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Heather Jobling

SPED 414
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Title of Lesson:
Counting to 20
Model Type:
Concrete/Manipulative Technique
Unit Goal:
Count to a number up to 20 using manipulatives
Learning Objective: Given manipulatives, students will be able to count up to 20 with
100% accuracy in 4 out of 5 trials.
TEKS Objective:
(2) Number and operations. The student applies mathematical
process standards to understand how to
represent and compare whole numbers, the relative position and magnitude of whole
numbers, and relationships within the numeration system. The student is expected to:
(A) count forward and backward to at least 20 with and without objects;
Special Needs/Background Information: This lesson will be provided to three
kindergarten students with intellectual disability who are able to count to and identify
numbers 1-20, but have not yet grasped the concept of one to one correspondence.
Students have adequate fine motor skills to manipulate small objects as required by this
lesson.
Materials and Equipment:
Colored counters
Classroom management and environment: Students will remain in their seats at the small
group table with the teacher during the entire lesson. All students are required to be apart
of the entire lesson. Students may just say the answers unless other wise told. Students
will follow pre-learned classroom rules and expectations.
Engagement/Focus: Today we are going to continue going over counting to 20 using
counters and different pictures. Understanding one to one correspondence is very
important so we can be able to count how many ideas we have at a time.
Teacher Delivery and Instruction: See chart below
Student Responses: See below.
Length of each activity: See below
Closure: You did such a good job using your counters to count up to 20. Tomorrow we
are going to continue using counters but we are going to start to add numbers together.
Does that sound exciting?
Assessment: Teacher will observe the students counting the counters during the lesson to
gauge one to one correspondence. The teacher will record profess on the checkliss below.

Time

Teacher's Instruction and Delivery

Student Responses

Heather Jobling
SPED 414
9:00

Teacher: Today we are going to continue Students listen and respond when
going over counting to 20 using counters necessary
and different pictures.
- Tell me why you think being able to
count objects is important? *So we know
how much we have of something*
Example - being able to count how many
students are in each class, or how many
pairs of shoes you own.

9:01

The teacher will use counters to

demonstrate counting to 15. She will put
them in a ten frame shape so they can
understand how to organize them

9:02

children.

The students will work with the

teacher to count to 7 and 19.
Counting out loud so the teacher
can see if she needs to do another
problem before moving on.

9:04

The teacher will then have the students

model counting to 9 on their own.

Students will demonstrate

counting as the teacher watches to
see if they are using one to one
correspondence.

If the students understand it after the

number 9 the teacher will pass out
different objects to see if the students can
do it with something besides the counters
they are used to. If the students seem to
need additional support the teacher have
the students count to the number 19 with
her using the counters.
9:05

The students will independently count the

objects given to them.

students do

Students will independently count

their objects. Once everyone is
done they will verbalize the
answer they got. Students will then
say number to the person on their
left and have them count using
counters to that number.

Heather Jobling
SPED 414
9:08

!
!

You did such a good job using your

counters to count up to 20. Tomorrow we
are going to continue using counters but
we are going to start to add numbers
together. Does that sound exciting?

Students listen and respond when

necessary

Assessment Checklist
Skill

Shelby

Can count up to 20
using one to one
correspondence with
counters

Can count up to 20
using one to one
correspondence with
different items

Key:

Trial #

Amy

4 = Required Hand over Hand Support

3 = Required Teacher Modeling
2 = Required 1 Verbal Prompt
1 = Completed Independently

Lauren