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LEARNING PROGRESSION
PREREQUISITE SKILL
- Students will be able to count to three using the touch counting method.
- Students will be able to identify and touch the corresponding number of objects.
EXTENSION SKILL
- Students will be able to count objects to 5 using the touch count method.
- Students will be able to identify the numbers 1-5.
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Number Cards
- Vocabulary Cards
- Counting Manipulatives
- Picture cards with objects in sets of 1-3 (e.g. 1 apple, 2 bananas, 3 cherries)
- Whiteboard and markers
VOCABULARY
- one
- two
- three
- count
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Show students a picture of one object, and ask them to name it.
- Repeat with a picture of two objects and then with a picture of three objects.
- Ask students how many objects were in each picture.
INSTRUCTION
- Display the picture cards with sets of 1-3 objects, and say the number of objects in each set.
- Point to each object as you count.
- Have students repeat the number and count with you.
GUIDED PRACTICE
- Divide students into pairs and give each pair a set of picture cards.
- Have one student pick a card and count the objects, while the other student checks the count.
- Switch roles and repeat until each student has had a turn.
INDEPENDENT PRACTICE
- Provide each student with a set of picture cards.
- Have students pick a card and count the objects.
- Have them write the number on the whiteboard and draw the corresponding number of circles to reinforce the concept.
HOMEWORK
- Assign students to draw pictures of sets of 1-3 objects and write the corresponding number next to each set.
- Encourage students to bring their drawings to share with the class during the next lesson.
EXIT TICKET
- Provide each student with a set of picture cards with sets of 1-3 objects.
- Instruct students to sort the cards based on the number of objects in each set.
- Observe students' progress and make note of any areas that may need further instruction or support.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor student progress and understanding.
CLOSURE
- Review the numbers 1-3 with the picture cards.
- Ask students to share one thing they learned during the lesson.
EXTENSION
- For students who are more advanced, they can practice counting sets of 4 or more objects.
- For students who need extra support, the picture cards can be color-coded or labeled with the corresponding number.
INTERVENTION
- For students who struggle with fine motor skills, larger and easier to grasp picture cards can be used.
- For students who need extra support, a visual aid or diagram can be provided to help them count and understand the concept of numbers.
VIDEOS
No Video Available
TEACHING TIPS
The "Counting with Pictures Memory Match" game can be used as an extension activity to reinforce the concept of counting to 3 with pictures. This game can be played after completing the lesson plan and can serve as a fun and engaging way for students to practice counting and number recognition skills. To challenge advanced students, use picture cards with sets of 4-5 objects. Additionally, students can practice addition by adding up the points earned during the game.
- Use visual aids, such as picture cards, to help students understand and connect with the concept of counting to 3.
- Use hands-on activities, such as counting objects, to reinforce the concept of counting and make it more engaging for students.
- Use repetition to reinforce the concept of counting to 3, such as repeating the numbers and counting with students multiple times.
- Use real-life examples, such as counting fingers or toes, to help students connect the concept of counting to their own experiences.
- Be patient and provide extra support or challenge to students as needed.
STUDENT MISCONCEPTIONS
- Students may count objects out of order, such as counting 1, 3, 2 instead of 1, 2, 3.
- Students may skip objects or count them twice, leading to an incorrect count.
- Students may have difficulty understanding that the number 3 represents a specific quantity of objects, rather than just a word or symbol.
- Students may struggle to connect the concept of counting to larger numbers or mathematical operations such as addition and subtraction.
STANDARD
Common Core Standard:
K.CC.A.1 Part 1 - Count to 10 by ones.
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