Rationale Math is a critical component to education and to functional daily living skills as a

member of society. Students who have special needs have a wide range of ability levels

and work at different paces. The students in my 1st through 3rd grade special education

classroom do not learn the same way and have difficulty attending to tasks during large

group lessons. When they loose focus during large group lessons, they are not actively

engaged and are not retaining the math concepts presented to them. This unit allows

teachers to present math to students individually. Teaching students who have special

needs math individually allows them to learn at their ability level and own pace while

being actively engaged and successful in math.

This unit has characteristics from both the constructivist and behaviorist

approaches in classrooms. According to Chiarelott, this unit will have traditional

classroom characteristics such as “students work primarily alone with an adult, learning

is based on repetition, and curriculum emphasizes basic skill” (2006, pg.88).

Constructivist classroom characteristics in this unit would be “materials include primary

sources of hands-on activities, learning is interactive building on what the student already

knows, and assessments include student work, observations, and points of view, as well

as tests because process is important.” (Chiarelott, pg 88). Throughout the units there will

be a variety of assessments in different ways, such as anecdotal records, to determine if

the students are retaining the math concepts presented to them in the unit and has

mastered the material. These assessments will determine if the student is ready to move

forward in the unit sequence or keep going over the material until mastery. Each student

will be at a different place in the unit sequence depending on the speed that the student

learns. “Effective teachers not only exhibited behaviors associated with effective teaching

but also understood and could articulate why certain behaviors worked under certain

conditions and why others didn’t” (Chiarlotte, pg 88). It can take a student days, weeks,

or even months to master a lesson or concept depending on their ability level and learning

pace.

The unit introduces number sequencing and counting to students. This unit starts

with counting numbers to 100 then moves on to identifying numbers and using one to one

correspondence with manipulatives. The unit moves on to being able to count numbers

forward and backwards, counting by 5’s and 10’s, and then sequencing numbers in the

correct order. This unit will allow students to learn with a wide variety of materials and

hands-on activities. Students will learn these concepts in this unit order in correlation to

Ohio’s K-2 Extended Standards. Being able to read and identify numbers is a vital skill to

be able to survive in functional daily living and be life-long learners, such as cooking,

finding directions or addresses, reading phone numbers, counting money, and many

numerous other things. These skills are the foundation to becoming successful in future

learning of more complex mathematics skills and concepts.

Reference:

Chiarelott, L. (2006). Curriculum in context: Designing curriculum and instruction for teaching and learning in context. Belmont, CA: Thomson Wadsworth.

Unit Intended Learning Outcomes

Number Sequencing and Counting: -Students will be able to count by 1’s up to 100 verbally and using concrete objects. (application, memory/recall)-Students will be able to identify the next number when given a starting number. (application, comprehension) -Students will be able to count forward. (application, memory/recall) -Students will be able to match the correct numeral to objects. (application, memory/recall, analysis) -Students will be able to count by 5’s and 10’s to 100. (comprehension, application, memory/recall)-Students will be able to sequence numbers in the correct order. (application, memory/recall, analysis)-Students will be able to identify numbers on a number line. (comprehension)

Addition and Subtraction: -Students will be able to solve addition and subtraction word problems with the terms “putting together” and “taking apart/away”. (comprehension, synthesis, evaluation)-Students will be able to add and subtract with a sum up to 20. (application, analysis, evaluation)-Students will be able to solve 2 digit addition and subtraction. (application, analysis, evaluation)

Concept of Smaller and Bigger: -Students will be able to compare two numerals using greater than or less than. (application, analysis)-Students will identify bigger numbers and smaller numbers. (comprehension, application)

Money math and Time: -Students will be able to tell time to the nearest hour and half-hour intervals on digital and analog clocks. (comprehension, application) -Students will be able to identify events that happen in the morning and the afternoon/evening. (evaluation, analysis, application) -Students can identify coins and their values. (memory/recall, comprehension)

ReferenceOhio's Academic Content Standards- Extended Mathematics. (2012, April 1). Retrieved

February 16, 2015, from https://education.ohio.gov/getattachment/Topics/Special-Education/Students-with-Disabilities/Students-With-Disabilities-(1)/OACS-E-Mathematics.pdf.aspx

Pre Assessment of Numbers

*Circle or mark the box if the student can identify the numbers verbally or

visually/gutturally for nonverbal students

*Record whether the student can verbally count up to 100

Lesson Plan- Day One Unit Outcomes:

-Students will be able to count by 1’s up to 100 verbally and using concrete objects. (application, memory/recall)-Students will be able to identify the next number when given a starting number. (application, comprehension) -Students will be able to count forward. (application, memory/recall)

Time Period Objectives:

1. Students will complete the Numbers Pre Assessment to determine if they are able to count from 1-100 and identify numbers 1-100

2. Students will spot and name the numeral represented on flashcards and with the foam number manipulatives

3. To practice counting forward, students will be given blocks and/or a number line to help visualize the numerals.

4. Students will practice writing their numbers on a dry-erase board, with pencil and paper, or any way they prefer to write to practice the correct formation of numbers.

