# Canisius College Special Education Program

LD Lesson Plan Format – Spring 2014

Lesson Plan
Element
Level/Time
Frame

Description
In this fourth grade inclusion class, I will be teaching this lesson to
three students. Total, the lesson should take roughly 30 minutes to

Central
The students will be able to identify the first missing number in a
Focus/Essentia three-number sequence.
l Questions
Connection: This lesson will be taught to teach the students a helpful
skill to use while taking a CBM assessment. Since the students will
be taught a new skill and will be taking a CBM missing number
assessment weekly, this lesson will provide the students with a skill
to improve their CBM scores.
NY State
4 NBT Numbers and Operations in Base Ten
Learning
4NBT.2 Read and write multi-digit whole numbers using base-ten
Standard
numerals, number names, and expanded form. Compare two multidigit numbers based on meanings of the digits in each place, using
>, =, and < symbols to record the results of comparisons.
B.6 Addition Patterns over increasing place values.

Rationale for
Lesson

Learning
Targets
(Objectives)

During this lesson, the students will be learning a skill to help
improve their scores on the missing number probe through the use
of cooperative game-playing. In cooperative game-playing, the
students play games that are content-area based that “provide both
group rewards and individual accountability” (Ke & Grabowski, 2007,
p.257). During this lesson, the students work both together as a
group and individually to learn the previous number math skill and
to achieve a goal in each game. According to Ke and Grabowski
(2007), “cooperative game-playing is an effective strategy to help
promote students’ math learning, both cognitively and affectively”
(257). Therefore, using the games to help teach and practice the
skill for finding a previous number is beneficial for the students.
Reference:
Ke, F., & Grabowski, B. (2007). Game-playing for Math Learning:
cooperative or not?. British Journal of Educational Technology, 38(2),
249-259.
Content Objective:
Given a missing number worksheet that has 60 missing number
problems, the student will correctly identify and write at least 9 out
60 missing numbers in one minute.
Language Objective:
Given a 100 frame and prompting, the student will orally identify at

Canisius College Special Education Program
LD Lesson Plan Format – Spring 2014

least 3 out of 5 previous number questions.
Language
Formative
Assessment

Summative
Assessment

Materials,
Equipment, &
Technology

Anticipatory
Set

Step by Step
Procedures

Missing number, sequence, 100 chart, previous number
Assessment
During the sequence of instruction, the students will be assessed on
their ability to identify the number that came previous to the
number said in an activity. Assessed both as a team and individually,
the students’ scores will be recorded by tally marks on the
appropriate score sheet.
After the lesson, the student will be given a missing number probe
that has sixty missing number questions. In order to achieve the
learning target, the student will need to correctly write at least 9 out
of 60 problems. Likewise, the students will be given an exit ticket
that will assess their use of the taught skill.
Instruction
100 chart
100 number cards
3 Missing Number Probes
Score sheet
Stopwatch
Window folder
3 dry erase markers
3 Pencils
Ask the students if they remember how we have been working on
numbers and which numbers are missing.
Tell the students that we have been working on counting forward,
but now we are going to work on counting backwards.
What number do we need to know to count backwards/down? The
number before or after? (before)
Tell the students that we will then play some games.
Game 1:
In order to practice stating the number before, we will play a game
using the 100 chart.
Tell the students the instructions:
 I will start counting up from any number randomly.
 When I stop, state the number that came before it.
Then, model the game for the students:
 Start at number 53.
 Point on the number chart and count 54, 55, 56, 57
 Stop at 57. Ask the students what was the previous number.
 I would ask “What number came before this number?”
 Have the students self-check using the 100 chart.
Tell the students that they will work as a team. When they answer a
question correctly using the 100 chart, they receive a point. But if
they answer incorrectly, then I will receive a point. We will keep the
score on a score sheet. Whoever gets five points, first wins.

Canisius College Special Education Program
LD Lesson Plan Format – Spring 2014

After playing to 5 points, tell the students that we will play again, but
individually and without using the 100 chart as a guide.
Model how to play the modified version of the game:
 Count 45, 46, 47, 48.
 Stop at 48 and ask what came right before 48. (47)
Tell the students we will play until 5 again. However, we will play
individually. One student will be the counter, one will be the player,
and one will be the score- keeper. We will take turns until one person
receives five points. Keep score on a score-sheet.
Remind the students that we need to have good sportsmanship
characteristics and that we need cheer each other on.
Game 2:
After playing to 5, tell the students that we are going to switch to
another game to practice counting backwards.
Tell the students the instructions:
 One student will draw from the randomized 100 number cards.
 Then state the number that comes before the drawn card.
 Check answers on the 100 chart.
 If the student gets the answer correct, he can keep the card.
But if the student gets the answer incorrect, the number card
Model how to play the game.
Tell the students that the student to receive five cards wins.
After playing until five cards, give the students the one-minute
missing number probe to assess their mastery.
Accommodatio 3.3 Guide information processing, visualization, and manipulation:
ns
By starting with the 100 chart, which is a visual aid, and then after
some practice with the 100 chart, we move to more oral responses
and simply check back with 100 chart, I guide visualization of the
previous number.
8.3 Foster collaboration and community:
By having the students work as a team, collaboration is encouraged.
Also, when each student is given a job, the students must work
together in order for the game to work properly. Therefore,
collaboration is encouraged.
Closure
After taking the 60 missing number probe, I will give the students a
window folder. In this window folder, there will be three missing
number problems where the first number is missing, making the
students use the skill that had been taught in the lesson. Model how

Canisius College Special Education Program
LD Lesson Plan Format – Spring 2014

to use the window folder (tell the students where to write and to
check their answers by looking at the back of the worksheet inside
the folder). As an exit ticket, the student must fill out the three
problems.
Tell the students that they can take the missing window folder home
to practice throughout the next week.