UMU Lesson Plan Template

Name: Claire Dolan Date: 1- 22

Grade Level: K Class Period:

Subject: Math Lesson # & Title: Ordering Numbers

1-20

Function of the Lesson (check all that apply):

 Introduce New Skill or Content
 Practice
 Review
 Remediation/Re-teaching

Context for Learning and Planning Rationale:

Student is a five-year old Kindergarten student here at Minerva Elementary School and
is participating in the inclusion classroom. Diesel receives academic, behavioral,
speech/language, and OT services at this time. Student had participated in the SCIP
(Stark County Integrated Preschool) classroom in Minerva Elementary. He was
evaluated in March of 2018 and found to be eligible for special education services as a
preschool student with a developmental delay in the areas of communication and
social/emotional. At that time, he began attending the SCIP classroom as well as
participating in school based occupational and speech and language therapy. Student
strengths include that he is very loving, smart with devices, colors, and tracing things
well. Diesel demonstrated global delays within all areas; cognition, academic, and
adaptive functioning. He needs to improve his ability to consistently demonstrate
academic skills mastered. His interests include playing outside, riding four wheelers,
playing with his tablet, and wrestling with his brothers.

While planning this lesson I took into consideration the students interests and adapted
my lesson to fit students learning styles.

Content Standards (with Rationale):

K.CC.4 : When counting objects, establish a one-to-one relationship by saying the
number names in the standard order, pairing each object with one and only one number
name and each number name with one and only one object.

In this standard we will be focusing on ordering numbers 1-20. Each lesson will be
scaffolded and get a bit harder as we move on. I have found that one of the most crucial
early skills is ordering numbers. It is a foundation block of learning, on which many other
skills are then built. It is also something we all use in our daily lives regularly.
Learning Objectives:
When given number cards 1-20 the student will put the cards in numerical order from 1
to 20 with 80% accuracy.
Academic Language:
Ordering- Ordering numbers mean arrangement of numbers either from small to big or
from big to small.
Numbers- 0,1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
Assessment Plan, Formative Assessment:
- I formally assessed the student when he was asked to count with me to 50. I am
listening to see if he knows what number comes next etc.
- I am formally assessing to see if the student can order the number flash cards on
the floor in the correct order.
- When we are playing the spongebob game I will also be listening to the students
responses and observing where he is ordering the numbers
Assessment Plan, Summative Assessment:
N/A
Procedures, Lesson Introduction: ( 2 minutes)
- Pull the child out of the classroom and go to the resource room.
- Today we are going to work with ordering numbers 1-20. Do you know what
ordering means? We are going to put the numbers from small to big!
- Are you ready? Math first and then play!
Procedures, Lesson Body: (25 minutes)
- Explain the checklist chart to student. Help Spongebob get back to the sea! As
student completes a task he will make a check with the expo marker. Once he
checks all boxes and gets Spongebob home the student receives skittles!
- Have the student count to 50 with you out loud.
- Have student check box on the check list.
- Tell student we are now going to order these number cards from 1-20.
- Lay the cards randomly on the floor and tell student to find the number 1. Then
the number 2. Show the student how to line them up correctly.
- Work with the student to go to 20. Then when done point to each number and
count aloud once again. Make sure the student is repeating and looking!
- Tell the student great work and to check the next box!
- Now we are going to work with Spongebob!
- Have student spin the spinner
- Whichever the arrow lands on the student starts at that number and orders the
Spongebob cards up to 20.
 - Example: arrow lands on 12. Student finds Spongebob cards
13,14,15,16,17,18,19 and 20 and lays them out on the table/floor.
- Spin a few rounds.
- Check the last box and give student a few skittles!
- Clean up activity, have student help.
Procedures, Lesson Closure: ( 5 minutes)
- Today, we ordered numbers 1-20!
- Okay, good job today!
- You can go play! 10 minutes
- Take the student back into the room after finishing.
Differentiation, Individualized Instruction, and Assessment:
Content: The content has already been taught but students need extra practice
in a different setting. The content is working on ordering numbers 0-20. The
student and myself will look for the number 1 and start to order the flashcards up
to 20. Then we move along and play a Spongebob game ordering numbers! The
student also at the start of the lesson counts aloud with me to 50.
Process: Throughout the lesson, students will acquire information by listening
orally to the teacher giving instruction throughout the lesson. The student also
counts with me to 50 in the start of the lesson aloud. The student will listen to me
through the lesson while we count together and place the numbers cards in the
correct order. As the teacher you have to have patience because it takes our
friends a little longer to get through it. A lot of redirection will be needed. The
student works for skittles. Therefore the student will use a checklist to stay on
task and check each box as he completes a task. At the last box the student will
receive a few skittles for working hard. Lastly, he will like to play on his
computer, d.s or whatever it may be that day.
Product: The student will participate in the activity. Work first then play is the saying.
After the student completes the tasks he will be allowed play time for 10 minutes.
Environment: This activity will take place in Mrs. Johnson’s room. It will be myself, Mrs.
Johnson and the students. There are 2 other students there while I am there as well
working with my EDTPA student. The student will want to play as soon as he gets in the
room but you can redirect him. He must work first before he gets to play. The purpose of
this is practice and for our student to feel comfortable and excited to participate. The
student will work for skittles.

