Lesson Plan: 2
Teacher(s):
Adote
Grade band(s): K-2
Subject: Math
Number of students: 4
Unit: Counting and
Cardinality
Setting: Special Education
Classroom Setting C
Lesson Objective(s):
Objective 1: Students will be able to understand the relationship between numbers and quantities; to
connect counting to cardinality.
Objective 2: Students will be able to count to answer, “how many?” questions about as many as 20
things arranged in a line; a rectangle array or a circle, or as many as 10 things scattered
configuration; given a number from 1-20, count out that many objects.
Connections to the GBEs:
Standard(s):
CC K.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 10things in a scattered configuration; given
a number from 1-20, count out that many objects.
Essence: Represent data on a graph
E1: Given a specified number 1-10, count the correct number of objects.
E2: Given a rectangular array or a line containing up to 10 objects, count the total number of objects.
E3: Given a line of up to five objects, count the total number of objects.
CC K.6 Compare groups of objects.
Essence: Identify whether the number of objects in one group is greater than, less than, or equal to
the number of objects in another group, eg., by using matching and counting strategies.
E1: Given two groups of objects, identify which group is greater (exclude equal sets).
E2: Given two groups of objects, identify whether the groups are equal to each other.
E3: Given two groups of objects, arrange in a line side by side, identify whether the groups are equal
to each other.
Least support
Moderate support
Students will be able to given a
specified number 1-10, count
the correct number of objects.
Students will be able to given a
rectangular array or a line
containing up to 10 objects,
count the total number of
objects.
Students will be able to given a
line of up to five objects, count
the total number of objects.
Students will be able to given a
specified number 1-10, count
the correct number of objects.
Students will be able to given a
rectangular array or a line
containing up to 10 objects,
count the total number of
objects.
Students will be able to given a
line of up to five objects, count
the total number of objects.
Students will be able to identify
which group is greater.
ACCESS Project, Center for Disabilities Studies, UD
Most support
Students will be able to, identify
whether the groups are equal to
Students will be able to identify each other when Given two
whether the groups are equal to groups of objects, arrange in a
line side by side.
each other.
Delaware Department of Education
Materials:
The Very Hungry Caterpillar by Eric Carle
Scissors
Glue
Pencils/markers
Card stock Caterpillar
Whole punch
Yarn
The Very Hungry Caterpillar adapted book (https://www.teacherspayteachers.com/Product/The-VeryHungry-Caterpillar-Adapted-Book-Special-Education-SLP-Autism-1721813)
Activities:
1. Whole group reading- The Very Hungry
Caterpillar by Eric Carle. As the teacher is
reading the book, be sure to use the cardboard
caterpillar included to demonstrate how the
caterpillar travels to each food and moves
through the pages.
2. Teacher facilitation: Have students flip through
the book to estimate which page will have the
largest number of fruit.
After the demonstration is complete, the teacher
should ask students, “which day did he eat the
most/more and which day did he eat the
least/less?” Students should refer back to the
classroom graph (teachers should review
vocabulary words: more, less/least, same/equal).
Show the class a completed copy of the Adapted
book. The teacher will use a completed booklet
to demonstrate what the finished produce could
look like.
3. Adapted book assembly: Teachers should
have students break into pairs. Distribute
adapted booklets. Students should decorate
book pages, cut and paste on specified pages in
the book. Students should also make their own
caterpillar bookmark and attach it to the book
using a piece of yarn.
Warm-up:
Teacher will review measurement vocabulary from lesson 1 and will review with students the correct
way to measure an object (e.g., start at the beginning of an object and measure to the very end, etc.).
The teacher should also ask students to name measurement tools.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Key Vocabulary:
More
Less
Same/equal
Predict
One
Two
Three
Four
Five
Six
Seven
Eight
Nine
Ten
Total
Barriers:
Print
Non-verbal communication
Fine motor
Universal Design for Learning (UDL) brainstorm:
Representation
How will instructional content
and materials be presented to
the students (the “what” of
learning)?
physical representations
Adapted book
Actions/ Expression
How are the students able to
interact with the materials and
demonstrate knowledge (the
“how” of learning)?
Materials will be adapted to meet
the motor and reading level of
students
Materials will be adapted to meet
the reading level of students
Engagement
What interests and engages
students in the learning process
(the “why” of learning)?
connection to real life
Attainable
Teaching Strategies:
Modeling
Hands on learning
Graduated guidance
Scaffolding
Think aloud
Prompt hierarchy
Assessments:
Response mode:
Completion of estimation activity
AAC or verbal
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education
Storybook assembly
Physical
Direct observation
Possible accommodations to use with this lesson:
Picture representation
Adapted books
Adapted scissors, writing equipment, etc.
Closing Activity:
Review vocabulary and students will explain what the caterpillar ate and which day he had more/less.
ACCESS Project, Center for Disabilities Studies, UD
Delaware Department of Education