Lesson Plan: Counting to Quantity Date:_10/11/17____

Teacher: Kelly McGonagil

Students (first names): MM
Scheduled Subject: Math (11:20 - 12:00) Time: Stations Activity: 11:30 – 11:45
Grouping/Arrangement: One-on-One Intervention
Curriculum (name and page reference): Self-Created. Addresses skills needed to successfully
complete Star Math.
Essential Question and Big Idea: Supports
How do we use counting in our everyday lives?
Lesson Objective (use measurable criteria):
When given a 1 or 2-digit quantity, the focus learner will provide the indicated
number of restaurant-related items on 9/12 trials.

Standard (include number and text)/IEP Alignment:

Essential Element: EE.N-‐RN.1. Determine the value of a quantity
IEP Goal: The focus learner will correctly count out a specified number of
items

Prior Instruction & Learning:

The focus learner has mastered counting to 20, identifying numbers, and
pointing and counting pictures on paper or screen. They have also mastered
coin separation. This next step uses familiar objects to generalize learning to
everyday life.
Communication Skill (what does the student need to be able to say to demonstrate -The student will
understanding?): be provided a
verbal prompt as
-Prior to the activity, the student will engage in orally reviewing numbers. needed to assist in
the counting of
-The student shall indicate they are finished by using the phrase “I’m Done.” objects. These
may include “Use
-If needed, the student shall ask for help by using the phrase “I need help” your number line
to help,” “Slow
down your
counting,” or “Let’s
try again.”
Lesson Materials: Number Line
Smartboard, Computer, Number Line, Post-its, Restaurant-related items for
counting stations: silverware, condiments packets, cash drawer and coins,
trays, baskets, towels, washcloths, and plates.
Assessment Tools/Data Collection Procedures:
Each station will be counting by the teacher, and scored for accuracy. This
information will be recorded on a Math Progress Monitoring sheet. Additional
scores will be obtained through mathgames.com as the student engages in
extra practice independently.

Time Instructional Strategies/Learning Tasks Supports

11:20- Opening
11:30 -We have been learning about numbers and have spent a lot of time
counting. Can you think of any time during your day when you
count? (reference Café)
 -Let’s review what we know. Review counting out loud to 20, and
practice identifying numbers, and counting pictures on slides (4
slides)

11:30- Explicit Instruction/Learning Tasks.

11:45 -The student will
1. “Notice all of the items on the back tabletops. When do we be provided a
use these items? What day of the week?” (During Café) verbal prompt as
“We are going to do some extra practicing counting out the needed to assist in
items we need for Café.” the counting of
“It looks like I forgot one of my stations though! Can you grab objects. These
the cash drawer from the register?” (This allows student to may include “Use
play a role in setting up his learning activity) your number line
2. Model: “Let’s start at this station (laundry). I see on the post-it to help,” “Slow
that we need 7 towels. Watch as I count out 7 towels.” down your
3. Guided Practice: “Let’s do the washcloths next! Can we do counting,” or “Let’s
this one together? How many do we need? Great, lets count!” try again.”
4. Independent: “Now try the next station on your own.
Remember to give me the exact number you see. Say ‘I’m -Number Line
done’ when you’re all finished.” (Watch and provide feedback
accordingly. Provide verbal prompts if needed.”
11:50- Closing.
12:00 Great Job, MM! You counted a lot of items that we need for Café,
and I liked how you _________ (Counted slowly, used the number
line or your fingers for help, asked for help if needed, said I’m Done.)
Now lets finish up on the computer, I think there are some fun games
to help practice a little more. Student will complete 3
mathgames.com assignments.
Reflective Notes – Before teaching lesson
What could go wrong? How will I prevent/address it?
MM is familiar with activity, yet it is challenging for him. Following the learning segment, I may
adjust instruction to reflect previously learning skills should his performance on the activity be low.
Additionally, he may get off task, and walk away from the station he is counting, as he is highly
distractible. Should this occur, I will redirect him back to his work. This verbal reminder is typically
sufficient, as he is a very compliant student.
What are my plans for generalization, maintenance and/or self-directed use of the targeted
knowledge or skills?
The skills worked on throughout this lesson will be generalized during our Café days. Students will
arrange the room on Monday to reflect our serving line for Tuesday’s lunch. In prepping our
stations for this weekly event, students must count out trays, cookies, sodas, silverware, etc. The
counting skills are self-directed through the use of visual aides which provide the accurate number
of needed items.