Materials: 1. Copies of unit pretest2. Dry-erase board and markers3. Numeral flash cards 4. Pencils and paper

Procedures:

*Before the lesson: (15 minutes estimated, or at the students learning pace)-Complete the Numbers Pre Assessment

*Engagement (5-10 minutes, depending on the students attention span)- Lay the foam number out on the table in order. Show and have the student identify the foam number manipulatives 1-10 so they can feel the numbers as you count to 10

*Activity (15-20 minutes, or at the students learning pace/attention span)-Present the student with the numeral flash cards. Assess whether the student can spot and identify the numeral on the card. Then present the student with a Numbers Pre Assessment Paper so you and the student can count to 100 together while pointing to each number as you count forward. Assess whether the student has difficulty counting forward to the next number. Then give the student a dry erase board and marker or paper and pencil (depending on which the student prefers to write with) and practice writing the

formation of the numbers. You can have the students start at number 1 and go up to 100 or whichever number they are able to attend to. Assess whether the student knows how to write the numbers with the correct formation independently or is they need assistance.

*Key Questions for the Lesson 1. Is the student able to identify the numeral when shown on a flash card, paper, or manipulative? 2. Can the student count forward starting at 1?3. Can the student write numbers with the correct formation?

*Closure (5 minutes) -Count to 100 with the students by clapping your hands together or high fiving each other each time you say a number.

*Assessment (15-20 minutes during the activities) -The assessments will be from anecdotal records from the teacher during the beginning of the lesson, engagement, procedures/activities, and closure of the lesson. While you are doing the activities with the student, this is when you will make an assessment of whether the student can complete the activities independently or with assistance. You will also assess what the student needs to continue to practice in order to master the objectives. This lesson might have to be repeated for days or weeks, depending on the students learning pace and abilities, until moving onto the next lesson. This is why you will complete the lessons one on one with the students.

Lesson Plan- Day Two Unit Outcomes:

-Students will be able to count by 1’s up to 100 verbally and using concrete objects. (application, memory/recall)-Students will be able to identify the next number when given a starting number. (application, comprehension) -Students will be able to count forward. (application, memory/recall)

Time Period Objectives: 1. Students will verbally say the numeral when presented a flashcard2. Students will write numbers 1-100 when given an empty chart to fill in3. Students will count forward by writing or verbally stating the next number

when given a series of numbers

Materials: 1. numeral flash cards 2. copies of blank number chart worksheets and a laminated worksheet3. copies of stating the next number when given a series of numbers worksheets

and a laminated worksheet4. dry erase markers5. pencil/eraser 6. small sand pile or shaving cream pile on paper plate or in dish7. 100 blocks

Procedures:

*Before the lesson: (15 minutes estimated, or at the students learning pace)-Show the students the numeral flash cards in order to assess if the student is able

to identify the numeral shown to them. The numeral flash cards will be shuffled out of order from 1-100.

*Engagement (5-10 minutes, depending on the students attention span)-Have the students draw numbers 1-10 in the small sand pile or shaving cream

pile with their finger. You can also tell or show students a number on a flash card and have them draw that random number with their finger.

*Activity (15-20 minutes, or at the students learning pace/attention span)-Have the students pick whether they would like to write with a pencil on a paper

worksheet or write with a dry erase marker on a laminated worksheet. Present them with the blank numbers chart. Have them write numbers 1-100 in the chart filling in the squares, one number per square. Assess whether the student needs visuals, assistance, numerous prompting, or can do it independently. Next, give the students a next number when given a series of numbers worksheet. They can also decide whether they would like

to use pencil or dry erase marker on the laminated worksheet. There will be a number given and the student has to verbally state and/or write what number comes next (counting forward). Assess whether the student has difficulty with this and needs more practice or whether they are able to do this independently.

