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LEARNING PROGRESSION
PREREQUISITE SKILL
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EXTENSION SKILL
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DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Closure (5 minutes)
MATERIALS
- A large set of various shapes (e.g., circles, squares, triangles)
- Chart paper and markers
- Counting to Three with Shapes worksheet
- Exit Card Formative Assessment
VOCABULARY
- Shapes
- Numbers
- Counting
- One
- Two
- Three
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Greet students and introduce the lesson.
- Review the names of the shapes and the numbers one, two, and three.
- Explain the objective of the lesson: learning to count to three using groups of shapes.
INSTRUCTION
- Display a group of shapes with one shape, and ask students to count the shapes.
- Repeat the process with groups of two and three shapes.
- Discuss how the numbers one, two, and three relate to the groups of shapes.
- Model counting shapes out loud and pointing at each shape as you count.
GUIDED PRACTICE
- Divide students into small groups.
- Provide each group with sets of shapes.
- Instruct the students to create groups of shapes that represent the numbers one, two, and three.
- Circulate around the room, assisting and checking for understanding.
INDEPENDENT PRACTICE
- Distribute the Counting to Three with Shapes worksheet.
- Instruct students to complete the worksheet individually.
- Remind students to count the shapes out loud and point to each shape as they count.
- Encourage students to ask for help if they need it.
- Circulate around the room, providing assistance as needed.
HOMEWORK
- Assign a simple homework task for students to practice counting to three with objects found at home (e.g., toys, spoons, books).
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to draw a group of shapes and write the number (1, 2, or 3) that represents the number of shapes in the group.
- Collect the exit cards and review them to assess students' understanding of counting to 3 by ones using shapes.
ASSESSMENT
- Use the completed Counting to Three with Shapes worksheets and exit cards to assess students' understanding of counting to three using groups of shapes.
CLOSURE
- Gather students together to review what they learned during the lesson.
- Ask a few students to share their favorite part of the lesson or what they found most challenging.
- Remind students to practice counting to three at home using objects they find.
EXTENSION
- Students can practice counting to higher numbers using different shapes or objects.
- Students can practice counting backward from 3 to 1 using shapes.
- Students can learn about more complex shapes and practice counting with those shapes.
INTERVENTION
- For students who struggle with fine motor skills, provide larger shape cutouts for easier manipulation.
- For students who need extra support, work with them one-on-one or in a smaller group setting to reinforce the concepts.
- Provide visual aids, such as posters or flashcards, displaying the shapes and their corresponding numbers to help students understand the relationship between shapes and numbers.
- Use manipulatives, such as shape puzzles or toys, to help students engage with the shapes and practice counting in a more interactive way.
VIDEOS
No Video Available
TEACHING TIPS
- Use a variety of shapes and colors to maintain students' interest and engagement.
- Reinforce counting skills by incorporating songs, chants, or rhymes during the lesson.
- Encourage students to use their fingers or manipulatives to assist with counting.
STUDENT MISCONCEPTIONS
- Students may think that the type of shape affects the counting process (e.g., a circle counts as 2).
- Students may not understand that the number of shapes must be counted, rather than their size or appearance.
- Students may struggle to connect the concept of counting with the written numerals 1, 2, and 3.
STANDARD
Common Core Standard:
K.CC.B.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
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