1

edTPA Lesson plans for Learning Segment

Lesson/Day: Lesson 1/Day 1
Name: Haylee Stapp
Subject: Math - Ten-Frame Counting
Grade Level: Kindergarten
Time: 30-35 minutes
Whole Class or Small group
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
CCSS.MATH.CONTENT.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).
2. OBJECTIVES
1. Content: The students will identify the difference between the counting strategies,
and more specifically use a ten-frame to count by playing the game ten-frame fun.
2. Language Demand: The students will explain and justify, Why ten-frames are a
good tool for counting? through whole group discussion, as well as, use reasoning
and adding on in the discussion.
3. Language Function: Explain, Justify
3. Key Vocabulary
a. Count
b. Ten-Frame
c. Count and scoot
d. Count and touch
e. Count and check
4. Language Supports: Modeling the appropriate math language for the different counting
strategies so students can use them in the learning task in both the guided practice and
independent practice. Students will have the opportunity to explain and discuss with their
classmates.

2
5. ASSESSMENT Informal/Formative:
o The teacher will circulate during students guided practice and observe
students.
Teacher will be looking for students ability to use a given number to
fill in a ten-frame.
o The teacher can ask questions such as:
How many do you have on your ten frame? How many more do you
need to make 10?
Can you show me how you count on the ten frame?
Formal or Summative:
o Students will use the count and check counting strategy, and write the
numeral [number] 15 [fifteen], as well as, distinguish which number or sets of
objects has 15 objects and color them red on a worksheet.
6. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation/Activate Prior Knowledge:
1. Tell the students Over the last few days we have been practicing ways to count and
how to keep track while we count. Can anyone remind me of a way to count?
2. Give the students time to respond with different answers.
3. Review the 4 ways to count - which are, count and scoot, count and touch, count and
check and use a ten-frame.
4. Demonstrate each way to count while reviewing.
a. Count and scoot you have to touch and move each object. You have to be
sure to only say one number for each object you scoot.
b. Count and touch you can put them in a line and touch one object with your
fingers. Touch and count each object. Remind the students that you can only
say one number for each object.
c. Count and check is used when we cant move the pictures on the paper, so
we can add a check mark on the ones we have already counted. Watch!
Model as you count and check each item off.
d. The Ten-Frame is used by placing one object in each box. You will want to
model filling the first row from left to right counting as you place each object
down. Now that my ten-frame is filled in, I can count them. I still want to be
sure that I count and touch each one of the objects.
5. As the students and you are discussing the counting strategies post the vocabulary
word cards on the white board.
6. Tell the class that today we are going to focus on using ten-frames to count.
7. Ask the question Why are ten-frames a good tool for counting?
8. Have multiple students share their opinions and try to prompt them to justify their
opinions on why they think ten-frames are a good tool based off of what they already
know and what you are discussing
II. INSTRUCTION AND MODELING (Best Practice Strategies)
1. Hold a ten-frame up and tell the class that we are going to explore more that the tenframes can tell us about counting.
2. Explain, We have really found out how helpful a ten-frame can be over the last few
days. I want to show you something else I like about a ten-frame. Ten-frames really
help me to see what a number looks like.

