Unit Essential Questions: What Are Numbers? How Do We Count Items? How Many Objects Are

Nicole Langone
DIFF 590 Observation #2

Unit essential questions: What are numbers? How do we count items? How many objects are
there?
Lesson questions: What number is this? How do we count to that number? What does that
number look like?
Common Core standard:
PK.CC.1 Count to 20
PK.CC.3 Understand the relationship between numbers and quantities to 10; connect counting to
cardinality.
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.
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.
Lesson objective:
Assessment:
Students will be able to count by ones, in

order, beginning with the number one without
the assistance of a teacher.
Checklist Students will be asked to count at

the end of the small group time and will be
given a rating of A for Absent, P for
Progressing and M for mastered. Students will
be asked to count without the assistance of a
teacher and will only be recorded on their
ability to accurately count the set of numbers
targeted in their small group lesson.
Students will complete a worksheet following
the small group time where they will be asked
to match the numeral with a set of objects.
Each groups worksheet will be based on the
set of numbers that they worked on.
Students will be able to identify a set of

numerals and their corresponding set of items
with 90% accuracy.
IEP goals addressed:

Goals for Student B (pseudonym)
Demonstrate an understanding of numbers
Demonstrate an understanding of counting
Interact positively with peers
Student B will be working in a group that will be building their knowledge of the numbers one
through five. This activity will allow student B the opportunity to work on counting objects
while pointing and saying the number. The smaller set of numbers will allow for a greater
understanding. In addition, Student B will be taking turns using the fishing pole allowing him to
work on building positive relationships with his peers. Finally, student B will be placed closest to
the teacher throughout the small group lesson in order for direct teacher assistance throughout.
Opening:
Group 1:
This group will be working on the numbers one through six. To begin, this group will practice
counting from one to six out loud. The group will then practice counting one through six with
counting bears with teacher reinforcement to touch each number while pointing and counting.
This will help build one-to-one correspondence.
Group 2:
This group will be working on the numbers seven through twelve. To begin, this group will
practice counting from one through twelve out loud. The group will then practice counting one
through twelve on individual number lines with teacher reinforcement to touch each number
while pointing and counting. This will help build one-to-one correspondence.
Group 3:
This group will be working on the numbers thirteen through twenty. To begin, this group will
practice counting from one to twenty out loud. The group will then practice counting one through
twenty on individual number lines with teacher reinforcement to touch each number while
pointing and counting. This will help build one-to-one correspondence.
Procedure:
To begin, I will explain to the students that we are going to be working on counting and
identifying numbers. I will tell them that our goal by the end of the lesson is to be able to count
to ____ (varies depending on which group they are in) and to be able to find that number. The
students, with assistance, will then be led through the opening activities as listed above. Upon
completion of the opening activities, I will explain and demonstrate the rules and expectations of
the fishing game. I will fish for a number demonstrating how to pull the fish out and off of the
hook and how to count, with a big loud voice and while pointing to each dot. I will then show
the students that the fishbowls have been placed in the front of the classroom. They will be
directed that once they have finished counting they will need to place their fish into the matching
number fishbowl. If the students misplace the number or have difficulty counting they will be
given assistance from the teacher. When time is up for the small group lesson I will explain the
assessment sheet to the students and allowing them time to complete it independently. When the
students turn in the assessment sheet they will be asked to count to ___ (the highest number in
the set of numbers that they worked on).
Tiered by challenge:
3 different tiers: Each group will be playing a fishing game in order to count and identify how
many dots are on each fish. They will then match the dot set with the corresponding numeral
found on one of the fishbowls.
Group 1: Group one will be working with the lowest set of numbers. This group will work on
counting and identifying the numbers 1-6. The teacher will be reminding students to count the
dots individually while pointing to each one.
Group 2: Group two will be working with the middle set of numbers. This group will work on
counting and identifying the numbers 7-12. The teacher will be reminding the students to count
the dots individually while pointing to each.
Group 3: Group three will be working with the highest set of numbers. This group will work on
counting and identifying the numbers 13-20. The teacher will be reminding the students to count
the dots individually while pointing to each.
Closure:
To close this lesson the students will work on the assessment worksheet. The worksheet will ask
them to count and match numerals with pictures. When the assessment sheet is turned in the
student will be asked to rote count from one stopping at the end of the subset that they worked on
during this small group lesson.
Materials:
Magnetic fishing pole
Trash can
Paper fish- each set with a different number of dots
Number lines
Fish bowl papers
Number lines
Assessment sheet
Assessment checklist

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Nicole Langone

DIFF 590 Observation #2

Students will be able to count by ones, in

Checklist Students will be asked to count at

Students will be able to identify a set of

IEP goals addressed:

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