counting the number of students who are attending school that day
as well as how many are not in attendance. Additionally, students count the days so far in the month to
determine the date (or number of days today). This is done first thing in the morning and sets up the students
for numeral recognition and number concepts/object counting each day.
 Whole Class PM: Students will participate in singing the routine math song to further rote counting abilities.
 Math Center: Students will participate in an activity in which they practice numeral recognition and counting
objects to that number.
 Group 1: Modeling writing numerals 6 and 9, modeling object counting for each number using 1:1
correspondence; Independent practice; exit ticket: using bingo dotters to display 6 and 9 on paper as well as
writing the numerals.
 Group 2: Practice Rote counting 1-20, count again pointing to 1-20 chart to introduce students to the look of the
numbers, explain that they can look at the final number in a numeral to guide them in the identification, model
object correspondence and how number increases by adding 1 more using manipulatives, use number cards
and identify the numbers, use bingo dotters to show a number from a card they picked, use 1:1 correspondence
to count the dots and write the associated numeral at the bottom of the page; exit ticket: verbally identifying one
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Exploration Exploration (Various Groupings)
 Think/ Wait Time
 Hands on Lab
 Manipulatives & Tools
 Modeling Questions
 Co-operative learning
(i.e., Jigsaw, Think- Pair-
Share, Flexible Grouping)
 Use of Technology
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numeral from 11-15.
 Essential Questions to ask:
o How many is this?
o Can you tell me the name of this numeral?
o How do you know your answer is correct?
o Which number comes next?
o Which number is after ___?
o Can you show me how to count your objects/dots?
o How can you use knowing how to count?
o How can you use knowing how many a numeral means?
Learning Activity: Math Center (with the support of Ms. Clark, the class paraprofessional)
 Ms. Clark will practice rote counting to 20 with the students before providing the students with choices of
manipulatives from the counting boxes and the associated cards (for 1-10) as well as teacher-created cards for
11-20 on which students will create sets of objects to demonstrate the numeral on the card. Ms. Clark will ask
the students to count the objects following each student and supporting them as needed in following the correct
numerical order. She may partner students to have the same numeral to represent through object counting and
have each other check the work of their partner. Partnered students may also complete the task together with
one student counting and another student placing the objects (with verbal counting).
 Questions Ms. Clark may use:
o How can you determine how many this numeral is?
o Why did you choose to count the objects the way you did?
o Where else can you count objects/How is it useful?
o Why did you choose these objects to count?
o How many do you have if you add one more?
o What can we do together to make sure you have the right number of objects on your card?
Learning Activity: Technology Center
 Students will use the Waterford application to practice reading and math, which are integrated. Frequent
assessment within the program allows the program to tailor instruction to meet the needs of the students
directly. The concepts taught through this program align with the pre-kindergarten standards and Early Learning
Assessment skills, knowledge, and behaviors.
 Visual and auditory learners benefit from the lesson through the use of the computer screen and auditory input
through headphones. Kinesthetic learners use interaction with the computer to encourage understanding.
Student Groups:
 Small Group Instruction:
o Students are grouped based on supporting data demonstrating student needs.
o Students may work together to determine if their peers’ answers are correct.
o Partners may work collaboratively to solve problems presented by the teacher.
 Whole Group Instruction:
o Math Center: students may select participation in this center, unless there are already a maximum
number of participants, to use student interest as a motivation to learn
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 o Math Center: students may pair up to count out objects, check to ensure their peers have counted out
the correct number of objects, or even correctly identified the numeral correctly.
Explanation Explanation (Whole Class/Student Concept Explanations:
Response)
 Engage students to clarify misconceptions and errors. What questions can I provide to aid students in
 Concept Web
correcting misconceptions? (1e: Lesson and Unit Structure)
 Mind Map  Encourage students to explain their observations and findings in their own words. (1c:Clarity)
 Partner share  Facilitate clarification of new vocabulary. What strategies and tools will I use to help students actively formulate
new vocabulary? (1e: Instructional materials and resources)
 Vocabulary development
Whole Group Math:
 Student centered  The teacher will tell the students that they are going to count out some letter magnets so the number of letters
matches the number on a card that they pick.
 Evaluation
 The teacher pulls out a low number card (2-5) and has a student come up to model showing that number of
 Portfolio letters on the magnetic board. The teacher models counting the objects using 1:1 correspondence to check the
student’s work.
 This is repeated about 2-3 more times with students selecting cards for other students to model using magnetic
letters. The students and teacher will collaboratively count the objects to check the student’s work.
 Questions to be asked:
o How is _____’s group like ____’s group of objects?
o How are the groups different?
o If I tell you to add one more object to your group, how does the group change?
o Can I count my objects like this: “one, three, four, six, seven, ten, nine?” Why or Why not?
o Thumbs up/Thumbs down: Agree or Disagree: Why or Why not?