3
3. Ask the students what do you think you mean by what a number looks like?
4. After a few student answers, explain that I know how to write the number 7, but
when I see 7 objects on a ten-frame, I can see so much more.
5. Model this by placing 7 snap cubes on a ten-frame. Ask the students if they notice or
see anything about the number 7?
6. I can see that 7 is one full row of cubes and 2 more. I can also see that I need 3
MORE to have a full ten-frame.
7. Model this a few times (2-3 more times only) with other numbers and invite students
to share more of their observations. Prompt them to use the correct language, i.e. I
need ____ more to have a full ten-frame.
III. GUIDED PRACTICE
1. Now we are going to play a new game called Ten-Frame Fun
2. Model the game with a student or another teacher for the class as your partner
3. Each partner will take turns rolling the dice. They will move that many cubes onto
their ten-frames. They keep taking turns until both of their ten-frames are filled up.
Then they play again.
4. Have you and your partner roll the dice 2 or 3 times.
5. Pass out the ten-frames, dice and cubes out to the students
6. Have the students begin playing the game
7. Remind them to be a good partner and participate
8. As they are playing, the teacher will walk around to each group and check in making
sure they understand the game and are playing correctly.
IV. CLOSURE (Student summary of learning)
1. After about 10 minutes ring the bell and have all students put their hands on their
heads
2. Ask each group to look down at their ten-frames and discuss with one another one
thing they notice about their current ten-frame.
3. If time permits have each group share their observations, if there is not enough time
then ask around 3 groups.
4. Have the students put the snap cubes away and their ten-frames on the back table.
V. INDEPENDENT PRACTICE (Summative assessment)
1. Students will fill out the math work sheet helping them practice using the count and
check counting strategy since they will not be able to move the pictures, as well as,
practice writing the numeral 15.
2. Do the first 2-3 problems as a whole class
7. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.
English Learners:
-There are four Ells in this class and so to provide extra support for them they will be
paired with non-Ells.
-Review at the beginning of the lesson what the vocabulary words are, Count, TenFrame, Count and scoot, Count and touch, Count and check. Make sure to provide
concrete examples when reviewing, as well as model.
-Post the word cards for the vocabulary words as you are reviewing them in the lesson.
Leave them posted on the board through out the lesson as a reminder for students.
Other behaviors:

4
- Two students need extra support and teacher guidance when available. When students
are participating in the game and re-explain the instruction to make sure they understand
and are participating in their group. Remind them to be a good partner and prompt them
to do their work.
-When completing the worksheet if they seem to be off task or not responding to
prompts, modify their amount of work and ask them to only compete half the worksheet
so the work is manageable for them.
Advanced Students:
- If students who are more advanced fill their ten-frame multiple time, add larger
numbers and another ten frame for difficulty.
6. INSTRUCTIONAL RESOURCES AND MATERIALS
-Snap cubes (20 total) per pair
- Block or dice with the numbers 1,2,3 written on them. (You can use a dice and put
labels on the 4,5,and 6 (so the dice will have 2-1s, 2-2s, 2-3s)
-Ten-frames (2- one for each partner)
- Word Cards for all Vocabulary words
-Worksheet for Unit 3 Day 7

5
Lesson/Day: Lesson 2/Day 2
Name: Haylee Stapp
Subject: Math - Using Ten-Frames
Grade Level: Kindergarten
Time: 30-35 minutes
Whole Class or Small group
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
CCSS.MATH.CONTENT.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).
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
2. OBJECTIVES
4. Content: The students will use a given number to fill in a ten-frame and recognize
what a ten-frame shows about numbers and how many more cubes or objects are
needed to fill the ten-frame (make 10).
5. Language demand: The students will explain and justify, Why are ten-frames a
good math tool? through whole group discussion, as well as, use the proper math
talk when filling in the math sentence I have _____. I need _____ more to make 10.
6. Language function: Explain, Justify
3. Key Vocabulary:
a. Count
b. Ten Frame

