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# Lesson Plan

## Counting and numbers - Counting Up and Down by 1

### LEARNING TARGET

• Learners can show ways to find a missing number by counting up or down.
• Students will be able to count up to 120 by starting at any given number.
• Students will be able to identify the next number in the sequence.

### LEARNING PROGRESSION

###### PREREQUISITE SKILL
• Students will be able to understand the pattern and sequence of numbers on a number chart up to 120.
• Students will be able to use counting strategies to identify missing numbers on a number chart up to 120.
###### DURATION
• 8 min Guided Practice
• 20 min Independent Practice
• 7 min Exit Ticket
###### MATERIALS
• Number chart (0-120)
• Whiteboard or chart paper
• Markers
• Worksheets
• Sequence
• Numbers

### TEACHING RESOURCES

Sequence to 100 math center for First (1st) grade.

• 1 student response worksheet

Use:

• Single-student or great for a thinking pair activity

###### WORKSHEET PACKS

No Worksheet Packs Available

###### IEP GOAL WORKBOOKS

What is a Math IEP Objective Workbook?

• 40 daily fluency assignments
• 8 student self-monitoring progress sheets with weekly goal setting
• 2 baseline assessments
• 8 formative assessments
• 1 present level of performance self-graphing data tracking sheet (Perfect for
progress reporting and IEP meeting)
###### 5 AND 1 INTERVENTIONS

No Interventions Available

###### GAMES

Games can be used as a reward, as an introduction to a concept, or for independent practice.

###### ACTIVITIES

No Activities Available

### LESSON INSTRUCTION

###### GUIDED PRACTICE
• Use the whiteboard or chart paper and show students a number chart that goes up to 120.
• Point out that each row represents ten numbers, and explain how each column increases by one.
• Model counting up from different starting numbers on the chart, emphasizing that students should identify the next number in the sequence after each one.
• Give each student a copy of the number chart and the guided practice worksheet.  Ask them to practice counting up from different starting points, telling you what comes next after each one.
• Walk around the room and provide support as needed, ensuring every student correctly identifies the next number in the sequence.

###### INDEPENDENT PRACTICE
• Distribute worksheets that require students to practice counting up from different starting points and identifying what comes next in the sequence.
• Allow students time to complete their worksheets on their own while providing support as needed.

###### HOMEWORK
• Homework is not practiced in all schools.  In this curriculum, homework is used for additional practice from daily lessons.  Assignment of homework should be done on a case-by-case basis and working in conjunction with the student's home support team.

###### EXIT TICKET
• Distribute exit card printable worksheets with questions such as "What did you learn today about counting to 120?" or "What was challenging for you during this lesson?"
• Have students complete these worksheets individually before leaving class.
• Collect these exit cards as a formative assessment tool for gauging student understanding of key concepts covered in class.

###### ASSESSMENT
• Exit Card Formative Assessment
• Progress Monitoring Formative Assessment
• Summative Assessment 10 question worksheet 8/10 for mastery

###### CLOSURE

Closing the lesson is an important part of the instructional process. It allows students to summarize what they have learned and gives them a chance to ask any final questions. The closure should also provide a smooth transition to the next lesson.

• Review key concepts learned during the lesson, such as how each column increases by one and how students can start at any given point on the chart.
• Ask students if there are any remaining questions or concerns.

###### INTERVENTION

Lesson extension for additional independent practice or pair work opportunities to solidify learning in longer-term memory.

###### VIDEOS

No Video Available

### TEACHING TIPS

• Begin by asking students if they know how to count up to 100.
• Ask them if they have ever counted past 100 before and what they know about it.
• Explain that today we will be learning how to count up to 120 by starting at any given number and identifying the next number in the sequence.

### STUDENT MISCONCEPTIONS

1. Identify common misconceptions related to counting sequences, such as skipping numbers or not recognizing patterns within sequences.
2. Distribute student work samples for misconception review and explanations of why they are incorrect.
3. Review these misconceptions with students, allowing time for questions and clarification.

### STANDARD

##### Common Core Standard:

1.NBT.A.1 - Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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