Teacher: R.

Franke

Date(s): 10/5 10/9

Grade Level or Course: 1st grade Math

Unit: Counting
STAGE 1: Desired Results ~ What will students be learning?

SOL 1.1
SOL/Learning Objective

The student will

a) count from 0 to 100 and write the corresponding numerals

Students will count from 0 to 100 by rote with 100% accuracy.

Students will write numerals 0-100 with 100% accuracy.
Given a set of 100 or fewer objects, the student will count objects with 100% accuracy.

Essential Questions &

Understandings

Associate oral number names with the correct numeral and set of objects.
Understand that 1 and 10 are special units of numbers (e.g., 10 is 10 ones, but it is also 1 ten).

Key Vocabulary

Count, group, objects, tens, ones, numeral, number, write, total, set, more, less

Possible Misconceptions

STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Students may not have developed one-to-one correspondence yet.
Students may reverse numerals.
Students may not organize their objects as they count.

Station 1:
Cards: Which number is larger?

Work Stations
Station 2:
Patterns: Match pattern with core

Station 3:
Patterns: Match pattern with transferred pattern

Station 4
Cards: Which number is larger?

Station 5:
Patterns: Create patterns using unifix cubes

Station 6
Math on the computer

CONSIDERATIONS AS YOU PLAN WHOLE AND SMALL GROUP INSTRUCTION:

Instructional Strategies
Differentiation
Checking for Understanding
Identifying similarities and differences

Flexible grouping

Question and Answer

Summarizing and note taking

Tiered instruction

Class discussions
Reinforcing effort and providing recognition

Interest-based activities

Group Response
Homework and practice

Varied products

Demonstrations
Nonlinguistic representations

Task cards

Practice sheets
Cooperative learning

Personal agendas

Quick Quizzes
Setting objectives and providing feedback

Graphic Organizers
Generating and testing hypothesis
Questions, cues, and advance organizers
Higher Level Thinking
Connections to other subject areas and/or
Technology Use
Questioning throughout lessons
authentic applications
Math on the computers
Thinking about what things we sort in our lives
STAGE 4: Closure ~ What did the students master & what are they missing?
Assessment Part 2
Exit card
Small group observation, whole-group participation
Short Quiz
*Anecdotal Notes
Seatwork/Practice Sheet collected
Homework
Written response to a prompt
Oral responses/participation
Teacher Reflection / Effectiveness of Learning

Monday, October 5, 2015

I Can Statement
Assessment I

Snapshot

Whole Group
Instruction

Closure
Assessment II

I can count by rote from 0-20, using the correct name for each numeral.
I can use the correct oral counting sequence to tell how many objects are in a set.
I can write each numeral from 0 to 20.
Can I count from 0 to 20 correctly?
Can I count to find out how many objects are in a set?
Can I write each numeral from 0 to 20?
Last week we learned about patterns. We will continue working with patterns at stations and at small group. This week we are going to be
learning more about numbers and counting.
Do exercises while counting to 20 by ones.
Mark D. Pencil Counting Song to 100.
1. Using bear counters, model counting numbers between 0 and 20 while moving one object at a time and saying each number slowly.
a.
Put them in rows of fives and tens while counting
2. After counting out a set of bears, model writing the numeral to match the set.
a.
Find the numeral on the 100 chart
3. Do this routine a couple times making sure they see that it is best to count slowly. Model making a couple mistakes and explain that its
okay to mess up just start over and slow down
Students restate I can statement.
Can students count by rote from 0 to 20, using the correct name for each numeral with 100% accuracy?
Can students write each numeral from 0 to 20 with 100% accuracy?
*Anecdotal records during small group instruction

