Math Methods UbD Template 2.

0 Major Project 120 Points 95+25

Purpose: To demonstrate the ability to plan and align instruction to the standards with developmentally appropriate lessons.

Name: Liz Rowe Unit Title: Analyze, Sort, Grade Level: K4/Pre- Unit Length: 9 weeks
Classify, and Count up to 5 Kindergarten

5 points Unit Summary:

Pre-Kindergarten mathematics is about (1) developing an understanding of whole numbers using concrete materials, including
concepts of correspondence, counting, cardinality, and comparison; and (2) describing shapes in their environment. More learning
time in Pre-Kindergarten should be devoted to developing the concept of number than to other topics.

Stage 1 Desired Results

15 Points Total Stage 1
2 points Transfer
ESTABLISHED GOALS 2 points Students will be able to independently use their learning to…
 Analyze, compare, and sort objects
 Know number names to 5 1. Make sense of and persevere in solving complex and novel mathematical problems.
 Know the count sequence to 5
 Count objects (to 5) to tell how many 2. Use effective mathematical reasoning to construct viable arguments and critique
 Compare amounts to 5 the reasoning of others.

3. Communicate precisely when making mathematical statements and express

answers with a degree of precision appropriate for the context of the
problem/situation.

4. Apply mathematical knowledge to analyze and model situations/relationships using

multiple representations and appropriate tools in order to make decisions, solve
problems, and draw conclusions.

5. Make use of structure and repeated reasoning to gain a mathematical perspective

and formulate generalized problem solving strategies

Meaning
2 Pts UNDERSTANDINGS 2 Pts ESSENTIAL QUESTIONS
Students will understand that…  How are relationships
 Mathematical represented
 relationships can be mathematically?
represented as How can expressions,
expressions, equations, equations, and
and inequalities in inequalities be used to
mathematical situations. quantify, solve, model
and/or analyze
 Numerical quantities, mathematical situations?
calculations, and
measurements can be  What does it mean to
estimated or analyzed by estimate or analyze
using appropriate numerical quantities?
strategies and tools. When is it is appropriate
to estimate versus
 Data can be modeled and calculate?
used to make inferences. What makes a tool and/or
strategy appropriate for a
 Geometric relationships given task?
can be described,
analyzed, and classified  How does the type of data
based on spatial influence the choice of
reasoning and/or display?
visualization. How can probability and
data analysis be used to
 Mathematical relations make predictions?
and functions can be
modeled through multiple  How are spatial
representations and relationships, including
analyzed to raise and shape and dimension,
answer questions. used to draw, construct,
model, and represent real
 Mathematical situations or solve
relationships among problems?
numbers can be How can the application of
represented, compared, the attributes of
and communicated. geometric shapes support
mathematical reasoning
 Measurement attributes and problem solving? How
can be quantified and can geometric properties
estimated using and theorems be used to
customary and non- describe, model, and
 customary units of analyze situations?
measure
 How can data be
 Patterns exhibit organized and represented
relationships that can be to provide insight into the
extended, described, and relationship between
generalized. quantities?

 How is mathematics used

to quantify, compare,
represent, and model
numbers? How can
mathematics support
effective communication?

 Why does “what” we

measure influence “how”
we measure?
In what ways are the
mathematical attributes of
objects or processes
measured, calculated,
and/or interpreted?
How precise do
measurements and
calculations need to be?

 How can patterns be used

to describe relationships
in mathematical
situations?
How can recognizing
repetition or regularity
assist in solving problems
more efficiently?

Acquisition
2 pts Students will know… 2 pts. Students will be skilled at…
  Number Comparison  Rote count to 20.
 Numerical Sequence  Name numerals up to 10.
 Object Classification and  Represent a number of
Count objects with a written
numeral 0-10.
 Recognize small
quantities up to 6.
1 pt Related Misconceptions: 1 pt Proper Conceptions:  

1. At the prekindergarten level, students are just 1. It is important that students have many opportunities to
developing understanding of number. They often fall count orally, to count sets, and to compare amounts.
into mistakes such as, counting the same object Counting objects arranged in a line is easiest; with more
twice, skipping an object when counting, not knowing practice, students learn to count objects in more difficult
the count sequence, and confusing numbers and arrangements, such as rectangular arrays (they need to
letters. ensure they reach every row or column and do not repeat
rows or columns); circles (they need to stop just before the
2. Children may confuse the words “less” and “more” object they started with); and scattered configurations (they
and “greater” and fewer.” The word "greater" is not need to make a single path through all of the objects).
used with this meaning in everyday speech. Some Children need to realize that counting, for example 5, in all
kids may think that "greater" means "better", and be of these different ways still results in a total of 5. 
confused as to which is the better number. "Fewer"
is also a rarely used word that sometimes shows up 2. Young children need many experiences comparing
in these math problems, and children may not be groups of objects using the words more and less and also
familiar with it. fewer and greater. Children are still forming a way of
visualizing these relationships and need plenty of exposure
to numbers and comparing numbers.

