Part 1: Identification of the Learning Problem

General Audience
The primary audience consists of 21 kindergarten students. About one half have had
pre-kindergarten and the other half have not. The students range in age from 5-6. Some
students are still not grasping the concept of counting objects.

Problem Identification
After teaching the unit on counting objects some students are still not able to correctly
identify the number of objects. This is leading to great difficulty in the process of adding and
subtracting numbers. While observing students some are skipping numbers as they count.

Instructional Goals
Students will be able to count in the correct order 80% of the time.
Students will be able to correctly count objects 80% of the time.


Key Assessment Part 2
Subsection 1
Introduction
The learners in my kindergarten class are made up of 21 students, 52% are boys and 48% are
girls. 67% of my students are African American, 19% are Multicultural, and 14% are Hispanic. Of the 21
students in my class 100% are economically disadvantaged. The school is a Title One school and all
students in our county currently have free breakfast and lunch. At the current time .04% are students
with disabilities. The students range in age from 5 to 7. On the middle of year Dibels math Benchmark
testing 48% did not meet benchmark. The above information was collected using Infinite Campus
program which consists of student data and grade book.

Subsection 2
Entry Characteristics
Prerequisite skill and knowledge
Count to 20
understand one to one correspondence in math
Prior Experience
Only 25% of the 21 students went to pre-kindergarten. Most students come to kindergarten
with little or no formal learning.
Common errors made by novice learners:
counts correctly then write the number backwards
counts correctly and then writes the wrong number
no connection between number counted and the number to be written
Potential Misconceptions
mixing up of numbers with other numbers or letters (6&9) (3&E)
writing number backwards


Subsection 3
Attitudes towards Content and Academic Motivation
The majority of the students understand that we use written numbers to represent the number
of items that we have. 5 out of 21 students indicated that they still were having trouble identifying what
number they need to write down without having to look at a chart. When students where ask how
comfortable they were writing a number without a chart, 76% said they were comfortable and 24%
stated that they still needed the help of a chart. When ask about how motivated they were to learn the
correct numbers to write 100% of students said they wanted to know what numbers to use. The results
were gathered through student interviews.

Part III: Task Analysis
Task Analysis
I have chosen to a procedural analysis. Math is full of procedure that must be followed in order
to come the correct answer. I walked through the steps with my own Kindergarteners to be sure that I
identified each step that a child would have to complete in order to be successful in the task.

Task Analysis Outline
1. Count objects 1-20
1.1 Touch each object
1.2.1 Missing an object or confusion while counting Start counting again from the
beginning
1.2 Say one number for each object
1.3 Count a second time to be sure of your answer
2. Chose the correct number for your objects.
2.1 Use the number line to count to the number that you need.
2.2 Choose that number from the choices.

Subject Matter Expert (SME)
I , Becky Pugh, will be the subject matter expert for this instructional design project. I am current
a student at Georgia Southern University. I am currently working on my Masters of Education in
Instructional Design with a concentration in School Library Media. I am also currently a 14 year veteran
teacher. I am currently teaching kindergarten. I have had to teach student how to use this process to
identify the number of objects in class.


























Look at the
object.
Place the
objects in a
line.
Use a number line
to count to find
your number.
Choose the
correct
answer.
Touch each
object again
as you count.
Touch each
object as you
count.
Count the
objects a
second time.
Did you say
a number
with each
object you
touched?
Yes
No
Part IV: Instructional Objectives
Terminal Objective 1:
The student will be able to correctly count a given group of items 100% of the time. (Cognitive domain)
Enabling Objective:
1A. The student will be able to count in the correct order from 1 to 20. (Cognitive domain)
1B. The student will touch each object as they count. (Psychomotor domain)
1C. The student will say one number for each object. (Cognitive domain)

Terminal Objective 2:
The student will be able to choose the correct number to match the number counted. (Cognitive
domain)
2A. The student will use a number line to count to the number that is needed. (Cognitive domain)
2B. The student will be able to look at more than one number and decide which is the number they
counted. (Cognitive domain)

Classification of Instructional Objectives
Content Performance
Recall Application
Fact 1A, 1C, 2A
Concept 1, 2, 2B
Principals
Procedure 1B
Interpersonal
Attitude


MCC.K.CC.1. Count to 100 by ones and by tens.
MCC.K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no objects)
MCC.K.CC.4. Understand the relationship between numbers and quantities; connect counting to
cardinality.
b. Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their arrangement or the order in which they
were counted.

