Understanding Number Concepts

Domain: Understanding Number Concepts

Common Core Standard(s): K.CC.C.6

Instructional Skill/Concept: Subitizing - (recognizing small quantities ~ without counting)

Diagnostic Task- (directions for task are bulleted)

Subitizing Task (#2) - First Steps Diagnostic Task Manual

- - - - Place two blocks in a container.
      - Show briefly to the child.
      - Ask: How many blocks?
      - Then add some or take some to show the following numbers, asking the child to tEL you how many each time.
      - Remember to give the child a brief look so that they are forced to use subitizing rather than counting.
      - Present the items in a non sequential offers (eg: 3,2,1,5,4,6)

Intervention Protocol/ Direct Instruction Recommendations:

- - - - Dice Combinations Activity (pg. 26) First Steps Number Resource Manual

Organize students into pairs. Give each pair two dice. Have students take turns to roll the dice and then say how many dots just by looking. Ask: How many dots are on the first die? (e.g. 2) How many dots on the second die? (e.g. 3) How many dots altogether? (e.g. 5) Have students use calculators to keep progressive scores. The first student to a given number (e.g. 50) could be the winner. Later, extend the activity to include three dice.

- - - - Flashcards Activity (pg.27) - First Steps Number Resource Manual

Show students a flashcard with, a collection of objects or pictures on it. You could also use a collection of objects o a table (quantities 1-6 only) Ask: How many things are there? What helped you see how many are there?

- - - - How Many Activity (pg 27) - First Steps Number Resource Manual

Flash small groups of things (e.g. leaves, stones) to students. Ask them to say how many at a glance without one-to-one counting.

Resources: First Steps, Go Math Teacher Manual (Response to Intervention pages), Soar to Success

Domain: Understanding Number Concepts

Common Core Standard(s): K.CCA.1, K.CC.B.4.A, K.CC.B.4.B, K.CC.B.4.C, K.CC.B.5

Instructional Skill/Concept: Counting (How to count; one-to-one correspondence; conserving number)

Diagnostic Task-

- Counting Principles (#3) - First Steps Diagnostic Task Manual

Directions:

- - - - Show a child a scattered collection of 8 items.
        Ask: Can you tell me how many (e.g. animals) are here?
        Observe if the child: – says the number names in the right order– moves the items or keeps track of their starting point?
        Ask: How many (animals) are there?
        Observe if the child: – recounts from the start – repeats the last number word without recounting
        If the child finishes the count with a different number from the original count ....
        Ask: So are there (the first number they said) or are there (the second number they said)?

- - Get Me Task (#4) - First Steps Diagnostic Task Manual
    - - Using Counting to get a requested amount.

Intervention Protocol/ Direct Instruction Recommendations:

- - Counting Cakes (pg 15) - First Steps Number Resource Manual Have students count a line of objects (e.g. play dough ‘cakes’). Ask: Will there be the same number of cakes if we start counting from the other end? Why? Why not? Count the objects again but, this time, start with the middle object. If a student can’t do this, repeat with three objects and increase the quantity by one each time. Ask: What did you do to count all the cakes? Does it matter where you begin?
  - Birthday Claps (pg. 15) - First Steps Number Resource ManualAsk students to clap once for each birthday they have had. Have students link each clap with each number name as it is said.
  - Number Trains (pg 15) First Steps Number Resource Manual Have students practice the number sequence when lined up (e.g. to enter or leave the classroom). Ask each student to count in turn from one to determine ‘how many’ students are in the line. Ask: Could we find out how many are here if we count by 2s? Will we get the same number
  - Different Totals (pg 15) First Steps Number Resource Manual
  - When the class is counting a collection and some students arrive at different totals for the same amount, have students consider whether or not this is possible. Ask: Could we all be right? Why? Why not?
  - Other activities to do: Collection (14), How Many (14), Keeping Fit (14), Choosing Equipment (15

Resources: First Steps, Go Math Teacher Manual (Response to Intervention pages), Soar to Success

Domain: Understanding Number Concepts

Common Core Standard(s): K.OA.A.2, 1.OA.C.6, K.NBT.A.1, 1.NBT.B.2, 2.NBT.B.5, 3.NBT.A.2, K.OA.A.1, K.OA.A.3, 1.OA.A.1, 1.OA.B.3, 1.OA.C.6

Instructional Skill/Concept: Partitioning

Diagnostic Task-

Hide the JELy Beans Task (#7) from First Steps Diagnostic Task Manual

(decomposing/partitioning small quantities ~ with manipulatives)

Emus /Rabbits / Sheep Task (#8)

from First Steps Diagnostic Task Manual

(decomposing/partitioning small quantities)

Intervention Protocol/ Direct Instruction Recommendations:

Dice Combinations ( p 26)
Straws (p 27)
Number Scatters ( p 28)
Snap ( p 28)

First Steps Number Resource Manual

Separating Collections (p 27)
Five Little Monkeys ( p 27)
Ten Frames ( p 28)
Playing Cards ( p 29)
How Many Altogether ( p 29)

First Steps Number Resource Manual

Resources:

Domain: Understanding Number Concepts

Common Core Standard(s): K.CC.A.1, K.CC.A.3, 1.NBT.A.1, 1.NBT.B.2, 1.NBT.B.2A, 1.NBT.B.2.B, 1.NBT.B.2.C, 2.NBT.A.1, 2.NBT.A.1.A, 2.NBT.A.1.B, 2.NBT.A.2, 2.NBT.A.3, 4.NBT.A.1, 4.NBT.A.2, 5.NBT.A.1

Instructional Skill/Concept: Whole Number Place Value

Diagnostic Task-

Up to and Over 100/Thru 100’s (#9) from First Steps Diagnostic Task Manual

(understanding place value when writing numbers)

Read, Write and Say Whole Numbers (#10) from First Steps Diagnostic Task Manual (Reading, writing and saying large whole numbers based on place value)
Dinosaurs (#11) from First Steps Diagnostic Task Manual (Knowing what each digit means in a two digit number)
Lollies/Candies/Sweets (#12) - First Steps Diagnostic Task Manual (Ability to recognize the meaning of digits when confronted with non-standard partitions)

Intervention Protocol/ Direct Instruction Recommendations:

Comparing Numbers pg. 45
Number Labels pg 54
Bingo pg 54
Next Number pg 54
Counting Crowds pg 58
Place Value: 2-digit numbers Skill 3 Go Math Strategic Intervention Guide-Grade 2
Writing Large Numbers pg 47
Words into Symbols pg. 59

From First Steps Number Resource Manual

Place Value Beans (Pg 55)
Wipeout ( pg. 56)
Expanded Notation (pg 55)
Marbles ( Pg 57)

FromFirst Steps Number Resource Manual

Three Digit Number ( pg 57)
Changing Places ( pg 59)
Breaking up (pg 65)
Word Problems (pg 65)
Arranging Objects ( pg 65)
Grouping Objects ( pg 65)

Resources: First Steps, GoMath Response to Intervention page (beginning of lesson), GoMath Strategic Intervention Guide, Think Central Login Page, Key Math 3