1 pt. Vocabulary Terms and Definitions:

Numeral- a figure, symbol, or group of these denoting a number
Equal- being the same
Greater than- one number is larger than the other
Less than- one number is smaller than the other
Above- on top of something
Below- on the bottom of something
beside, between- next to or in the middle of one or two objects
 Stage 2 – Evidence
Evaluative Criteria Assessment Evidence
20 Points total PERFORMANCE TASK(S): The students will analyze, sort, classify, and count objects

(4 Pts) GRASPS ASSESSMENT

Your task is to look at the different buttons on the table, sort them in some way, tell me how you sorted the
Goal
buttons and count them to tell me how many are in each group.
Role You are a worker in a button factory.
Audience Your clients are asking how many different kinds of buttons you have.
Situation The challenge involves dealing with other classmates, working together.
Product/Performanc You will create groups of different kinds of buttons in order to show the client what you have in the shop.
e
Standards CC.2.1.PREK.A.2  - Count to tell the number of objects.
(3 pts.) DESCRIBE OTHER EVIDENCE:
Give students a new flip book each week with numbers one through five on each card for students to draw
or hole punch that number on the card.
(3 pt.) Facets of  Can students count from 1 to 5?
Understanding  Do they recognize numbers to 5?
 Can they sort sets of objects into categories?
 Can they show a set? (e.g., “show me 3 buttons)
(5 pts). Summative There are no results for Pre-K math for Summative Assessment
Assessment
(5 pts) CGI Show students flash cards with numbers 1 through 10 and ask students what number is on the front of the
card. Write the response the student says.

Stage 3- Learning Plan

(10 Pts.) WHERETO Completed: Think about these areas and give examples of things you could do to engage the learners
in the learning using the WHERETO.
This is not exhaustive. You can use these ideas below as well. It is a though process for planning.
W: Have students look at a picture of an apple and tell them we are going to count the apple. Hold up one finger to show the number
one. Explain to the students that there is one apple and if we putt another apple up there we would have two apples.
H: Play a song game with the students. Teach them a counting song to the tune “Mary had little lamb” (1,2,3,4,5, little lambs, 5 little
lambs, 5 little lambs, 1, 2, 3, 4, 5, little lambs all in a row.)
E: Sing the counting song with them each day and have the students use their fingers to help them understand the numbers. At the
end of the song have students count the amount of fingers they have on their hand help up in the air.
R: At some point in the beginning of the year start the song but do not help them when everyone starts to sing. Look around to see
who knows the song and who doesn’t know the song. Put the apples on the board again to see who knows the number of apples on
the board and who doesn’t.
E: Give the students a book of black and white pictures with different numbers of objects on them. Have students test their
knowledge and tell you how many of an object is on that page, see if they can count if correctly. If they complete the task without any
help they can color the page in. The shows the progress they are making.
T: Students who can’t hold a crayon yet can be given stickers for each page they get correct. Nonverbal students can show the
number of fingers they think is the number on the page.
O: How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL
students? You do not need to list out the order and time of your lessons in this assignment although you might find this helpful for
you use when student teaching. You are not doing this at this time. You will be asked to do this if you teach the unit in your
placement.

Learning Experiences 40 Points

There are many more activities that will be needed to teach a unit in your classroom. Please list other things you will do in a list.
Give a description of the activity and cite the resource if needed.
You should have a minimum of 40 additional activities, resources etc.
Things to Include:
Centers: What activities could you do in centers to help students learn the concepts? Don’t just name the center give a brief
description and citation if available