4. Language Supports: Modeling the appropriate math language for the different counting
strategies so students can use them in the learning task in both the guided practice and
independent practice. Students will have the opportunity to explain and discuss with their
classmates.
5. ASSESSMENT Informal/Formative: The teacher will circulate during students guided practice and
observe students.
o Teacher will be looking for students ability use a given number to fill in a tenframe. The teacher can ask questions such as:
o The Teacher can also ask questions such as:
If you have _____. You need _____ more to make 10.
How do you know this?
Formal/Summative:
o Students will use the ten- frame counting strategy to answer the math
sentence I have _____. I need _____ more to make 10, as well as, practice
writing the numerals [numbers] 1-10 [one-ten].
o Exit Slip: 1 math talk card completed
6. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation/Activate Prior Knowledge:
1. Tell the students Yesterday we talked about the different strategies we can use to
count and focused specifically on ten-frames. Can anyone remind me what the
strategies are and what a ten-frame is?
2. Give the students time to respond with different answers.
3. After they have responded post the vocabulary cards on the white board.
4. Tell the class that today we are going to focus even more on using ten-frames to
count.
5. Re-ask the question Why are ten frames a good tool for counting?
6. Have multiple students share their opinions and justifications on why they think tenframes are a good math tool to use.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
1. Hold a ten-frame up and tell the class that we are going to continue exploring what
ten-frames can show us about numbers.
2. Ask the class if they remember our discussion yesterday about ten-frames and how
helpful they can be in seeing what a number looks like. Can someone refresh my
memory on what that means?
3. After a few student answers, model the concept by placing 6 snap cubes on a tenframe. Ask the students if they notice or see anything about the number 6?
4. Guide students towards recognizing that 6 is one full row (5) and one more, and that
you just need 4 more to fill the whole frame (or make 10). Introduce the math talk
card by filling it in as a class about the ten-frame. I have 6. I need 4 more to make
10.
5. Repeat this guided discussion 2-3 times with different numbers; fill out a math talk
card each time.
6. When modeling, invite students to share more of their observations. Prompt them to
use the correct math language, i.e. I have ____. I need _____more to make 10.

III. GUIDED PRACTICE

1. Now we are going to play the game Ten-Frame Fun again but today we are going
to add the math talk card.
2. Ask the class if they remember how to play and take a few student answers, once
they have described the game, tell the class that today we will be adding a math talk
card.
3. Re-model the game with a student or another teacher as your partner, using the
math talk card this time.
4. Each partner will take turns rolling the dice. They will move that many cubes onto
their ten-frame. After your turn you will use the math talk card. I have ___. I need
____ more to make 10.
5. You keep taking turns until both of your ten-frames are filled up. Then play again.
6. Have you and your partner roll the dice 2 or 3 times.
7. Pass out the ten-frames, dice, snap cubes and math talk cards to the students
8. Remind them to be a good partner and participate
9. As they are playing, the teacher will walk around to each group and check in making
sure they understand the game and ask them about their math talk cards.
IV. CLOSURE (Student summary of learning)
1. After about 10 minutes ring the bell and have all students put their hands on their
heads
2. Ask each group to clean up their cubes and ten-frames, but keep their math talk
cards on their desk.
3. If time permits have each group share one of their math talk cards, if there is not
enough time then ask around 3 groups.
4. Have students put their math talk cards in their mailboxes.
V. INDEPENDENT PRACTICE (Summative assessment)
1. Students will fill out the math worksheet helping them practice using a ten-frame and
figure out how many more they need, as well as, practice writing the numerals
[numbers] 1-10[one ten].
2. Do the first 2-3 problems as a whole class
7. DIFFERENTIATION STRATEGIES
To support learning differences, English Learners, IEPs, 504, GATE, etc.
English Leaners:
-There are four Ells in this class and so to provide extra support for them they will be
paired with non-Ells.
-Review at the beginning of the lesson what the vocabulary words are, Count, TenFrame and number bond. Make sure to provide concrete examples when reviewing, as
well as, model each word.
- When playing the game provide them with extra examples of how to use the math talk
cards, if necessary.
-Re-Post word cards for any previous vocabulary words covered, as well as, leave them
posted on the board throughout the lesson as a reminder for students.
Struggling Students:
- Two students need extra support and teacher guidance when available. When students
are participating in the game, re-explain the instructions to make sure they understand
ho to use the math talk card correctly and are participating in their group. Remind them
to be a good partner and prompt them to do their work, if needed.

