Mathematics Unit Plan: Counting and Cardinality
A unit plan integrates multiple standards informing a mathematical concept and is taught in multiple lessons over several days. The large-scale planning process outlines activities that complement one another to ensure a successful learning experience for all students.
When planning units, educators must begin with the standards, learning targets/objectives, and summative assessment. Keeping the end learning goals in mind allows educators to plan the lessons to ensure students stay focused on what is important. Alignment between standards, learning objectives, instruction, and assessment provides a clear direction for both teachers and students. When students understand the goal of the lesson and all instruction, activities, and assessment are aligned, they are more likely to master the skill or concept.
For this assignment, use the “3-Day Unit Plan Template” to create a 3-day instructional unit plan and summative assessments designed for the students outlined in the “Class Profile” in the K-8 grade level of your choice. Use your state’s mathematics standards to select 1-3 math standards from one domain (number and operations, algebra, geometry, measurement, or data analysis and probability) to represent and teach in the unit. Complete the following when designing your unit:
Clearly integrate instruction and assessments so that standards, learning targets/objectives, learning activities, and assessments are all aligned
Use a variety of teaching strategies and technologies that encourage the students’ development of critical thinking and problem-solving skills
Create opportunities for active inquiry, collaboration, and supportive interaction in the elementary classroom using effective verbal, nonverbal, and media communication techniques
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Unit/Subject:
Title of Unit and Brief Summary: Counting and Cardinality.
The base-10 counting system and the names of the numbers after ten are taught to the learners in this session. Learners will discover that the word or number starts with a distinct part in every ten numbers.
Classroom and Student Factors/Grouping: There are thirty students in my class, and they are a diverse group. Nineteen pupils identify as White Americans, two as Asian, five as Hispanic, three as African Americans, and one as Native American. Groups of four to five pupils are seated at workstations facing one another. One student in White America is learning English as a second language (ELL).
Day 1
Day 2
Day 3
National/State
Learning Standards
List specific grade-level standards that are the focus of the lesson being presented.
MGSEK.CC.1
Counting to 100 by ones and by tens
MGSEK.CC.2
Counting forward (instead of starting at 1), starting at a certain number within the specified sequence.
MGSEK.CC.3
Write the numerals 0 through 20 using the written numeral 0–20, where 0 denotes the absence of any objects.
Specific Learning
Target(s)/Objectives
Based on state standards, identify what is intended to be measured in learning.
Learners will be able to count in ones and tens up to 100.
Students will start to count forward with any given number.
Learners will use written numerals to write numbers between 0 and 20.
Academic Language General academic vocabulary and content-specific vocabulary included in the unit.
Count - Pattern - Counting by 10’s
Counting by 1’s -Numbers -Skip counting
Count - Pattern - Counting by 10’s
Counting by 1’s -Numbers -Skip counting
Count - Pattern - Counting by 10’s
Counting by 1’s -Numbers -Skip counting
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Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit.
-Whiteboard
-Erasable or whiteboard markers
-Eraser for whiteboards
-Different items, including popsicle sticks, cotton balls, and buttons
-Whiteboard
-Erasable or whiteboard markers
-Eraser for whiteboards
-Different items, including popsicle sticks, cotton balls, and buttons
-Whiteboard
-Erasable or whiteboard markers
-Eraser for whiteboards
-Different items, including popsicle sticks, cotton balls, and buttons
Depth of Knowledge
Lesson Questions
What questions can be posed throughout the lesson
to assess all levels of student understanding?
* Level 1: Recall
* Level 2: Skill/Concepts
* Level 3: Strategic Thinking
* Level 4: Extended Thinking
How do we count from 1 to 10?
What number comes before 10?
What is the proper way to say the numerals 10 through 20?
Repeat each digit from 10 to 20.
How do you count 10 to 100?
Write numbers from 0 to 20
Section 2: Instructional Planning
Day 1
Day 2
Day 3
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