*Key Questions for the Lesson 1. Is the student able to identify the numeral when shown on a flash card?2. Can the student count forward when given a series of numbers in random order?3. Can the student write numbers with the correct formation from 1-100?

*Closure (5 minutes) -Count 100 objects with the students. I like to use blocks as manipulatives because they like to play with the blocks after we are done with the lesson.

*Assessment (15-20 minutes during the activities) -The assessments will be from anecdotal records from the teacher during the beginning of the lesson, engagement, procedures/activities, and closure of the lesson. While you are doing the activities with the student, this is when you will make an assessment of whether the student can complete the activities independently or with assistance. You will also assess what the student needs to continue to practice in order to master the objectives. This lesson might have to be repeated for days or weeks, depending on the students learning pace and abilities, until moving onto the next lesson. This is why you will complete the lessons one on one with the students.

Name:

Fill in the numbers chart by writing numbers 1-100 in the correct order.

Name:

Write or verbally state what number comes next.

1.) 27 16.) 59

2.) 15 17.) 13

3.) 9 18.) 40

4.) 98 19.) 55

5.) 62 20.) 66

6.) 10 21.) 19

7.) 33 22.) 6

8.) 2 23.) 37

9.) 53 24.) 22

10.) 78 25.) 41

11.) 47 26.) 69

12.) 28 27.) 76

13.) 99 28.) 12

14.) 21 29.) 31

15.) 76 30.) 89

Lesson Plan- Day ThreeUnit Outcomes:

-Students will be able to match the correct numeral to objects. (application, memory/recall, analysis) -Students will be able to identify numbers on a number line. (comprehension)

Time Period Objectives:

1. Students will be able to use manipulatives and objects to count one to one correspondence with a number from 1-100.

2. Students will be able to recognize a number line. 3. When given a number, students will be able to find it on the number line.

Materials:

1. numeral flash cards 2. dry erase markers/eraser 3. 100 blocks and any other object the student likes to use to count4. laminated number lines

Procedures:

*Before the lesson: (15 minutes estimated, or at the students learning pace)

-Show the student a numeral flash card and have them state what number comes next. Show the student the number line.

*Engagement (5-10 minutes, depending on the students attention span)

-Explain to the students what a number line is. Ask them if they have ever seen or used one before. Verbally state the numbers along with the students to 100 in order.

*Activity (15-20 minutes, or at the students learning pace/attention span)

-Give students a laminated number line. Verbally state a number out loud to them and have them identify it on the number line by pointing to it or circling it with the dry erase marker. Do this for at least 30 random numbers ranging from 1-100. Assess to see if the student has difficulty finding the number on the number line. Next, randomly choose a numeral flash card ranging from 1-100 and lay it on the table. Using the blocks or manipulative of the students choice, they will count in one to one correspondence to the number given. They will count out that many objects shown on the card. Do this about 10-15 times given random numbers. Assess whether the student has a difficult time matching numbers to objects and counting in one to one correspondence.

*Key Questions for the Lesson

1. Can the students count with one to one correspondence using manipulatives and/or objects? 2. Can the students recognize a number line?3. Can the students find a number on the number line when given (verbally or visually) to them?

*Closure (5-10 minutes)

-Given a pile of manipulatives or blocks, have the students count them then circle the number on the laminated number line. *Assessment (15-20 minutes during the activities) -The assessments will be from anecdotal records from the teacher during the beginning of the lesson, engagement, procedures/activities, and closure of the lesson. While you are doing the activities with the student, this is when you will make an assessment of whether the student can complete the activities independently or with assistance. You will also assess what the student needs to continue to practice in order to master the objectives. This lesson might have to be repeated for days or weeks, depending on the students learning pace and abilities, until moving onto the next lesson. This is why you will complete the lessons one on one with the students.

Lesson Plan- Day FourUnit Outcomes:

-Students will be able to identify numbers on a number line. (comprehension)-Students will be able to sequence numbers in the correct order. (application, memory/recall, analysis)

Time Period Objectives:

1. Given a set of numbers, students will be able to but numbers in the correct sequential order.

Materials:

1. laminated number line2. sequential order worksheets 3. pencil and dry erase marker 4. number flash cards5. foam manipulative numbers 1-106. Counting on in ones up to 10 worksheets7. Complete the number series worksheets up to 20

Procedures:

*Before the lesson: (15 minutes estimated, or at the students learning pace)

- Show students a number on the flashcards and have them circle it on the laminated number line with their dry erase marker to warm up and review. Explain to the students that numbers go in order from least to greatest, going from 1-100. Visually and gesturally point to them on the number line.