8
-When completing the worksheet if they seem to be off task or not responding to
prompts, modify their amount of work and ask them to only compete half the worksheet
so the work is manageable for them.
Advanced Students:
-After filling the ten frame multiple and completing the math talk cards to go with it, add
numbers 11-20 and make it make 20 instead of make 10.
6. INSTRUCTIONAL RESOURCES AND MATERIALS
-Snap cubes (20 total) per pair
- Block or dice with the numbers 1,2,3 written on them. (You can use a dice and put
labels on the 4,5,and 6 (so the dice will have 2-1s, 2-2s, 2-3s)
-Ten-frames (2- one for each partner)
-Math Talk cards
- Word Cards for all Vocabulary words
-Worksheet for Unit 3 Day 8

9
Lesson/Day: Lesson 3/Day 3
Name: Haylee Stapp
Subject: Math - Object Addition using Ten-Frames
Grade Level: Kindergarten
Time: 30-35 minutes
Whole Class or Small group
1. STANDARDS (CA Common Core Standards; NGSS/Content Standards)
Include number and text for each standard
CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each object with
one and only one number name and each number name with one and only one object.
CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The number of
objects is the same regardless of their arrangement or the order in which they were counted.
CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a
rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a
number from 1-20, count out that many objects.
CCSS.MATH.CONTENT.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).
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds
(e.g., claps), acting out situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).
2. OBJECTIVES
Content: The students will use a given number to fill in a ten-frame, as well as,
identify how many more cubes or objects are needed to fill the ten-frame (make 10)
and create a number bond from their ten-frame.
Language Demand: The students will explain and justify, Why are ten-frames a
good math tool? and What is a number bond through whole group discussion, as
well as, use the proper math talk when filling in the math sentences I have _____. I
need _____ more to make 10 and _____ and _____ make 10.
Language Function: Explain, Justify
3. Key Vocabulary
a. Count

10
b. Ten-Frame
c. Number Bond
4. Language Supports: Modeling the appropriate math language for the different counting
strategies so students can use them in the learning task in both the guided practice and
independent practice. Students will have the opportunity to explain and discuss with their
classmates.
5. ASSESSMENT Informal/Formative:
o The teacher will circulate during students guided practice and observe students.
Teacher will be looking for students ability to use a given number to fill in a
ten-frame.
o The teacher can ask questions such as:
You have _____. You need _____ more to make 10. and _____ and
_____ make 10.
Formal/Summative:
o Students will use the ten- frame counting strategy to answer the math
sentence I have _____. I need _____ more to make 10, as well as, practice
writing the numerals [numbers] 1-10 [one-ten] on a worksheet.
o Exit Slip: 1 math talk card completed and 1 number bond completed
6. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS
To support student learningwhat you and the students will be doing
I. ANTICIPATORY SET
Motivation/Activate Prior Knowledge:
1. Tell the students We have been talking a lot about how to use ten-frames to count.
Can anyone remind me what a ten-frame is? Now I need you to really search your
brain and see if anyone can remember the different strategies to count objects, other
than a ten-frame?
2. Give the students time to respond with different answers.
3. As they are responding post the vocabulary cards on the white board.
4. What about why we use ten-frames? Why are they a good math tool?
5. Have multiple students share their opinions and their justifications on why they think
ten-frames are a good math tool to use.
II. INSTRUCTION AND MODELING (Best Practice Strategies)
1. Today I want to keep practicing our ten-frame fun game, but we are going to add
something to it.
2. Place 8 cubes on a ten-frame and invite students to discuss what they are noticing
about that number.
3. Have the class refresh your memory about what noticing or seeing the number on a
ten frame means.
4. After a few student answers, guide students towards recognizing that 8 is one full
row (5) and three (3) more, and that you just need 2 more to fill the whole frame (or
make 10).
5. Ask the students if they remember what the math talk was that we used yesterday?
6. Prompt them to fill in the math talk card I have 8. I need 2 more to make 10.
7. Repeat this guided discussion with one more number.
8. Now, introduce number bonds and the math sentence that goes with them.
9. A Number bond is a picture or model of what a number looks like. It is another way to