1. Frog on a log: a game where the student picks a card that has a number on the belly of a frog and the student has to
put the number of frogs on a log
2. Gum Ball Drop: similar to frog on a log, gum ball drop is an activity where students pick a number and have to fill the
gumball machine with “gumballs” or cotton balls
3. Sorting numbers: have different ways to say a number on a card and have students place the number in the correct
group
4. Stack it!: have students read the number on the cube and stack a tower of the amount of cubes they should have
5. Balloon pop: have students roll the die and color in the balloon with that number on the balloon
6. 5 Little Ducks Sensory Water Play: Put rubber ducks in a bin of water and have students pick them up to see the
number under the duck
7. Rainy day count: A worksheet that you have students trace the number that’s on the rain drop cut it out and put it
where it should go on the worksheet to make the rain drops count in order
8. Counting puzzle: have a block of paper with a number on the one side and a picture on the other with the matching
 number in a different form for students to match them
9. Learning numbers worksheet: Dotted numbers on dotted line paper to have students trace to learn how to write the
numbers
10.Dominos: have students match different dominos to the same numbers
11.Number chart: Have students draw the number of items in each box
12.Number color: Have students color in the numbers they know to see the goals they are achieving
Children’s Books: What literature fits with this unit. Give the reference (citation) and picture for the book and briefly describe how
you will use it.
13.Pete and his four groovy buttons by Eric Litwin
14.Ten apples up on top by Dr. Seuss
15.How do dinosaurs count to ten? By Jane Yolen
16.One is a snail, Ten is a Crab by April Sayre
17.Five little monkeys jumping on the bed by Eileen Christelow
18.My Granny Went to Market by Stella Blacktone and Christopher Corr
19.Doggies a counting and barking book by Sandra Boynton
20.The very Hungry Caterpiller by Eric Carle
21.Ten black dots by Donald Crewa
22.On the Launch Pad A counting book about Rockets by Michael Dahl
23.Fish Eyes: A book you can count on by Lois Ehlert
24.The little Ladybugs by Melanie Gerth
25.Zin! Zin! Zin! A Violin by Lloyd Moss
26.One by Kathryn Otoshi
27.The Noisy Counting Book by Susan Schade and Jon Buller
28.Chicka Chicka 123 by Bill Martin Jr and Michael Sampson
29.One spotted Giraffe: A counting Pop-up book by Peter Horacek
30.Stack the cats by Susie Ghahremani
Games: Describe games you could use to develop conceptual understanding and computational proficiency related to your selected
unit.
31. Beans and Flower Pots: have a basket full of beans and some flower pots with numbers on them. Have students put
the amount of beans on the flower pots to match the number on the pot
32.Magnetic fish: Put paper fish on the floor with magnets on them and put numbers on the back, have students go
“fishing” and count to the number that they caught
33.Counting and Sorting Shapes: have different color shapes on pieces of paper and numbers for students to count and
sort
34. Sort and count: put pompoms in a bag or basket to have students sort and count as they place them with their
proper color in a bowl
35. 5 little Ducks Song: Sing the song with the students as you hold up the number or the show the numbers
36.Paper plate number spinner: have students color two paper plates and put numbers around the outside of one of the
 plates. Cut a box on the side of the second plate and stick it on top of the first plate.
37.Play Dough Counting Mat: Have a ladybug mat with different numbers of dots on the bug. Students can put play
dough on the mat in dots to match the number on the mat
38.Handprint number line: Have students trace their hand ten time and cut them out to place on a number line and have
them add numbers to the hands and fingers
39.Hearts and dice: Have a dice that students can roll, the number they get is the amount of paper hearts they have to
pick up and count to put in front of them
40.Ice cream: Cones that have the number written on them and ice cream scoops with the amount chips that students
have to count and match
Cite sources

 “Hands-On Counting Activities and Centers.” The Kindergarten Connection, 20 Mar. 2020,

thekindergartenconnection.com/hands-counting-activities-centers/.
 ARanson. “20 Counting Activities for Preschoolers.” The Imagination Tree, 3 Nov. 2014, theimaginationtree.com/20-counting-
activities-preschoolers/.

( 5 pts) Eureka Resources: Examine Eureka Curriculum. Name the module topic and grade level you found your selected concept.
Did you find a comparable topic of study? Briefly describe a feature of the Eureka Curriculum component that you found
informative.
Module topic: Counting
Grade level: Pre-K
Has lots of modern ways to teach math in the classroom
Lesson Plan 25 points
1. You will write one complete lesson plan using an idea(s) listed in your plan.
2. You must use manipulatives in the lesson.
3. The 5E template will be given to you.
The lesson can last multiple days. You can do a three- act lesson. Cognitive Guided Instruction can be part of the lesson.
You can use an Eureka Lesson or a lesson from your co-ops text. You can do an I do we do in the explain portion.
Lots of choices. You just need to make sure you have the components listed I the rubric.

Lesson Plan

Name: Liz Rowe Unit Title: Analyze, Sort, Grade Level: K4/Pre- Unit Length: 9 weeks
Classify, and Count up to 5 Kindergarten

(5 points) Unit Summary: Give context of the unit and overview of Unit. Where
 does it fit in the math curriculum?
Pre-Kindergarten mathematics is about (1) developing an understanding of whole
numbers using concrete materials, including concepts of correspondence, counting,
cardinality, and comparison; and (2) describing shapes in their environment. More
learning time in Pre-Kindergarten should be devoted to developing the concept of
number than to other topics.

