Name: Paige Gautreaux

Date: 9/26/2016

Subject: Robert

Lesson Length: 15 minutes

Grade: Kindergarten

Measurable Behavioral Objective(s):

When presented worksheet with numbers 1-6, student will correctly identify and verbalize numbers 1-6 with 18 problems
correct and 90% accuracy
Instructional Target:
__X___ Acquisition Phase

_____ Proficiency Phase

_____ Generalization Phase

Content Standard(s):
K.CC.C.7
Key Vocabulary:
Number, One, Two, Three, Four, Five, Six,
Materials:
Flash cards 1-6, Number book about 6, Number Identification sheet
Assessment(s):
Number Identification sheet with numbers 1-10
Accommodation(s)/Modification(s):
NA

____ Adaptation Phase

Design Roles/Responsibilities
Opening
Gain Students Attention
Deliver Opening Assessment
State Lesson Goal(s) and Relevance

Review Prerequisite Skills

Involve Student(s) in Opening

Body
Modeling (I Do)

Prompted/Guided Practice (We Do)

General Education Teacher

Special Education Teacher

Hey Robert! Are you ready to have some fun with math.
What have you been learning in class about math?
[Student Response]
I want you to show me what you know. When I point to a
number I want you to tell me what the number is that I am
pointing to. Okay, lets get started.
Robert, we are going to focus on number 6. [show card
with number] Robert, what number is this? [student
responds; praise or error correction]
Numbers are so important. We need them to know how
much our food, clothes, and toys cost and to view a score
on the score board to see what team is winning!
Some of what you already know is how to count out loud.
I want you to start counting, beginning with 1, like this, 1,
2, 3. You do it. [Student Response] Knowing how to
count is important. It helps us when we look at numbers
and say what they are.
Through questioning
This number is 6 [show flashcard again]. To make a 6 we
roll a hoop and make a loop [trace over the number with
my finger to show what rolling a hoop and making a loop
looks like] what number is this? [Student Response]
Let say how to make a 6 together, ready? Roll a hoop and
make a loop (3Xs). Great, now lets trace the number
together and say it, roll a hoop and make a loop. (3Xs
while tracing the number at in sync with the saying).

Independent Practice (You Do)

Closing
Review Critical Content

Good job, now lets read this book about six! [Read
aloud the book while student and I continue to identity 6
and say the six phrase together].
Okay, now tell me again how do you make a 6? [Student
response with verbal phrase and tracing the number]. Okay
now lets look at these flash cards of numbers 1-6 and see
if we can find all the sixes in the deck. When I show you a
flash card, tell me the number on the card and if it is a 6 we
will say our special phrase! [Student responds to 10 cards,
4 of which are 6s]
Administer test and time for 1 minute. Compare to
behavioral objective (18 problems with 90% correct)
So what number did we learn all about today? [Student
Response] And how do we make that number? [Student
Response]. Great job!

Preview Next Lessons Content

Assign Independent Work

Well keep learning about numbers next time and we will

get to learn about number 7!
NA