Springfield College

Lesson Plan Template

Teacher: Gabby Anderson Date: 2/7/17
Subject: Math
Title of Lesson: Counting with distractors
Overview of the Lesson
Lesson Summary: (Brief Explanation) In this lesson the student will be asked
to count from a set. The student will first be asked to count from a mastered
set list of numbers (i.e.: numbers 1-13) The student will then be asked to
demonstrate the skill by counting to the current set number while moving the
manipulatives (i.e.: foam pieces) into a bowl. The student will have distractors
in front of her so she must make sure she does not go over the number said
out loud by the teacher.
Massachusetts Framework Standards:

Count to tell the number of objects.

4. Understand the relationship between numbers and quantities connect
counting to cardinality
a. When counting objects, say 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.

Lesson Objectives: The students will be able to.. listen to the

number being said by the teacher and place the correct amount of
manipulatives into the bowl while making sure not to place any of the
distractors into the bowl.

Materials/Equipment to be Used in Teaching the Lesson:

Foam pieces
Paper bowl
Ipad for reinforcement
Token system for reinforcement
Data sheet
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Enduring Understandings:
Big Ideas: The students will understand that there is a relationship
between numbers and their quantities.
Understand that the last number said tells the number of objects
counted

Concepts: number sense: items counted have a 1:1 correspondence,

knows what numbers mean

Essential Questions:

Content
Factual Content:

Vocabulary: count, numbers 1-14 1:1 correspondence, cardinality,

quantity

Tier 1: count numbers 1-14

Tier 2: quantity

Tier 3: 1:1 correspondence cardinality

Critical Thinking Skills (Reading, Writing, Speech, Listening)

Listen to the verbal directions of count x (x being the number said aloud)
given by the teacher
Verbally say each number as the foam piece is placed in the paper bowl (does
not have to for trials)

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative,

Informal/Formal)
Collect data trial by trial so percent and accuracy can be assessed

Action/Instructional Procedures
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Procedures: For each procedure, list the teacher or student actions (with accommodations and
modifications) as well as the anticipated amount of time it will take to accomplish each task.

Anticipatory Set: (hook) establish attention by first engaging the student in a preference
assessment. This allows the student to choose what they want to work for (items that
reinforce target behaviors (ie: ipad) or remind the student what they are working for.
Step One: Engage the student by bringing the bowl and manipulatives / distractors (i.e.:
foam pieces) in front of them
Step Two: Review with mastered set numbers
Step Three: Give the SD count x and have the student count to that number with the
foam manipulatives by placing them in a bowl
-Prompt as necessary
Step Four: Provide reinforcement after each trial is completed independently.
Reinforcement is a token system, at a VR (variable ratio) of 3 meaning that they can earn
a token after 1,2, or 3 trials are completed independently. Once the student has earned on
the VR3 they are able to choose their reinforcement (i.e.: ipad)

All other steps: collect data on whether the student is able to count independently, with a
gesture, prompt, or verbal model
Repeat for independence
*If the student were to make an error, that would be considered a failed trial. As a teacher
we would pull the bowl and distractors away quickly and then represent. If the student is
not able to count independently, go in with a physical prompt (taking their hand in yours
and together putting the manipulatives in the bowl)

Homework/Extension Activities: When starting a trial, it is often best to review with

mastered set items but it is also important to incorporate different programs throughout
the time spent at the table. This can include programs that involve students waiting at the
table with a reinforcing item in front of them for a specific amount of time. This can also
be simple directions (i.e.: touch nose, tap table, touch shirt) that the student has already
mastered

*It is important to include maintenance during a trial so that the teacher knows that the
student has retained the skills being asked of her

Reflection on Lesson

a. The Lesson Plan:

b. Teaching Skills:

c. The Students:
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Lesson Plan Template