*Engagement (5-10 minutes, depending on the students attention span)

-Give the students the foam numbers 1-10. Have the students put them in order, and they can look at the number line if they need a visual.

*Activity (15-20 minutes, or at the students learning pace/attention span)

-Give the student a counting up to ones up to 10 worksheet. They can use the laminated number line to use for a visual if they need help filling in the blanks. Assess whether they have difficulty doing this and what they need assistance with. Give the students a Complete the number in a series up to 20 worksheet. Have them complete this independently if able to using the number line with assistance if needed. If they are not

able to complete independently, then you may use prompting and the number line to help. Assess if they have difficulty or if they are able to complete it successfully.

*Key Questions for the Lesson

1. Can students put numbers in sequential order? 2. Do students need to use a number line as a visual prompt to put numbers in sequential order?

*Closure (5-10 minutes)

-Turn the numeral flash cards upside down and have students randomly pick three without seeing what numbers they picked. After they pick three, have them turn the cards over. After they are turned over with the numeral showing, have the students put the three numbers in order using the number line as a visual prompt.

*Assessment (15-20 minutes during the activities) -The assessments will be from anecdotal records from the teacher during the beginning of the lesson, engagement, procedures/activities, and closure of the lesson. While you are doing the activities with the student, this is when you will make an assessment of whether the student can complete the activities independently or with assistance. You will also assess what the student needs to continue to practice in order to master the objectives. This lesson might have to be repeated for days or weeks, depending on the students learning pace and abilities, until moving onto the next lesson. This is why you will complete the lessons one on one with the students.

Lesson Plan- Day FiveUnit Outcomes:

-Students will be able to count by 5’s and 10’s to 100. (comprehension, application, memory/recall)

Time Period Objectives: 1. Students will make a count by 5’s poster. 2. Students will count by 5’s and 10’s verbally.

Materials: 1. poster board2. washable paint3. pencil4. laminated number line5. dry erase markers and eraser 6. counting by 5’s worksheet

Procedures:

*Before the lesson: (15 minutes estimated, or at the students learning pace)

-Explain to the students that each hand has five fingers and each foot has five toes. Both hands together have ten fingers and both feet together have ten toes. You can have them point to their fingers and toes to count. Using the number line, guide the students and count by 5’s together by pointing to each number as you go. The students can use a dry erase marker and circle the 5’s. Then erase the 5’s and do the same thing as you count by 10’s together.

*Engagement (5-10 minutes, depending on the students attention span)-Show the students that you are going to paint the inside of both of their whole hands with washable paint. The students will make a “give me a five” poster. The student will paint the inside of their whole hands and press it down on the poster 10 times giving enough space in between each hand print. Later on in the day, you will write the numbers, counting by 5’s, on it with the student. Have the students wash their hands when they are finished.

*Activity (15-20 minutes, or at the students learning pace/attention span)-Give the student a counting by 5’s worksheet. They can use their number line to help them visualize counting by 5’s. Using their pencils they will fill in the numbers. Assess if they are having difficulty or if they can do it independently. Next, give the student the laminated number line and a dry erase marker. Have the student count by 10’s and circle each number they count up to 100. Assess if they have difficulty switching from counting by 5’s to 10’s.

*Key Questions for the Lesson

1. Can students count by 5’s?2. Can students count by 10’s?

*Closure (5-10 minutes) -Together with the student you will clap your hands, and each time you clap you will verbally count by 5’s. You can even high-five each other each time you count by 5’s too. Next, do the same thing and count by 10’s.

*Assessment (15-20 minutes during the activities) -The assessments will be from anecdotal records from the teacher during the beginning of the lesson, engagement, procedures/activities, and closure of the lesson. While you are doing the activities with the student, this is when you will make an assessment of whether the student can complete the activities independently or with assistance. You will also assess what the student needs to continue to practice in order to master the objectives. This lesson might have to be repeated for days or weeks, depending on the students learning pace and abilities, until moving onto the next lesson. This is why you will complete the lessons one on one with the students.

Name:

Unit Post-Test

1. Fill in the missing numbers in the chart from 1-100.

1 5

12 17 20

21 25

39

46

50

62

78

89

93

2. Fill in the chart with what number comes next in sequential order.

1.) 45 6.) 862.) 76 7.) 513.) 99 8.) 304.) 7 9.) 555.) 13 10.) 19

3. Fill in the chart counting by 5’s.

4. Fill in the chart counting by 10’s