Tuesday, October 6, 2015

I Can Statement
Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can count from 20-40, using the correct name for each numeral.
I can use the correct oral counting sequence to tell how many objects are in a set.
I can write each numeral from 20-40.
Can I count 20-40 correctly?
Can I count to find out how many objects are in a set?
Can I write each numeral from 20-40?
Yesterday we started working with numbers. We focused on the numbers 0 to 20. Today were going to add 20 more numbers!
Do exercises while counting to 40 by ones.
Mark D. Pencil Counting Song to 100.
1. Using bear counters, model counting numbers between 0 and 40 while moving one object at a time and saying each number slowly.
a.
Put them in rows of fives and tens while counting
2. After counting out a set of bears, model writing the numeral to match the set.
a.
Find the numeral on the 100 chart
Do this routine a couple times making sure they see that it is best to count slowly. Model making a couple mistakes and explain that its
okay to mess up just start over and slow down
Restate the I can statement.
Can students count by rote from 0 to 40, using the correct name for each numeral with 100% accuracy?
Can students write each numeral from 0 to 40 with 100% accuracy?
*Anecdotal records during small group instruction

Wednesday, October 7, 2015

I Can Statement
Assessment I
Snapshot

Whole Group
Instruction

Closure
Assessment II

I can count from 40-60, using the correct name for each numeral.
I can use the correct oral counting sequence to tell how many objects are in a set.
I can write each numeral from 40-60.
Can I count from 40 to 60 correctly?
Can I count to find out how many objects are in a set?
Can I write each numeral from 40 to 60?
Weve been counting from 0 to 40. We will begin counting to 60 today.
Do exercises while counting to 60 by ones.
Mark D. Pencil Counting Song to 100.
1. Using bear counters, model counting numbers between 0 and 60 while moving one object at a time and saying each number slowly.
a.
Put them in rows of fives and tens while counting
2. After counting out a set of bears, model writing the numeral to match the set.
a.
Find the numeral on the 100 chart
3. Do this routine a couple times making sure they see that it is best to count slowly. Model making a couple mistakes and explain that its
okay to mess up just start over and slow down
Students restate I can statement.
Can students count by rote from 0 to 60, using the correct name for each numeral with 100% accuracy?
Can students write each numeral from 0 to 60 with 100% accuracy?
*Anecdotal records during small group instruction

Thursday, October 8, 2015

I Can Statement
Assessment I

I can count by rote from 60 to 80, using the correct name for each numeral.
I can use the correct oral counting sequence to tell how many objects are in a set.
I can write each numeral from 60 to 80.
Can I count from 60 to 80 correctly?
Can I count to find out how many objects are in a set?
Can I write each numeral from 60 to 80?
We have worked with the numbers 0 to 60. Today we are going to 80!
Do exercises while counting to 80 by ones.
Mark D. Pencil Counting Song to 100.

Snapshot

1.
Whole Group
Instruction

2.
3.

Closure

Using bear counters, model counting numbers between 0 and 80 while moving one object at a time and saying each number slowly.
a.
Put them in rows of fives and tens while counting
After counting out a set of bears, model writing the numeral to match the set.
a.
Find the numeral on the 100 chart
Do this routine a couple times making sure they see that it is best to count slowly. Model making a couple mistakes and explain that its
okay to mess up just start over and slow down

Students restate I can statement.

Can students count by rote from 0 to 80, using the correct name for each numeral with 100% accuracy?
Can students write each numeral from 0 to 80 with 100% accuracy?
*Anecdotal records during small group instruction

Assessment II

Friday, October 9, 2015

I Can Statement
Assessment I

Snapshot

Whole Group
Instruction

Closure
Assessment II

I can count by rote from 80 to 100, using the correct name for each numeral.
I can use the correct oral counting sequence to tell how many objects are in a set.
I can write each numeral from 80 to 100.
Can I count from 80 to 100 correctly?
Can I count to find out how many objects are in a set?
Can I write each numeral from 80 to 100?
Weve gotten from 0 to 80. Today we are going to be counting all the way to 100!
Do exercises while counting to 100 by ones.
Mark D. Pencil Counting Song to 100.
1. Using bear counters, model counting numbers between 0 and 100 while moving one object at a time and saying each number slowly.
a.
Put them in rows of fives and tens while counting
2. After counting out a set of bears, model writing the numeral to match the set.
a.
Find the numeral on the 100 chart
3. Do this routine a couple times making sure they see that it is best to count slowly. Model making a couple mistakes and explain that its
okay to mess up just start over and slow down
Students restate I can statement.
Can students count by rote from 0 to 100, using the correct name for each numeral with 100% accuracy?
Can students write each numeral from 0 to 100 with 100% accuracy?
*Anecdotal records during small group instruction
Tier 1

SOLs
1.11
Calendar

1.17 Patterns

1.1 Counting

Monday

Tuesday

Separate days of the week and months of the year.