Individual student:
- The student can identify all numbers 0-20
- Diesel demonstrated global delays within all areas; cognition, academic, and
adaptive functioning. He needs to improve his ability to consistently demonstrate
academic skills mastered. The student has Autism. Diesel will benefit from small
 group and individualized instruction with modeling, prompting, scaffolding,
repeated practice, and visual support throughout his day to support him.
- Instructional implications to improve academic skills suggest focusing on
recognition of differences and likenesses, stressing language development
involving abstract words/classifications/generalizations, developing math
computation skills, developing concentration skills, using concrete objects to
introduce concepts, drill in basic facts, discussion of the actions of others to help
develop an awareness of social relationships, using perceptual activities that
focus on recognizing and describing objects and attention to detail, focusing on
visual learning techniques, focusing on cause/effect relationships and logical
sequential presentation, using story completion exercises, discussing alternative
behaviors and endings in stories, and using puzzles, blocks and spatial-visual
tasks.
- Diesel will likely benefit from an educational environment rich with opportunities
to engage with peers and adults, with modeling, prompting, and cuing available
to assist with improving expressive communication skills.
- Diesel may benefit from being taught social skills and play skills through direct
teaching. For example, teaching him to understand social language, feelings,
words, facial expressions, and body language. In order to enhance his comfort
level, try to establish a feel of safety and acceptance within the classroom.
- Diesel will likely benefit from an educational environment with clear and
consistent boundaries, consequences, rewards, and expectations to improve
persistence with non-preferred activities.
- He will benefit from instruction in shorter chunks of time, with clearly defined
breaks given intermittently; a positive reinforcement schedule may be helpful to
externally motivate him. He will also likely benefit from frequent reminders to stay
on task/focus his attention, particularly non-verbal reminders, such as visual cues
and prompts.
- All students will receive their accommodations and modifications that they qualify
for on their IEP. These include: read alouds, extended time if needed, preferred
seating and graphic organizers. Modifications include: shortened writing
assignments, shortened assignments, scribe, word banks and fewer answer
choices.

Instructional Materials and Support:

Skittles
Check list
Expo marker/eraser
Students computer
Spongebob Number cards
Number cards 1-20
Research and Theory Commentary:
Bandura: Bandura believes students learn best through modeling. I am modeling
throughout the lesson. In the start I started modeling how to count to 50. The student
does it with me aloud. I also model how to order the number cards 1-20. I show the
student we start with 1 and to find number 2. Next, I show him how we lay the cards
next to each other in a line.This activity is age appropriate as well as the content.
Dewey: Vygotsky believed students learn best when using hands-on learning. In this
lesson the student has the chance to use number flashcards and Spongebob number
cards as well. This activity also allows the student to move around freely, which he really
enjoys. The student stays on task by using a checklist and works for skittles. This
activity is age appropriate as well as the content.
Cultural Responsiveness, Equity, and Inclusion Commentary:
Content: The content has already been taught but students need extra practice in a
different setting. The content is working on ordering numbers 0-20. The student and
myself will look for the number 1 and start to order the flashcards up to 20. Then we
move along and play a Spongebob game ordering numbers! The student also at the
start of the lesson counts aloud with me to 50.
Pedagogy: The students progress will be monitored throughout the entire lesson by
listening to his answers and then guiding him in the discussion. Since this is a one on
one lesson the student has full ability to ask questions and state concerns. The lesson
will also be recorded for my EDTPA.

Use of Technology Commentary (if applicable):.

N/A

Reflection and Instructional Commentary (if applicable):