Lesson Plan: You will write one complete lesson plan using an idea(s) listed in your plan. You must use manipulatives in the
lesson. The 5E template will be given to you.
5E Lesson Plan: Comparing Numbers

Curriculum Logistics:

 Purpose
o Students will learn that to count to the number five and recognize each number
o Students will learn to sort objects into categories and show sets
 Standards
o CC.2.1.PREK.A.2  - Count to tell the number of objects.
 Objectives
o SWBAT analyze, compare, and sort objects
o SWBAT know number names to 5
o SWBAT know the count sequence to 5
o SWBAT count objects (to 5) to tell how many
o SWBAT compare amounts to 5
 Materials
o Five little monkeys book
o 5 little monkeys with numbers on them
o Magnetic board
o
 Safety Considerations
o Students throwing objects at each other
o Students fighting with each other
 Grouping
 o Small group at seats

Essential Content Knowledge: (T knowledge)

 How to identify and count numbers 1 through 5

 How to write numbers 1 thought 5
 Definition of …
o Numeral- a figure, symbol, or group of these denoting a number
o Equal- being the same
o Greater than- one number is larger than the other
o Less than- one number is smaller than the other
o Above- on top of something
o Below- on the bottom of something
o Beside, between- next to or in the middle of one or two objects
 Misconceptions
o Difficulty counting the same object twice, skipping an object when counting, not knowing the count sequence, and confusing
numbers and letters
o Difficulty understanding the words “less” and “more” and “fewer”.

Understanding of Developmental Level and Student Background Knowledge 

 This unit falls under one of the central concepts within the unit; analyze, sort, classify, and count up to 5. This lesson would fall within
week one of the unit.
 What knowledge do the students bring to the lesson?
o Understanding each number is different
o Understanding definitions of the vocabulary
o Comparing numbers
 What is the context of the lesson in the unit?
o Learning how to count to 5
o Counting objects to tell how many
o Compare amounts to 5

Questioning
 Can students differentiate between numbers and letters?
 Can they count from 1 to 5?
 Do they recognize numbers to 5?
  Can they sort sets of objects into categories?
 Can they show a set (e.g. “Show me 3 blocks?”)?

Math Practices/skills
 Counting to 5 (throughout lesson)
 Knowing the names of numbers 1 though 5 (throughout lesson)
 Knowing the count sequence to 5 (throughout lesson, but specifically discussed in extend/elaborate)
This can be listed with the objectives and standards but you must use practices in the lesson and describe where it can found in the lesson
The above are skills but not the NGSS practices.

Engage Explain that the students will be learning about and

practice counting to 5.
 Complete a read aloud of Five Little Monkeys Jumping on
the Bed by Eileen Christelow
 Display five little monkeys with numbers on them on the
board.
 Ask students to raise their hands if they have ever seen
these numbers before.
 Explain that these are numbers up to 5
Explore MODELING/GUIDED PRACTICE:
 Explain to the students that they will be starting the
proses of learning to count to 5
 Teach the students the Little Lambs song that they will
sing every morning from now on in morning meeting
 Have students hold fingers up as they count along with
the song.
 Explain to the students that when we go to small groups
today they are going to get a coloring book but that this is
a special coloring book.
o This book will have different numbers of objects in
the book to test their knowledge on if they can
trace, recognize, and count the number of objects
on the page.
o If the students can do all three of those things then
they can color in that page
 This is a great way to show their progress
 and in a rewarding way
Explain In small groups:
 Start to work with the students on how to teach each
number
 Give the students paint in a bag that students can use
their finger to draw the number
 Start with the number one and explain to the students
that when they have mastered this number and
shown that they can “write it” they can move on
 Teach the students that they should how many of this
number is by showing with a picture of the monkey
from the board so they start to see the groupings of
numbers
Extend/  Though out the week work on this with students in small
Elaborate groups
 Have them bring their number coloring book with them
each day
 Work on each number breaking the steps down on how
to write them out into their paint bags
Evaluate  Students will bring their pain bag and number coloring
book over to me when I call them to show me a different
number each day
 If they know the number, how to draw, the number and
can count to the number they get to color the page

Closure:

 You guys did an amazing job today! To wrap things up we are going to sing the 5 little lambs song again!
o tune “Mary had little lamb” (1,2,3,4,5, little lambs, 5 little lambs, 5 little lambs, 1, 2, 3, 4, 5, little lambs all in a row.)

From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

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