Andrea Claire

Diff 590: Observation Lesson 1

10/7/15
Unit 4 Topic: Place Value: Numbers to 100
Lesson 4-6 Topic: Before, After, and Between
Common Core or other appropriate standard: (include the standard number and text)

1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones called a ten.
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven,
eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven,
eight, or nine tens (and 0 ones).

Lesson objective:

Assessment:

Children will identify and write numbers that are one

before, one after, or between given numbers.

Students will complete the paragraph: I am __. I am

before __. I am after __. I am between __ and __.,
using any given number of there choosing. A rubric
will be used for scoring.

IEP goals addressed:

Goals for Jake:

o Jacob will provide additional information upon the occurrence of a

Goals
o

Goals
o

communication breakdown with familiar communication partners

provided 1-2 direct verbal cues with 80% accuracy over 3 consecutive
sessions.
Jacob will perform safe, effective sit to stand and stand to sit
transitions independently 100% of the time with no instability or loss of
balance.
Jacob will count to 20 and match numbers to objects.
for Chris:
During classroom activities or social interactions, Chris will use his
augmentative communication system or picture symbols to answer
questions, label items, or describe items on 4 out of 5 trials daily.
Given number cards, Christopher will identify a number form a field of
2-4 choices in 4 out of 5 trials weekly over 3 consecutive weeks.
for Bruce:
Bruce will read and locate key information in directions, maps, menus
and schedules at his independent level with 100% accuracy on 4 out of
5 trials.

*The rest of the students IEP goals deal more with life skills and/or ELA skills.
Scaffolds/supports/accommodations provided:

During the lesson C.D. and J.M. will work together (with aides for support) to roll the dice to find the
numbers used for the rest of the class. This helps them identify numbers 1-6. They will take turns rolling
and using J.M.s iPad to say the number. Then while the other students continue the whole group and

Andrea Claire
Diff 590: Observation Lesson 1
10/7/15
independent work, J.M. and C.D. will continue identifying numbers, and the option for them to use a
modified hundreds chart (tens chart) to identify numbers one less than, one more than, and in between
numbers. Mrs. Mest will use her discretion as to which activity will be done and for how long.
Opening:
1.
2.
3.
4.

Have J.M. and C.D. sit together at C.D. table to work with aides. (See accommodations for students role in
lesson)
Review place value (ones, tens, hundreds) by playing the I have, who has game.
Preview todays lesson by showing Power Point from enVision Math website (Mrs. Mest log on)
Review hundreds chart manipulatives, model appropriate use.

Procedure:
5.

Explain to the class that C.D. and J.M. have an important jobthey will be giving us the numbers we will
be working with for the first page of our worksheet.
6. Use ElmoHave C.D. and J.M. roll dice to find tens and ones for number in the first box. Model filling in
the numbers on the worksheet and have students follow along. Remind students to use their hundreds chart
to circle the number given and use an arrow to find one less than, one more than, or between.
7. As a whole group continue step 6 until page 119 is completed.
8. C.D. and J.M. will continue to roll dice to identify numbers/specialized tens chart. (See accommodations
for more details)
9. As a whole group complete page 120 using hundreds chart (not Do you understand? problem)draw
students attention to the directions!
10. Independently have students complete 10-18 on page 121 (teacher and available aides will provide
assistances to those who need it)
11. Gather students attention and ask if anyone would like addition instruction before moving on to the word
problems.
12. Complete page 122, numbers 22-24 as a whole group. Read question, allow think time, and ask for
possible answers. Be sure to ask a student how they came to that conclusion.
Closure:
13. Have students complete the assessment paragraph independently with little to no help from adults,
encourage students to use hundreds chart.
14. Lottery Ticket Question: Do you understand? on page 120allow all students to answer and give ticket
to anyone who answers correctly.
Materials:
enVision teacher manualRubric on page 122A
enVision topic 4-6 worksheets (one per student)
Pencils/dry erase markers/tissues
Teacher created hundreds chart (one per student)
Teacher created tens chart for C.D. and J.M.
Dice numbered 1-6 for C.D. and J.M.
Computer/ enVision Power Point