Lesson Plan

Amy Dutton



7th and 8th Grade

Number concepts (1-12)

Students with moderate cognitive impairments (IQ range 40-55)

Standards and goals have been modified in our curriculum to meet the needs of our students.  Hands on activities and interactive activities are paired with one on one instruction.



Number concepts are difficult for students with moderate cognitive impairments to grasp and be proficient in.  Numbers are everywhere in their environment and they need the basic understanding of simple number concepts to function in their daily lives.  Numbers that our students need to identify are their phone number, their address, locker number, age, birthday and room number.  They also need these simple math concepts to count out how many of an item they need.  These concepts are simple, but important because they are the bridge to currency which is a main focus at the high school level.  In order for our students to move on in our program, the students need to show understanding of the numbers 1-12.  An understanding of one-to-one placement is also created by understanding these concepts.

By teaching these concepts, students will be able to count out up to ten objects, rote count, identify the written number, and perform simple addition and subtraction when requested.  A subsequencial effect of teaching these skills is the ability to create a set.  A real-life application for that is setting a table, or passing out snack.


Description of lesson

Goals and Objectives – Goals were selected from Livonia Public Schools MOCI Goals and Objectives

Content area



Develop Mathematics Skills

  • Number Sense and Numeration – Counting Skills
    • Rote count to 12


  • Numerical and Algebraic Operations
    • Combine two sets of objects to obtain a total up to 10


  • Number Sense and Numeration – Recognition of Numerals
    • Identify and read numerals 0-10


Technology Standards

International Society for Technology in Education


Creativity and Innovation


Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.
  • Use models and simulations to explore complex systems and issues.
  • Identify trends and forecast possibilities.




Technology-indicate specifically how you will use technology in the lesson

I plan on using carious websites that help the students practice their math skills.  I also want the students to use cameras to take pictures of numbers in their environment such as lockers, phone numbers, microwaves, clocks and room numbers.


Use of technology to deliver the lesson


The following are approved for use in our program.  During computer lab once a week, the students will use these websites in order to practice their number skills in counting, number identification and number grouping.  For this lesson, students should have at least two half-hour time slots to use these sites.




This web game has students count the objects and click on the correct number.  If they are right, a graphic and sound goes off.  A negative graphic and sound goes off if it is incorrect.  Numbers 1-10 are used in this game.



This game allow students to focus on numbers 1through 10.  They need to identify which groups of objects contain the number they are looking for.  Same as before, if they are right, a graphic and sound goes off.  A negative graphic and sound goes off if it is incorrect.  If it is incorrect, they use graphics and sound to count along with the student. 



This game is hosted on Primarygames.com and my students have used this before.  It has animation that is engaging for learning number concepts 1-10.  A number of fish swims out and the student has to count the fish and select the correct amount from 3 options.  There is music and sound to help students in this game.



This is a low level game that counts chicken with Curious George and the Man with the Yellow Hat.  There is music, animation and sound that are in this game.  You have to count how many chickens there are then they count them along with you for understanding. 



Methods of delivery-How will you deliver the lesson and what procedures will you use to implement the lesson?

***Lesson should take 4 class sessions to complete


Day One

Write the numbers 1-10 on the board and erase a random number.  Have the students raise their hands and guess wheat number is missing.  Repeat until all numbers have been erased and guessed.


Allow for 30 minutes in the computer lab and set students up on the previously mentioned websites to work on math skills.


Day Two

Label the board 1-5 and space them apart.  Have a volunteer draw one circle under the one.  Next volunteer; draw 2 circles under the two all the way up to the number five.  Erase the board then re-label it 6-10.  Repeat with different shapes then erase the board.  Re-label the board 1-10 and the ask for volunteers to draw Halloween shapes under the numbers such as a pumpkin or a ghost. 


The students will get into groups of three with an adult and a camera.  They will take pictures of numbers in their school.  They may take pictures of phone numbers on the wall, their locker numbers, room numbers, the cash registar in the lunch room, the microwave in the classroom and clocks.  Spend about 20 minutes touring the school and taking pictures.  They should have no more than 10 pictures each.  When they return, have then discuss where they saw numbers in their environment.  You will need to develop these pictures before class on Day Four.


Day Three

Have large flash cards of the six sides of dice.  The numbers 1-6 are represented and two sets of these cards will be used.  With one set of cards, show them to the students and they will count the dots and say how many.  Ask for two volunteers to come to the front of the class.  Each student will randomly show a card and the class has to count the sum of the two numbers.  This game is great for quickly identifying the sides of dice which is used largely in their recreation.  Numbers worked on are 1-12.


Allow for 30 minutes in the computer lab and set students up on the previously mentioned websites to work on math skills.


Day Four

This is a modified I Spy game.  In the classroom, say “I spy how many doors”.  The students will count the amount of doors in the classroom by pointing and saying the answer out loud.  Other items in the class they can count are…

  • Windows
  • Students
  • Adults
  • Chairs
  • Tables
  • Desks


Split the class back into the groups created on Day Two.  Give them their photos back and they will cut out individual numbers from their photos.  On the board, tape 8 1/2 by 11 sized sheets of construction paper labeled numbers 0-9.  The students will make a collage of numbers found by pasting the numerals on the board.  Discuss the size, shape and colors.  In small groups you can also guess where those numbers came from.



Based on how we evaluate our students, a rubric is not possible.  Because of individual IEP goals, we evaluate our students quarterly by the report cards.  How it is show is by an observer (me) and we choose the frequency at that is a percentage of the time such as 80%.  Because the amount of support given and the frequency changes for multiple goals, it is impossible to create just one rubric that would encompass all student goals.

This is what our form looks like…

Develop Mathematics Skills

  • Number Sense and Numeration – Counting Skills

Rote count to 12

Criteria Time %

Measure.            60

Eval. proc.            Observer

Schedule            Quarterly


At the quarterly report card, we use these codes for “grading”


(P)rogress Toward Objectives (we choose one of the following)

1 = None

2 = Limited

3 = Moderate

4 = Considerable

5 = Achieved

NA = Not addressed this period


(S)tatus of Objectives (we choose one of the following)

Y = Expected by IEP exp date

N = Not expected by IEP exp date

NA = Not addressed this period





Resources, references




Everyday Mathematics – K- edition