Targeted Strategic Intervention...Targeted Strategic Intervention Grade K, Chapter 3 Based on student performance on Am I Ready?, Check My Progress, and My Review, use these charts

Targeted Strategic Intervention

Grade K, Chapter 3

Based on student performance on Am I Ready?, Check My Progress, and My Review, use these charts to select the strategic intervention lessons found in this packet to provide remediation.

Am I Ready?

If Students miss

Exercises…

Then use this Strategic

Intervention Activity… Concept

Where is this concept in My Math?

1-4 3-A: Numbers to 8 Count and

write numbers

K.CC.3, K.CC.4, K.CC.4b

Chapter 1, Lesson 2;

Chapter 2, Lessons 3 and 6

Check My Progress 1

If Students miss

Exercises…




3-6 3-B: Numbers to 12 Identify quantities

and write numbers

K.CC.3, K.CC.4,

K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

Chapter 3, Lessons 2-4

Check My Progress 2

If Students miss

Exercises…




3-6 3-C: Count and Write to 15

Identify and write numbers 18,

19, and 20

K.CC.3, K.CC.4,

K.CC.4a, K.CC.4b, K.CC.4c, K.CC.5

Chapter 3, Lessons 5-6

My Review

If Students miss

Exercises…




1-2 3-D: Count by Ones Count by ones K.CC.1 K.CC.2 K.CC.3

Chapter 3, Lesson 9

3 3-E: Count by 10s Count by tens K.CC.1 K.CC.2 K.CC.3

Chapter 3, Lesson 10

Program: SI_Chart Component: SEPDF Pass

Vendor: Laserwords Grade: K

Name

Numbers to 8

l

56

78

2 3 4

Directions: l–4. Count. Write how many.

Lesson

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Program: SI_Chart Component: TEPDF Pass


USING LESSON 3-A

WHAT IF THE STUDENT NEEDS HELP TO

Match Objects Using One-to-One Correspondence• Give the student some objects,

such as buttons or small cars. On index cards, draw button holes or garages. Have the student practice matching one object to its partner.

Read, Write, and Count Numbers to 5• Have the student practice

counting objects and pictures of objects and matching the number counted to the appropriate number card.

Identify the Same Number• Draw on index cards various

arrangements of circles to represent the numbers from 1–8. Make at least two different arrangements for each number.

• Give the student the cards. Tell the student to sort them by matching the pairs that show the same number.

Complete the Practice• Discuss each incorrect answer.

Have the student point to and count the ducks and name the number. Then have the student write the correct number.

Lesson Goal• Count and write whole numbers

through 8.

What the Student Needs to Know• Match objects in one-to-one

correspondence.• Read, write, and count numbers

to 5.• Identify the same number shown

by different arrangements of objects.

Getting Started• Ask five students to stand.

Let‘s count how many students are standing. 1-2-3-4-5.

• Have one student sit down. Have volunteers count the standing students. Repeat until all students are seated.

Teach • Discuss the example. • I see a lot of ducks. Let‘s count to

see how many there are. Start here at the first duck. It has an arrow with the number 1 on it. Let‘s count together: 1-2-3-4-5-6-7-8.

• How many ducks are there in all? (8 ducks) What number do we trace on the line? (8)

Practice• Read the directions and make sure

students know what to do.• Work through the first exercise.• What do we do here? (Count the

ducks.)• Let‘s count them together:

1-2-3 ? . The next number is ? . (4) How many ducks are there? (4) What number do we write on the line? (4)

• Then have students complete Exercises 2–4. Then review each answer.

Name

Numbers to 8

4 8

7 6

l

56

78

2 3 4

Directions: l–4. Count. Write how many.

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Name

Numbers to l 2

l 2 3 4 5 6 7 8

Directions: l –3. Count. Write how many.

l 2 3 4 5 6

7 8 9 l 0 l l l 2

Lesson

3-B

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Name

Directions: 4–l 0. Count. Write how many.

Lesson

3-BC

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USING LESSON 3-B


Lesson Goal• Count and write whole numbers

through 12.

What the Student Needs to Know• Match objects in one-to-one

correspondence.• Read, write, and count numbers

to 8.• Identify the same number shown

by different arrangements of objects.

Getting Started• Remind students that they already

know how to count to 8. Have them count with you.

• Let‘s count to 8, starting with 1. Now let‘s count: 1-2-3-4-5-6-7-8.

• Choose something in your classroom to count that has 8 or less items. For example, count the number of windows in the room. Let‘s count the ____ in our room. Then count them.

• Ask a volunteer to write the number on the board.

• Repeat the activity with one or two other objects.

Teach • Discuss the example. • Let‘s look at these soccer balls. How

many do you think there are? Are there more than 8? Discuss students‘ responses.

