top of page

Lesson Plan

Counting and numbers - Counting Up and Down by 1

First (1) - Math

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

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.
Special Education Teaching Resources and IEP Goal Bank | TeachTastic

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

VOCABULARY

  • Sequence
  • Numbers
Special Education Teaching Resources and IEP Goal Bank | TeachTastic

TEACHING RESOURCES

CENTERS & TASK CARDS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

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

Includes: Printable digital download

  • 12 problem task strips
  • 1 student response worksheet
  • 1 answer key

Use:

  • Single-student or great for a thinking pair activity

IEP GOAL WORKBOOKS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Goals Available

WORKSHEET PACKS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Worksheet Packs Available

5 AND 1 INTERVENTIONS

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Interventions Available

GAMES

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Games Available

ACTIVITIES

Touch Counting Math Center| TeachTastic IEP Teaching Resources

No Activities Available

Special Education Teaching Resources and IEP Goal Bank | TeachTastic

LESSON INSTRUCTION

INTRODUCTION

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.

              EXTENSION

              INTERVENTION

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

              VIDEOS

              No Video Available

              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              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.
              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              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.
              Special Education Teaching Resources and IEP Goal Bank | TeachTastic

              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.

              bottom of page