ECE-302:
Assessment Template
Name: Exemplar
School:
Collaborator(s), if Applicable1:
Date:
Grade/Subject: Pre-K, Math
PART 1: Lesson Plan Information
Standard
Objective
Uses number concepts and operations
Connects numerals with their quantities // I can count!
GOLD Assessment Rubric Row
Vision of
Mastery
Students engage with multiple math manipulatives associating numbers to objects when
counting. Since we have done and modeled much of this whole group students can
engage on their own with the materials by sorting, counting, grouping, and matching. This
lesson should allow students kinesthetic, visual and collaborative learning experience.
Student Experience: I’m going to put all these blue fruits things together on a plate
because I like blue, then I’m going to do the same with the red ones. I wonder how many
blue ones I have. Do I have more red ones? I’m going to count them. I want to add more
green ones now. My friend has a lot of yellow fruit on their plate; I wonder how many they
have? I’m going to count those.
Brief Outline of Lesson (Please include your materials list and vocabulary to emphasize)
1
All collaboration should be verbal in nature and each teacher should submit unique, individual written work for each assessment. Any
additional resources consulted should be listed at the end of the assessment. The primary volume of your work should be yours and yours
alone.
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
1
This lesson will take place during centers. Students will work with a variety of small fruit manipulatives in
different colors and shapes. They will also have plates, some with numbers and some without. The goal
is for students to engage with the manipulatives and the plates by sorting and counting. Children are
naturally drawn to their favorite things (colors, shapes, types of fruit) so I want students to apply the
tool of counting to things they naturally enjoy. I imagine students will count their favorite colors or
fruits. They can use the numbered plates to organize matching number sets (for example, if the student
has a plate with the number “7” on it they can count out 7 items) or blank plates to approach it in their
own way. There will also be sticky-notes and crayons if students want to write the numbers on their
own.
Materials:
o multi-color fruit manipulatives
o sorting plates without numbers
o sorting plates with numbers
o number tiles
o number makers
o sticky-note pads
o crayons
Vocabulary to Emphasize:
sphere
cylinder
cube
sort
stack
evaluate
whole
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
2
PART 2: Student Work Analysis
Student Work Sample 1 (High)
Pre-K student work, especially in the case of a lesson like this, is most commonly done anecdotally. Your work
sample should be an observational documentation of what you observed the student doing and how that relates
to your early childhood standards. Feel free to include a photograph as well. Photographs make great
documentation tools.
Student Observed: Elijah
Elijah was working in the math center with Dale. I observed Elijah pulling out the math manipulatives
and naturally grouping them by color. He pulled out the numbered plate and began counting out
appropriate quantities for the numbers. On the “18” plate he counted out 18 bananas and put them on
the plate. On the “11” plate he counted out 11 apples, using one-to-one correspondence, and placed
them on the “11” plate.
I observed him say “I have 11 apples, one, two, three, four, five, six, seven, eight, nine, ten, eleven!” to
Dale. Then he said “Apples are my favorite because they are red.” He proceeded to ask dale how many
apples he had, and Dale counted his apples.
Student Work Sample 1 (High) Analysis
Describe how the student work sample highlights evidence of student understandings and misunderstandings of
relevant math content experience.
Please reference specific words, drawings, quotes, etc., from the student work above in your analysis to provide
evidence of the understandings and misunderstandings you identify.
1a. STUDENT WORK 1: The teacher identifies how the student work illustrates understanding of the content and pinpoints root misconceptions
that led to a given error in work (if any)
My analysis of Elijah is he is at a level 8, as he was able to identify numerals up to 20 and was able to
appropriately connect the numerals to the counted objects (he counted out 18 bananas for the 18 plate,
he counted out 11 apples for the 11 plate and articulated that he had 11 apples). This is consistent with
previous observations of Elijah and I feel comfortable placing him at a level 8 as a result of this
observation and an overall synthesis of his work on this objective.
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
3
Student Work Sample 2 (Medium)
Pre-K student work, especially in the case of a lesson like this, is most commonly done anecdotally. Your work
sample should be an observational documentation of what you observed the student doing and how that relates
to your early childhood standards. Feel free to include a photograph as well. Photographs make great
documentation tools.
Student Observed: Viviana
Viviana was working at the math center with two other students. When I observed Viviana she was first
playing with the fruit. Then she started to line them up in a row of different shapes and colors. I
interacted with Viviana and asked her how many fruit she had in her colorful row. Viviana used her
finger and counted her fruit, using one to one correspondence. She counted 7 fruit. I suggested to her
that we find the plate with the number 7 and put 7 fruit on the plate to match. She looked through all
the plates for a moment, and then identified the “7” plate. She counted out 7 fruit and placed a fruit on
the plate each time she counted. I then asked if she wanted to pick another number and fill that plate
with the same number of fruit. She chose the “4” plate out of the plate stack. Then she began to
correctly count out fruit, up to 4, and add them to the plate. She then chose another plate on her own,
this time the “16” plate, she began counting out each fruit but when she got to 14 and 15 she added two
fruit to the plate for each of those numbers.