Elaboration Elaboration (Develop Flexibility and Flexibility and Fluidity:

Fluidity: Explicit Teaching/Guided
Practice)
 KWL Chart
 Intervention Activities
 Problem of the Week
 Modeling Concepts
 Problem of the Week
 Graphic Organizers
 Games
 Technology
Differentiated Small Group Lessons
Group 1: Six and Nine
 The teacher will tell the students that they will
work with two new numerals: 6 and 9. The
teacher shows the students visuals with the two
numerals and asks “Are they are the same?”
 The teacher introduces the first one as six and
the students count to six with her. The teacher
then challenges the students to get a “6” card
from in front of them. Formative assessment in
the recognition of the number six through the
identification of the correct card.
 The teacher then asks the students to get some
of the objects (manipulatives) from in front of
them and place six of them on the card. When
finished placing the manipulatives, the teacher
asks the students to count the objects again to
check their work. (Formative assessment
Group 2: What is after ten?
 The teacher tells the students that there are
numbers after ten and tells them that they will
be working with those numbers today.
 The teacher displays the 0-20 chart and asks
the students to rote count to 20. During this
time, the teacher points to each of the numbers
as they are counted verbally.
 The teacher assists with properly saying
eleven, twelve, and how to determine which
teen the number is (say the last number and
add teen for 16-19 and how other numbers
begin (13-15) with the same sounds as their
final numbers.
 The teacher selects a number and asks the
students to count out that many objects in front
of them. This is done at most 2 times. Both of

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 opportunity on 1:1 correspondence.) these numbers should be below 16.
 The teacher asks “How many objects are on  Questions: “How are these numbers different?",
your card?” “Can I put down the same number of objects for
 The teacher models writing the number on the each of these numerals?
white board using a dry erase marker. The  The teacher then produces the number cards
students are told to trace the number six on for 11-15. She instructs the students that they
their card using their fingers with verbal will make the number of dots on a piece of
guidance. paper that matches the number on the card.
 The teacher repeats the same steps for the Review the numbers as needed.
numeral 9.  The teacher provides the pencils and paper for
 Questions: “Which number had more objects students to begin writing their names. They are
on its card?”, “Why should we only count an then allowed to pick a number card (11-15) and
object once?”, “Which number is larger and orally identify the number. All peers should
means more objects?”, “How do you know agree in which number they and their peers
there are ______ objects?” have received.
 Question: “Can we all have the same number
of dots? Why or Why not?”
 The students should then pick up the bingo
dotters and make that number of dots on their
paper. The students should then count the dots
again to verify the correct number. The
students should then write the number, using
visual support as needed, at the bottom of the
paper.
Evaluation Evaluation Evaluation (1e:Lesson and Unit Structure) (1f: Designing Student Assessments)
 Gallery Walks  Whole Group Instruction: The teacher shall observe student interactions and responses for an informal
 Journal Entries formative assessment.
 Exit Slips  Group 1: Exit Ticket: The teacher provides the students with the bingo dotters and a sheet of paper with two
 Quick writes portions. They are told to write their name at the top. After they have finished this, the teacher tells them to put
 Student interviews 6 dots on the left side and write that number on the bottom. The same steps are taken for 9 on the right.
 Buddy Check  Group 2: Exit Ticket: Students are presented a numeral card between 11 and 15 which they are asked to orally
identify the numeral.
 White Boards
 Answer Cards

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