Model once then provide
support for identifying the
core of a variety of
patterns using colors,
shapes, and numbers.
Students should be sure to
describe what type of
pattern each is.
Guide students as they
count sets between 0 and
20 using counting bears.
Guide them as they put
the bears in rows of five
or ten. Provide support
while they write the
numeral to match the set.
Ask how many they will
have if I gave them ten

Wednesday

Thursday

Friday

Quickly practice Today is _____. Tomorrow is _____. Yesterday was ____.

Model once then provide

support for identifying
how to extend repeating
and growing patterns.

Model once then provide

support for transferring
repeating and growing
patterns.

Calendar assessment

Model once then provide

support as students
practice creating
repeating and growing
patterns.

Guide students as they

count sets between 20
and 40 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them

Guide students as they

count sets between 40
and 60 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them

Guide students as they

count sets between 60
and 80 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them

Guide students as they

count sets between 80
and 100 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them

more/less then have them

predict and check.

ten more/less then have

them predict and check.

ten more/less then have

them predict and check.

ten more/less then have

them predict and check.

ten more/less then have

them predict and check.

Tier 2
SOLs
1.11
Calendar

1.17 Patterns

1.1 Counting

SOLs
1.11
Calendar
1.16 Sort and
Classify

1.17 Patterns

1.1 Counting

Monday

Tuesday

Separate days of the week and months of the year.

Model once then provide
support for identifying the
core of a variety of
patterns using colors,
shapes, and numbers.
Students should be sure to
describe what type of
pattern each is.
Guide students as they
count sets between 0 and
20 using counting bears.
Guide them as they put
the bears in rows of five
or ten. Provide support
while they write the
numeral to match the set.
Ask how many they will
have if I gave them ten
more/less then have them
predict and check.
Monday

Wednesday

Friday

Quickly practice Today is _____. Tomorrow is _____. Yesterday was ____.

Calendar assessment

Model once then provide

support as students
practice creating
repeating and growing
patterns.

Guide students as they

count sets between 40
and 60 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.
Tier 3

Guide students as they

count sets between 60
and 80 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.

Guide students as they

count sets between 80
and 100 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.

Wednesday

Thursday

Friday

Model once then provide

support for identifying
how to extend repeating
and growing patterns.

Model once then provide

support for transferring
repeating and growing
patterns.

Guide students as they

count sets between 20
and 40 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.
Tuesday

Separate days of the week and months of the year.

Thursday

Quickly practice Today is _____. Tomorrow is _____. Yesterday was ____.

Display presorted objects and guide students as they determine what attribute(s) they are sorted by.
Model once then provide
support for identifying the
core of a variety of
patterns using colors,
shapes, and numbers.
Students should be sure to
describe what type of
pattern each is.
Guide students as they
count sets between 0 and
20 using counting bears.
Guide them as they put
the bears in rows of five
or ten. Provide support
while they write the
numeral to match the set.
Ask how many they will
have if I gave them ten
more/less then have them
predict and check.

Model once then provide

support for identifying
how to extend repeating
and growing patterns.

Model once then provide

support for transferring
repeating and growing
patterns.

Calendar assessment

Model once then provide

support as students
practice creating
repeating and growing
patterns.

Guide students as they

count sets between 20
and 40 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.

Guide students as they

count sets between 40
and 60 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.

Guide students as they

count sets between 60
and 80 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.

Guide students as they

count sets between 80
and 100 using counting
bears. Guide them as they
put the bears in rows of
five or ten. Provide
support while they write
the numeral to match the
set. Ask how many they
will have if I gave them
ten more/less then have
them predict and check.