Student Work Sample 2 (Medium) Analysis
Describe how the student work sample highlights evidence of student understandings and misunderstandings of
relevant math content experience.
Please reference specific words, drawings, quotes, etc., from the student work above in your analysis to provide
evidence of the understandings and misunderstandings you identify.
1b. STUDENT WORK 1: The teacher identifies how the student work illustrates understanding of the content and pinpoints root misconceptions
that led to a given error in work (if any)
My analysis of Viviana is that she is at a level 6. She feels very comfortable with single digit numbers and
counting up to 10. She successfully counted quantities for the number 7 and 4 and matched them to
their corresponding numerals. I feel comfortable placing her at a 6 on this strand because this is
consistent with what I know of her work. Viviana is not yet at a level 7 or 8 because she is still working
on counting appropriately in the teen numbers. She often gets tripped up at 14 and 15 and adds
additional items, which is what was observed in this activity as well.
Student Work Sample 3 (Low)
Pre-K student work, especially in the case of a lesson like this, is most commonly done anecdotally. Your work
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
4
sample should be an observational documentation of what you observed the student doing and how that relates
to your early childhood standards. Feel free to include a photograph as well. Photographs make great
documentation tools.
Student Observed: Andrew
When Andrew was at the math center I observed him start of by pulling out all of the plates. On the
plates he began to sort out the fruit by colors, he was using the blank plates (not the numbered plates).
When I sat down next to Andrew he said “Look I have a lot of red ones!”. I said “Yes you do have a lot of
red ones, do you know how many red ones you have?” Andrew said “no” and so I suggested that we
count them. Andrew used his finger and started at the number one counting all of the red ones; he got
to 6 and then looked at me. I helped him count the remainder up to 12. Then I suggested he count the
green ones; he counted them correctly up to 6 again, though there were 7 on the plate. I suggested that
we find the “6” plate and count out 6 fruit for it. Andrew found the “6” plate and began counting out 6
and was able to do it correctly. Then I suggested we try the “9” plate. Andrew was unable to identify the
9 plate. When I assisted and we located it he began counting out. He counted out 6 fruit and put them
on the plate.
Student Work Sample 3 (Low) Analysis
Describe how the student work sample highlights evidence of student understandings and misunderstandings of
relevant math content experience.
Please reference specific words, drawings, quotes, etc., from the student work above in your analysis to provide
evidence of the understandings and misunderstandings you identify.
1c. STUDENT WORK 1: The teacher identifies how the student work illustrates understanding of the content and pinpoints root misconceptions
that led to a given error in work (if any)
Andrew can count correctly up to 6, so I rated him at a 5 because he can count correctly past 5 but not
up to 10 yet. He was able to identify the 6 plate and count up to 6 correctly 3 times, even though 2 of
the 3 times the number was not 6. In other experiences I have witnessed Andrew identify and count
numbers under 6. I have not yet observed Abdrew counting successfully past 6 or identifying numerals
past 6.
Reflection
Write a 250-word reflection describing one self-identified area of strength and one self-identified area
of improvement for implementing a lesson in the future. Then, describe how your area of improvement
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
5
will lead to greater student understanding of this content.
Please also Identify which learning medium(s) is/(are) utilized in the lesson plan (auditory, kinesthetic,
spatial, collaboration, visual and musical) and why you chose to use that learning medium for your
selected standard.
3a. REFLECTION: The teacher describes one area of instructional strength and one area of instructional improvement AND the teacher
identifies how the area for improvement will lead to greater student understanding
Strength:
I think that my lesson implemented a very hands-on, open-ended approach and many of my students
engaged in the materials and with the task in the way I had hoped they would. I was also thoughtful
about student interests and I knew my students would enjoy the colors and shapes of the fruit. The
plates helped make the experience relevant as well and brought a real-world aspect to the task.
Growth:
For my students who are struggling I need to give them more practice with counting past 5 and 10. In
both my medium and low student work observations I also had to play a supportive role, unlike what I
had to do with my high student Elijah. Next time I might incorporate dice and number dot plates
instead, to support my lower students with counting and give them more isolated practice with that skill
alone before also tying in the numeral component.
For this lesson I chose to focus on the collaboration, visual and kinesthetic mediums. I wanted students
to use hands-on materials since they would be counting. I also wanted them to work together or at least
around each other since I knew my students might approach the open-ended task differently and to
make it fun. I added the number plates to make it visual and tie in the symbol identification as well.
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
6
ECE-302: Exemplar
©Relay Graduate School of Education. All rights reserved.
7