edTPA Lesson Plan Template*

Central Focus: Number Writing

Subject: Counting and Cardinality

Essential Standard/Common Core Objective:

Know number names and the count

sequence.
K.CC.A.3 Write numbers from 0 to 20.
Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no
objects).

Date submitted: N/A

Date taught: N/A

Daily Lesson Objective: Students will be able to write the numbers 0, 1, 2, and 3, along with knowing the rhyme that goes
along with each number to help the students write the number correctly.
21st Century Skills: Communication and
Collaboration

Academic Language Demand (Language Function and

Vocabulary): N/A

Prior Knowledge: Know number names and the count sequence.

K.CC.A.2. Count forward beginning from a given number within the known sequence (instead of having to
begin at 1).
Activity

1. Focus and Review

2. Statement of Objective
for Student
3. Teacher Input

Description of Activities and Setting

Students, we all know how to count our numbers. Lets review by

counting to ten, teacher and students count to ten together. Today we
are going to learn how to write our numbers. Students will learn how to
write numbers 0-3 while learning rhymes that go along with each
number.
Today students, we are going to learn how to write the numbers 0, 1,
2, & 3. Each number will have a rhyme to go along with it to help you
remember how to write the number.
We will start with number 0. To write number 0, we are going to sing
around and round and round we go, when we get home we have a
zero (while singing the rhyme, the teacher will be writing a 0 on large
lined paper). Students will each have a lined dry erase board, after the
teacher has demonstrated how to write the number 0, she will have the
students write 0 on their boards and hold the board up when they are
done. Once all students have correctly written the number 0, the teacher
will move on to the next number.
The teacher will ask the students what number comes after 0, students
will answer with 1. That is correct, now lets learn how to write the
number 1. To write number 1, we are going to sing start at the top and
down we run, thats the way we make a one (while singing the rhyme,
the teacher will be writing a 1 on large lined paper). Students will each
have a lined dry erase board, after the teacher has demonstrated how to
write the number 1, she will have the students write 1 on their boards
and hold the board up when they are done. Once all students have
correctly written the number 1, the teacher will move on to the next
number.

Time

The teacher will then ask the students what number comes after 1,
students will answer with 2. 2 is the correct answer, now lets learn
how to write the number 2. To write number 2, we are going to sing
around and back on a railroad track, two, two, two (while singing the
rhyme, the teacher will be writing a 2 on large lined paper). Students
will each have a lined dry erase board, after the teacher has
demonstrated how to write the number 2, she will have the students
write 2 on their boards and hold the board up when they are done. Once
all students have correctly written the number 2, the teacher will move
on to the next number.
The teacher will then ask the students what number comes after 2,
students will answer with 3. Good job, 3 is correct. 3. To write number
3, we are going to sing around the tree and around the tree, thats the
way we make a three (while singing the rhyme, the teacher will be
writing a 3 on large lined paper). Students will each have a lined dry
erase board, after the teacher has demonstrated how to write the number
3, she will have the students write 3 on their boards and hold the board
up when they are done. Once all students have correctly written the
number 3, the teacher will allow students to work on their own writing
the numbers 0-3.

4. Guided Practice

5. Independent Practice

Students will practice writing the numbers 0, 1, 2, & 3 on their own.

Students will use their lined dry erase board to practice writing the
numbers. Students will write each number 5 times in number order on
their boards. While students are practicing writing their numbers, I will
circulate around the room making sure that students are writing their
numbers correctly and in number order.
Students will be given a worksheet that has the numbers 0, 1, 2, & 3 on
it with lines across the page next to each number. Students will take this
worksheet home for homework to provide extra practice of writing the
numbers 0, 1, 2, & 3. Students who have ADD/ADHD I will be seated
closer to the front of the classroom where I can monitor them for
frequently.

6. Assessment Methods of
all objectives/skills:

Students who are able to write three out of the four numbers taught that day, will have meet
the objective. Students who write less than tree numbers will not have meet the objective.

7. Closure

Students already know how to count to ten, but now they are learning
how to write numbers. Teacher will ask students what they learned what
today, and wait for the students responses. Then the teacher will ask
students if they remember the rhymes they learned with each number
for how to write the number. The teacher will have students say the
rhyme together as a whole class, providing the rhymes on the board for
those who need help remembering.

8. Assessment Results of
all objectives/skills:

N/A

Targeted Students Modifications/Accommodations:

ADD/ ADHD Student(s):
Pair written instructions with oral instructions
Involve student(s) in lesson presentation
Allow student(s) to stand at desk when needed
Providing frequent checks during lesson
Keep math on the board along with rhyme
Use individual dry erase boards

Student/Small Group Modifications/Accommodations:

Materials/Technology: Individual dry erase boards, dry erase markers, and worksheets.
Reflection on lesson: N/A
*Modified slightly for use in ELED 3111, Smith, Fall 2015.