• Now, let‘s count these soccer balls. Put your finger on the first ball and count with me.

• Model placing your finger on each ball as you count.

1-2-3-4-5-6-7-8. One more than 8 is ___. (9) One more than 9 is ___. (10) One more than 10 is ___. (11) One more than 11 is ___. (12) How many balls are there? (12 soccer balls)

• Repeat the activity. This time have students put a finger on each number as you count.

• Now trace how many soccer balls there are in all. Have students trace 12.

Match Objects Using One-to-One Correspondence• Start with objects of two

different colors. Have the same number of each (up to 5 of each object). Have the student match the objects into pairs.

• Then have the student match pictured items, such as matching 3 bees to 3 flowers. The student can draw a line to connect the objects.

• Finally have the student match numbers to objects as he or she orally counts them.

Read, Write, and Count Numbers to 8• Set out 8 objects. Model

counting them. Then have the student count. Change the number of objects and have the student count them.

• Have the student match a number card to a given number of objects. Show all 8 cards or just a few cards at a time.

• Then have the student write the number of objects shown. The student can practice forming the numbers by tracing with tracing paper or tracing sample numbers and then writing the numbers independently.

Name

Numbers to l 2

l 2 3 4 5 6 7 8 9

Directions: l –3. Count. Write how many.

l 2 3 4 5 6

7 8 9 l 0 l l l 2

l l

8

Lesson

3-B

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Lesson 3-B




Identify the Same Number• Use counters, connecting

cubes, or other small objects. Name a number from 2–8. Model showing the number in two different ways. For example, for 4, you could show 1 row of 4 counters and 2 rows of 2 counters. Then have the student show two different ways to show other numbers.

Complete the Practice • Discuss each incorrect answer.

Have the student point to and count the soccer balls and name the number. Then have the student write the correct number.

• If the student has difficulty counting the pictured objects, have the student count actual objects that are set in the same arrangement.

Practice• Read the directions. Make sure

students know what to do.

• Work through the first exercise with students.

• What do we do here? (Count the soccer balls.)

• Let‘s count them together. Put your finger on the first ball. Let‘s count: 1-2-3-4-5-6-7. One more than 7 is ____. (8) One more than 8 is ____. (9) So, there are ___ soccer balls in all. What number should we write on the line? (9)

• Then have students complete Exercises 2–10 and write their answers on the lines. Check their work.

• Select a few exercises and have volunteers count the objects shown. Then have the volunteers write the numbers on the board.

• Direct students‘ attention to Exercise 6. Ask a volunteer to name the number of soccer balls. Then as a group, have students count the soccer balls as they point to them.

• Have students find another exercise that also has 12 soccer balls. (Exercise 10) Point out that both exercises have the same number of soccer balls, even though the balls are arranged differently.

Name

Directions: 4–l 0. Count. Write how many.

7

l 0

l 2 9

8 l l l 2

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Name

Directions: l . Count the acorns. Trace the circle around the correct number. 2. Count the leaves. Circle the correct number. 3–5. Circle l 0 animals. Write the number.

Count and Write to l 5

l 2 l 3 l 4

l 3 l 4 l 5

Lesson

3-C

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USING LESSON 3-C


Lesson Goal• Recognize, represent, and write

numbers to 15.

What the Student Needs to Know• Represent a group of objects up

to 12.• Write numbers up to 12.

Getting Started• Have students wiggle all their

fingers.• How many fingers are you wiggling?

(10 fingers)• Wiggle one finger and have

students do the same.• How many fingers are you wiggling?

(1 finger)• Tell students to wiggle all of their

toes and one finger.• How many fingers and toes are you

wiggling? (11)• Repeat with numbers up 15.

Teach• Discuss the first exercise. • Tell students to count the acorns.• How many acorns are there?

(12 acorns)• Have students trace the dashed

circle around the number 12.


students know what to do.• Have students complete

Exercises 2–5. Check their work.

Show Groups Up to 12• Have the student use the

two-color counters to show 10, 11, and 12.

• Make sure he or she shows 10 red counters and the appropriate number of yellow counters.

Draw and Write Numbers to 12• Give the student a piece of

paper.• Model how to write numbers to

12 on the board.• Tell the student to draw

12 boxes in a row on a piece of paper.

• Have the student write each number from 1–12 in separate boxes on their piece of paper.

Name

Directions: l . Count the acorns. Trace the circle around the correct number. 2. Count the leaves. Circle the correct number. 3–5. Circle l 0 animals. Write the number.

