Game Lesson Plan

Lesson Planning Template
Lesson Title:_How Many?_________________ Grade:__Pre-K_____
Learning Target:
Students will be able to identify the total number of a given set with 80% accuracy.
Students will be able to identify which of two sets has more or less with 75% accuracy
Students will be able to identify and create a simple pattern
Grade Level Guide: Content Standards List your state, the grade level, subject area, and description
of expectations as you fill in the chart.
Content Curriculum Focal Points Common Core State Interdisciplinary Connections

(ie: NCTM, IRA,…) Standards
Colorado Preschool Math Colorado Preschool Music Standard
NCTM Preschool Math Standard P.CC.C.4: 1.1.b: Perform through multiple
Standards Counting & Cardinality: modalities a variety of simple songs
Understand the relationship and singing games alone and with
between numbers and others.
quantities: Use the number
name of the last object
counted to answer “How
many?” questions for up to
approximately 10 objects.
P.CC.D.7: Counting &

Cardinality: Compare
numbers: Identify whether
the number of objects in one
group is more than, less than
or the same as objects in
another group for up to at
least five objects.
Academic Language: “How Many?”
Students’ Needs:
Students will need the fine motor skills to pick up small objects, ability to count items up to 10, and the
ability to speak and or sing. Students will take the knowledge they have developed in being able to count
to ten and, through their basic vocabulary in musical form, build upon these numbers to form an
understanding of the counting concept “how many”. This directed play will provide the students a set
structure for them to experience receptive learning. The specific goals of this play, according to the
purposes of play as outlined by the ACEI (pg 55) are: to enable the children to make sense of their
world, to provide opportunities to meet and solve real problems, develop language and literary skills and
concepts, and promote motor skills. By developing their already existing knowledge of numbers up to
ten into the ability to understand how much or many of objects exists, we will enable them to make
better sense and interact deeper with their world. Through presenting them with the unanswered
question “how many” we will be enabling them to encounter unsolved problems and, through their
knowledge, discover and find the solution. Their language and literary skills and concepts will be
developed through intertwining the application of their knowledge to this new concept with singing
coherent words representing complex thoughts out loud. The act of singing is also a highly specialized
motor skill that will be practiced and exercised throughout this activity. Exercising this particular motor
skill will have the benefit of engaging those who aren’t the most athletically inclined with an activity
that is still a highly skilled and developable motor skill. Looking at these four characteristics, it is clear
that this game follows Piaget’s cognitive theory of play as the primary purpose this game accomplishes
is to practice, consolidate, and apply known information and skills the children have.
Also be sure to consider how you will meet the needs of diverse learners through use of Universal
Design for Learning (UDL) (e.g., English Language Learners, students with disabilities, gifted
students). List at least three accommodations for students with special needs or of diverse learning
backgrounds in the chart as well.
English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)
Either having students in
Extra time spent with their group move to them,
students to teach the song, or have their group move to
allowing for questions from an easy to access spot in the
students, counting in their classroom for students with
first language. mobility difficulties.
Materials: Student needs: Themselves!

Teacher needs: slips of paper with colored shapes, enough of each shape to make several different
groups with a different number of shapes in the group, dry erase markers, white board, laminated
worksheets, shape pattern worksheets, crayons, candy, cups, marbles, plates.
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Lesson Plan (step by step sequence of the lesson)
Before: The lesson will start with a brief overview of what I mean when I ask “How many?”, with a
visual example. Then, to introduce the game, I will explain the rules, mainly that students will come
up to grab a paper with a colored shape on it (red square, blue circle, yellow triangle, or green
rectangle), and the teacher will tell each group where to stand (in a corner, on the carpet, at a
center…), and they will sing a song and count to find how many. I will then teach the students the
song, slowly and with signs, in pieces and then together, to make sure they know it well enough to
understand what it asks and participate. Then I’ll have students come up and get a colored shape, tell
them where to stand, and the game can begin!
During: I will identify which group we are counting (blue circles, lets say) and remind students
where they are and where in the song we sing that, then have the rest of the class sing it with me,
counting and identifying how many blue-circle students there are. I would have students being
counted, one at a time, jump or make a face while being counted. After each song, I will ask the class
as a whole how many there are, allowing them to yell it to me (school parameters allowing, I don’t
want to disturb the next class over).
After: After the game, students will be divided into small groups for math centers. There will be four
centers, given around 5 minutes at each center: Ten Frames and Number Writing Practice, Candy
Cups, Spot the Pattern, and Which Has Less?
Ten Frames and Number Writing Practice: On laminated paper (see resources), students will
practice writing, drawing, and putting the correct number in ten frames using dry erase markers.
Spot the Pattern: Students will practice pattern recognition by circling patterns on a worksheet with
a crayon. If finished before time is up, students are encouraged to draw their own patterns on the back.
Which Has Less?: Students will work together to put marbles on two plates and tell each other
which has less (with a reminder from the teacher that less means smaller)
Candy Cups (Teacher-Led): The teacher will put an amount of small candies (M&M’s, Skittles,
whatever the students can eat and enjoy but is small) in each students’ cup. Students will count the
candies, and if they can answer the teacher correctly when asked how many, can eat the candy.
Assessment:
Type of Description of Modifications to Evaluation Criteria- How good is

assessment assessment the assessment so good enough to meet standards?
(formal or informal; What will students do that all students (related to the learning objectives)
formative or to show what they may demonstrate Include scoring guide, rubric or other
summative) have learned? learning criteria
Informal; formative Students will show if Switching up the If students can identify ‘how many’
they learned through candy for student with at least an 80% accuracy, they will
the Candy Cups allergies, or have met the learning objective.
activity replacing candy
with stickers or
some other
tangible reward if
food is
unavailable.
Resources:
Number writing practice worksheet:

https://www.teacherspayteachers.com/Product/Numbers-1-10-Trace-Write-Draw-and-Ten-Frames-
850889
Analyzing Teaching: To be completed after the lesson has been taught.
What worked?
What didn’t? For whom?
Adjustments
What instructional changes do you need to make as
you prepare for your next lesson?
Proposed Changes Whole class:
If you could teach this lesson again to this group of
students what changes would you make to your Groups of students:
instruction?
Individual students:
Justification
Why will these changes improve student learning?
What research/theory supports these changes?
Additional questions to consider when reflecting and completing the chart above: Did your activity
address your goals? Did your lesson plan reflect what you intended to teach? Were you pleased with the
sequencing of the lesson or would you change anything? What would you do differently next time or
what extension activities do you think would supplement this lesson? It may be helpful to cite one
resource that supports your instruction.
For the purpose of this Game Project, you will not be filling this out but instead will submit your
reflection to me after teaching using your game (due by midnight of the day you teach). However, I
wanted to leave this section here in the lesson plan template to encourage you all to be reflective
practitioners in the future; to always reflect on your teaching!

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Lesson Planning Template

Lesson Title:_How Many?___________ Grade:Pre-K_

Content Curriculum Focal Points Common Core State Interdisciplinary Connections

P.CC.D.7: Counting &

Academic Language: “How Many?”

English Language Learners Special Needs (can be a

Materials: Student needs: Themselves!

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan (step by step sequence of the lesson)

Type of Description of Modifications to Evaluation Criteria- How good is

Number writing practice worksheet:

Analyzing Teaching: To be completed after the lesson has been taught.

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