Standard(s) and Instructional Objective(s):

Standards:

- K.N.2.c Count out the number of objects given a number from 1 to 20.

- K.N.2.a Use one-to-one correspondence when counting objects and understanding the last number counted represents the total number of objects.

Io’s

The learner will demonstrate one-to-one correspondence by accurately counting a set of objects up to 20 and explain how the last number counted represents the total number of objects.

 

Assessment:

Students will be given a number (1-20) by the teacher, they will then count out that number with objects and answer the question.

• DoK 1: “How many objects did you count?”
• Dok 2: “Can you show you counted each object?”
• DoK 3: “How do you know your answer is correct? What would happen if you skipped one object?”

 

Activity/Example:

Students are working in small groups to count manipulatives, while the teacher provides questions based on student readiness.

• Beginning/Progressing: Students will count objects with teacher guidance and answer simple recall questions.
• Proficient: Students count object independently and can demonstrate one-to-one correspondence while explaining how they solved the question.
• Advanced- Students analyze an incorrect example and explain the mistake and can correct it.

 

 

Standard(s) and Instructional Objective(s):

Standards:

• N.2.c Count out the number of objects given a number from 1 to 20.
• N.2.a Use one-to-one correspondence and understand quantity relationships.

Io’s:

• The learner will analyze counting scenarios to determine whether one-to-one correspondence was used correctly and justify their reasoning.

Assessment:

Students will be shown an example of counting (either right or wrong) and then asked tiered questions they will respond to.

• DoK 1: “What number did the example show?”
• DoK 2: “Did the student count each object only once?”
• DoK 3: “What mistake if any did the student make and how would you fix it?”

 

Activity/Example: 

 The teacher will model different counting examples both incorrect and correct examples, while students engage in the tiered questions.

• Beginning/Progressing: Identify if the example is correct or incorrect.
• Proficient: Explain why the example is correct or incorrect.
• Advanced: Create their own incorrect example and provide the correct answer and how to fix the example.