11
see a number.
10. Show the students a blank number bond and ask how they think it can be used with
the ten-frame?
11. Model using a number bond off of the last ten-frame filled out as a class (8 and 2
make 10).
12. Ask the class, What if I wanted to make the number bond into a math sentence?
How do you think we could do this?
13. Guide the students into using the sentence 8 and 2 make 10
14. Repeat this guided discussion 2-3 times with different numbers; fill out a math talk
card and a number bond each time.
15. When modeling, invite students to share more of their observations. Prompt them to
use the correct math language, i.e. I have ____. I need _____more to make 10 or
___ and ____ make 10.
III. GUIDED PRACTICE
1. Now we are going to play Ten-Frame Fun again using both the math talk card and
the number bonds.
2. Ask the class if they remember how to play and take a few student answers, once
they have described the game, tell the class that today we will be adding the number
bond after they fill out the math talk card.
3. Re-model the game with a student or another teacher as your partner, using the
math talk card and number bond this time.
4. Each partner will take turns rolling the dice. They will move that many cubes onto
their ten-frames. After your turn you will use the math talk card. I have ___. I need
____ more to make 10. After filling out the math talk card, use the number bond.
5. You keep taking turns until both of your ten-frames are filled up. Then play again.
6. Have you and your partner roll the dice once (they should be very familiar with the
game by this time).
7. Pass out the ten-frames, dice, snap cubes, math talk cards and number bonds to the
students.
8. Remind them to be a good partner and participate
9. As they are playing, the teacher will walk around to each group and check in making
sure they understand the game and ask them about their math talk cards and
number bonds.
IV. CLOSURE (Student summary of learning)
1. After about 10 minutes ring the bell and have all students put their hands on their
heads
2. Ask each group to clean up their cubes and ten-frames, but keep their math talk
cards and number bonds on their desk.
3. If time permits have each group share one of their math talk cards and the
corresponding number bond, if there is not enough time then ask around 3 groups.
4. Have students put their math talk cards and number bonds in their mailboxes.
V. INDEPENDENT PRACTICE (Summative assessment)
1. Students will fill out the math worksheet helping them practice using a ten-frame and
figure out how many more they need, as well as, practice writing the numerals
[numbers] 1-10 [one ten].
2. Do the first 2-3 problems as a whole class
7. DIFFERENTIATION STRATEGIES

12
To support learning differences, English Learners, IEPs, 504, GATE, etc.
English Learners:
-There are four Ells in this class and so to provide extra support for them they will be
paired with non-Ells.
-Review at the beginning of the lesson what the vocabulary words are, Count and TenFrame. Make sure to provide concrete examples when reviewing, as well as, model.
- When playing the game provide them with extra examples of how to use the math talk
cards, if necessary.
-Re-Post word cards for any previous vocabulary words covered, as well as, leave them
posted on the board through out the lesson as a reminder for students.
Struggling Studnets:
-Two students need extra support and teacher guidance when available. When students
are participating in the game, re-explain the instructions to make sure they understand
and are participating in their group. Remind them to be a good partner and prompt them
to do their work, if needed.
- Re-explain how to use the number bonds properly as well.
-When completing the worksheet if they seem to be off task or not responding to
prompts to getting back on task, modify their amount of work and ask them to only
compete half the worksheet so the work is manageable for them.
Advanced Students:
- After filling the ten frame multiple and completing the math talk cards and number
bonds to go with it, add numbers 11-20 and make it make 20 instead of make 10.
8. INSTRUCTIONAL RESOURCES AND MATERIALS
-Snap cubes (20 total) per pair
- Block or dice with the numbers 1,2,3 written on it. (You can use a dice and put labels
on the 4,5,and 6 (so the dice will have 2-1s, 2-2s, 2-3s)
-Ten-frames (2- one for each partner)
-Math Talk cards
-Blank number bonds
-Word Cards for all Vocabulary words
-Worksheet for Unit 3 Day 9