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Lesson Plan
Counting and numbers - Counting Up and Down by 1
First (1) - Math
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.
EXTENSION SKILL
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
TEACHING RESOURCES
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) - Teacher answer keys
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
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
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
- Identify common misconceptions related to counting sequences, such as skipping numbers or not recognizing patterns within sequences.
- Distribute student work samples for misconception review and explanations of why they are incorrect.
- 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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