Count and Write to l 5

l 2 l 3 l 4

l 3 l 4 l 5

l l

l 3

l 5

Lesson

3-C

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Name

Directions: Touch, count, and color l –20 yellow. Touch, count, and color 2 l–46 green. Touch, count, and color 47–63 orange. Touch, count, and color 64–87 blue. Touch, count, and color 88–l 00 pink.

Count by Ones

l098765432

20l9l 8l 7l 6l 5l 4l 3l 2

l

l l

30292827262524232 l

40393837363534333 l

50494847464544434 l

60595857565554535 l

70696867666564636 l

80797877767574737 l

90898887868584838 l

l00999897969594939 l

22

32

42

52

62

72

82

92

Lesson

3-D

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USING LESSON 3-D


Lesson Goal• Recognize and count numbers

to 100.

What the Student Needs to Know• Count numbers in a specific

sequence.

• Identify specific numbers on a hundred chart.

Getting Started• Give each student a hundred chart

and a counter.

• Have students move their counter along the chart as the class counts aloud from 1 to 100.

• Have students start counting on from different numbers.

Teach• Make sure students have a yellow,

green, orange, blue, and pink crayon.

• Explain to students that this is a hundred chart.

• Have students touch, count, and color numbers 1 to 20 yellow.

Practice• Read the rest of the directions.

Make sure students know what to do.

• Have students complete the chart. Check their work.

Count Numbers to 100• Show the student a hundred

chart on an interactive whiteboard.

• Have the student choose a number on the hundred chart and count from that number to 100.

• Repeat the process several times.

Identify Numbers on a Hundred Chart• Give the student a hundred

chart.

• Have students point to and count numbers from 75 to 80.

• Tell students to color in those numbers with a crayon. Have the student show a friend the numbers they colored.

• Repeat the process with other numbers within 100.

Name

Directions: Touch, count, and color l –20 yellow. Touch, count, and color 2 l–46 green. Touch, count, and color 47–63 orange. Touch, count, and color 64–87 blue. Touch, count, and color 88–l 00 pink.

Count by Ones

l098765432

20l9l 8l 7l 6l 5l 4l 3l 2

l

l l

30292827262524232 l

40393837363534333 l

50494847464544434 l

60595857565554535 l

70696867666564636 l

80797877767574737 l

90898887868584838 l

l00999897969594939 l

22

32

42

52

62

72

82

92

See students’ work.

Lesson

3-D

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Name

Count by l 0s

Directions: l –4. Count by tens. Write the missing number.

l 0, 20, 30,

l 2 3 4 5 6 7 8 9 l0l l l2 l3 l4 l5 l6 l7 l8 l9 202 l 22 23 24 25 26 27 28 29 303 l 32 33 34 35 36 37 38 39 404 l 42 43 44 45 46 47 48 49 50

l 0, 20, , 40, 50

20, 30, 40,

l 0, , 30, 40, 50

0, , 20, 30, 40, 50

Lesson

3-E

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USING LESSON 3-E


Read, Write, and Count Numbers to 50• Give the student a number

chart. Fold it so that only 1–30 is visible. Have the student count the numbers. Call out numbers randomly and have the student point to them. Then say several numbers and have the student write them.

• Unfold the number chart and repeat the process with numbers up to 50.

Complete the Practice• Discuss each incorrect answer.

Have the student use a number chart. Have the student write the correct numbers.

Lesson Goal• Count by tens to 50.

What the Student Needs to Know• Read, write, and count numbers

to 50.

Getting Started• Give 5 students number cards

10, 20, 30, 40, and 50 in a random order.

• Have students put the numbers in order and count from 10 to 50.

• Repeat the process several times with new volunteers.

Teach • Discuss the example. • We need to count by tens to find the

missing number. Look at the chart.

• Let‘s count to find the missing number: 10-20-30- . (40)

• Have students trace the dashed number 40 on the line.


students know what to do.• Work through the first exercise. • Let‘s count to find the missing

number: 10-20- -40-50. (30) • Tell students to write the missing

number.• Have students complete

Exercises 2–4. Check their work.

Name

Count by l 0s

Directions: l –4. Count by tens. Write the missing number.

l 0, 20, 30,

l 2 3 4 5 6 7 8 9 l0l l l2 l3 l4 l5 l6 l7 l8 l9 202 l 22 23 24 25 26 27 28 29 303 l 32 33 34 35 36 37 38 39 404 l 42 43 44 45 46 47 48 49 50

l 0, 20, 30, 40, 50

20, 30, 40, 50 l 0, 20 , 30, 40, 50

0, l 0 , 20, 30, 40, 50

Lesson

3-E

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Documents

Targeted Strategic Intervention...Targeted Strategic Intervention Grade K, Chapter 3 Based on student performance on Am I Ready?, Check My Progress, and My Review, use these charts