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Lesson #1: Count-by 7s (Price & Nelson, 2011)

COMPONENT 1: PREPLANNING TASKS Connection analysis o CCSS: 2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s. Content analysis o Count by 7 up to 70 Objective o When asked to count-by 7s, the student will count-by 7s up to 70 out loud with 100% accuracy 2 consecutive trials. Objective rationale o I chose this particular objective because according to Howell, (2000), They (objectives) must be aligned with the students present level of educational performance and the students goal. (p. 51). And according to Stein, et al. (2006) The objectives in a program help teachers determine exactly what student should be able to do as a result of the instruction, but they should also be aligned with the program assessment procedures. (p. 17). The objective and mastery measure are tailored to Guys needs so he can move forward to the next set of skills to progress toward his IEP goals and objectives. Critical management skills o During the lesson the student will be asked to stay on task the whole time o The teacher will tell the student exactly what the student will be doing and all the steps before starting the lesson to prepare the student. COMPONENT 2: LESSON SETUP Gaining attention o Since it is just one-on-one the teacher will start with greeting the student with a, Good Afternoon, how are you? Communicating behavior expectations o Stay on task o Listen COMPONENT 3: LESSON OPENING
Statement of the objective o Today, you will be learning to count by 7s up to 70. Statement of the objective purpose

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The reason we are learning to count by 7s first is so you can easily move on to multiplying be 7s Connections o To connect the count bys the teacher will also show on paper what this looks like. First this will be done with tally marks and then without tally marks Active participation strategies o Student will say the count bys aloud and then write on paper Checks for understanding o The checks for understanding in this lesson is done by the student counting aloud


For this lesson the teacher will use the lesson on page 45 Format 4.5 that is recommended by Stein, et al. (2006) o First, the teacher will start with part A and then move on to part B For this lesson we are on part B, because the student already understands the concept of Countbys. Part B; Structured Board Presentation Students

Teacher 1.(Write the following number on the board.) 7, 14, 21, 28, 35 Today, we are going to learn to count by 7 2. I will say the numbers in the series: 7, 14, 21, 28, 35 3. Say the sixes with me as I touch each number. Get ready. (Signal) 7, 14, 21, 28, 35 4. Say the series by yourselves. Get Ready. (Signal) (Give turns to several students) 5. (Erase one of the numbers in the series) Say the sixes again, including the missing number (Repeat step 5, erasing each number each time, until students can say the series without help,) 6. ( Alternate previously learned count-by series with practice on new series,)

7, 14, 21, 28, 35

7, 14, 21, 28, 35

7, 14, 21, 28, 35

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The student will be given a multiplication/ count by worksheet to complete. o Looks like this 7 ___ 21 ___ 35 ___


Okay thank you for your participation today. Today, you counted by 7s to_______. Next time we meet I will be asking you to try to make it all the way to 70.

Mastery Measure o Count by 7s to 70

References: Stein, M., Kinder, D., Silbert, J., & Carnine, D. (2006). Designing effective mathematics

instruction: A direct instruction approach (4th ed.). Upper Saddle River, NJ:
Pearson Education Inc.

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