Instructional Sequence Introduction/Anticipatory Set/Warm Up: Teacher gains kid's attention by walking around the room (expressive/animated) and giving them "magic thinking" potion and "magic thinking caps" that needs to be, "screwed on tight." Counting (by 1’s, 2’s, 5's, 10's, then counting down from 10-0). Teacher will choose a student(s) to walk with teacher and the children will “count” teacher/student(s) around the room. Guided Practice/Modeling: Whole Group Lesson done on whiteboard (state standards, kindergarten, number sense 1.0/2.0). • ABC Patterns: (identify the pattern, identify the shape). (2d/3d, square, circle, sphere, etc.) Students identify the shapes and complete the pattern. Teacher has whole group orally state the pattern (e.g. “circle/circle/triangle…”). • Quantity (Bigger/Greater, Smaller/Less, Same/Equal): Compare two sets of objects. o Students are going to count concrete objects on board (e.g. Sponge Bob, Circles in a graph) and teacher will call on individual student(s) and ask, “How many?” Teacher will write student(s) response(s) as an abstract concept (e.g. number/symbol) next to the concrete objects on white board and student(s) will identify the larger set. Mr. Mouth (abstract symbol for “less/greater than”, >) will be used to “eat” the bigger number/quantity. o Students are asked to identify the number of males/females in the classroom. Teacher has all males/females stand and individual student(s) are called upon to identify/count number of males/females. Whole group will also be asked to, “count” males/females to check individual(s) responses for accuracy. Teacher will write student(s) response(s) on board. Mr. Mouth will be used to eat the “bigger” number/quantity to identify the bigger group. • Counting/Addition/Subtraction: Count, recognize, represent, name, and order a number of objects [up to 10]; Use concrete objects to determine the answers to addition and subtraction problems (for two numbers that are each less than 10). o Student(s) will count objects on board (e.g. stars, triangles) and identify the number of objects. Teacher then will ask student(s), “How many?” Teacher will then ask individual(s) to add/subtract objects that are presented/delivered. Teacher adds/removes concrete object on board and writes the abstract concept (e.g. Numbers [1,2,3, etc.]/Symbols [+/-/=]) next to the concrete object. Student(s) will answer problem presented by teacher and the teacher reinforces concept(s) of addition/subtraction by orally reading the mathematical problem to group. o Teacher will have the whole group count circles on board (circles get physically/sequentially bigger). As students count the circles, the teacher is writing numbers (abstract concept) in sequential order within/inside of the circles. The teacher asks the students questions (e.g. “Who can describe what happens as we count 1-10?” Student(s) responses can be, but are not limited to, “The circles/numbers are getting bigger”, “We are counting”, etc.) The teacher will use educational opportunities as they present themselves to ask questions as appropriate (e.g. “How do you know the numbers are getting bigger?”). Individual Practice/Closure: Individual students will be assigned to a teacher/para educator group (behavior management/ individual scaffolding) at separate tables to complete their individual practice worksheet (counting-connect the dots). • Connect the Dot Worksheet o Counting/Number Identification/Sequence of Numbers: • The student will be able to complete the worksheet and discover an image that they will color.

Assessment of Objectives: o Informal Summative Assessment: Students’ responses to questions. o Formal Diagnostic Assessment: Students’ completed worksheets.