Developed by: Maria Cochran

Grade level: _K____________________

Universal Design for Learning

Representation
Options that customize the
display of information
Cards with larger or tactile dots
will be provided for those with
visual impairments
Maximize transfer and
generalization
Asking for or providing uses for
number sense

Action and Expression

Options in the mode of physical
response
Students will perform a given
number of actions, a physical
representation of the number
on the card
Option in the scaffolds for
practice and performance
Teacher can perform the actions
along with the students at the
beginning to help them
recognize the number in the
group

Engagement

Lesson Topic: _Number Sense Groups of 1-5______________________________

Outcomes
GCO: Develop number Sense
SCO: N2: Recognize, at a glance, and name familiar
arrangements of 1 to 5 objects or dots
(in student friendly terms): I will be able to see how
many dots there are without counting

Attached:
- Large dot cards, 1-5
- Small dot cards, 6 sets, 1-5

Objective(s) for this lesson:

Students will develop their ability to quickly recognize
groups of objects or dots without counting them
individually
Special Concerns
Introduction
APK/Introduction before the lesson
How many fingers am I holding up?
- Hold up 1-5 fingers
- Check to see if students are counting before
answering
Which card has more dots?
- Hold up 2 cards with dots
- Choose a student to tell you which

Focus Question
This should be a leading question or hook for the
lesson.
During/Learning Activities
Do this many
- Using the cards with dots from above, students will
perform tasks the number of times specified on the
card
- Teacher will hold up the card with a group of 1-5
dots
- Actions can include:
Clap
Jump
High fives
Steps
- Students should say the number out loud, then count
aloud as they perform the required number of tasks
- Continue for several rounds, until students are
quickly recognizing the number
- Allow students to suggest new actions
Put in order
- Students will be broken up into groups of five
- Each group will be given their own deck of cards with
groups of dots from 1-5

February 9, 2016

Required Materials, Tools and

Technology

Any concerns including rooms

issues, seating, individuals, heat,
technology.

Differentiation
Do this many- Allowances will
be made to accommodate
physical barriers to completing
the actions
Put in order larger dots for
those with visual impairments
In-Class Support
Do this many - EAs will help
keep students on task, and
ensure they are doing the right
number of the action
Put in order - EAs will be used to
help check on groups
completion of ordering task

Cross-curricular Connections
- Phys Ed Gross motor skills,
locomotor skills

Options that increase

individual choice and
autonomy
Students can choose actions for
their classmates to complete in
Do This Many
Options that foster
collaboration and
communication
Students work together to put
themselves in order, and must
communicate with each other
to get their group into order
Options that develop selfassessment and reflection
Students will check their own
work in the ordering activity

- One student per group will distribute the cards to the

members of their group, one each, face down
(coloured side to the sky)
- When the teacher says go, students will turn their
card over. They will look at their dots and put
themselves in order
- When all five students are in order, they should raise
their hands to bring the teacher over to check it over
- If a group has correctly ordered themselves, they will
return the cards to a pile, redistribute, and do it again
- If the group has made an error, they will be guided
toward discovering and fixing it
- This will continue until groups have put themselves
in order at least 3 times
Assessment (formative/summative)
What assessment strategies will measure the learning
from the outcomes?
Do this many
- Students will be assessed by performing the correct
number of actions, with minimal time spent counting
Put in order
- Students will be assessed via correct ordering, or
through correcting errors
- They will be assessed also in how quickly the
recognize the number of their group of dots, with
minimal counting
Go to the outcome(s) and match assessment tools
with specific outcomes
For U or CFU

Closure
When would it be good to know a number quickly,
without counting? (e.g. when playing a board game)
Students will be called to proceed to next activity
using the number card they are holding (e.g.
Everyone holding a group of 4 can line up for
music)

February 9, 2016

February 9, 2016