Relationship between Instructional Objectives and Standards
Instructional Objective CCGPS
1 MCC.K.CC.1. Count to 100 by ones and by tens.
1A
1B MCC.K.CC.4. Understand the relationship between
numbers and quantities; connect counting to
cardinality.
a. When counting objects, say the number names
in the standard order, pairing each object with one
and only one number name and each number
name with one and only one object.

1C
2 MCC.K.CC.4. Understand the relationship between
numbers and quantities; connect counting to
cardinality.
b. Understand that the last number name said tells
the number of objects
counted. The number of objects is the same
regardless of their arrangement or the order in
which they were counted.

2A
2B MCC.K.CC.3. Write numbers from 0 to 20.
Represent a number of objects with a written
numeral 0-20 (with 0 representing a count of no
objects)



Part V: Development of Assessment
Instructional
Strategies
Goals Objectives UDL Assessment
Lesson 1: Counting
1 to 20
Students will be
able to count from
1-20.
The student will
be able to
correctly count a
given group of
items 100% of the
time. (Cognitive
domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)

Various
videos/songs with
various tempos
and graphics
Students will be
ask to record
themselves
counting from 1-
20.
Lesson 2: Counting
Objects 1-20
Students will be
able to correctly
count objects from
1-10 and identify
the correct
numbers out of 3
other numbers.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.

The students will
be given 5 sets of
objects to count
and the choose
the correct
answer.
able to choose the
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)

Lesson 3 :
Counting object
11-20
Students will be
able to identify
sets of objects
containing 11-20
items.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.
Students will be
given 5 sets of
objects to count
between the
numbers 11-20
able to choose the
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)
Lesson 4 :
Counting object 1-
20
Students will be
able to identify
sets of objects
containing 1-20
items.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
able to choose the
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.
Students will be
given 10 sets of
objects to count
between the
numbers 1-20
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)

The assessments that I will use are criterion references assessment. I want to be sure that each
student is able to correctly count and identify the correct number of objects. At the end of the unit the
students should be able to count and choose the correct number of objects that they see.

Pre and Post test
1.
2 6 5

2.
1 3 5

3.
2 3 4

4.
3 2 4

5.
1 3 4

6.
5 6 7

7.
9 10 12

8.

11 13 15

9.

19 20 18

10.


12 14 15



Pretest/Post-test Answers
1. 5
2. 3
3. 2
4. 3
5. 4
6. 7
7. 10
8. 13
9. 20
10. 15









Lesson 1: Students will record themselves counting from 1 to 20.
Answer The teacher will check to be sure the student has counted correctly.


Lesson 2 Quiz
1.
2 3 4

2.
3 4 5

3.


8 9 10


4.

5 7 8

5.
5 8 1


Lesson 2 Answer Key
1. 3
2. 5
3. 10
4. 8
5.1


Lesson 3 Quiz
1.
9 7 10

2.

14 11 18

3.

9 12 15

4.

16 18 20
5.

15 18 20


Lesson 3 Answer Key
1. 10
2. 14
3. 12
4. 20
5. 18

Part VI: Content Sequencing and Instructional Strategies
Pre-instructional Strategies

Instructional Sequence
Sequence Description Objective
1 The student will be able to correctly count a given group of items. 1
2 The student will be able to choose the correct number to match the number
counted
2

The instructional sequence that I have used is learning-related. Students must use what they
have already learned. Then build on the concepts that they already know and ones that they will learn in
order to complete all the lessons. For example, students must be able to count to 20 first before they
can count object correctly. Then the students have to be able to touch and count each object before
they can identify the correct number of objects.

Lesson 1: Review of counting to 20
The student will be able to correctly count a given group of items 100% of the time. (Cognitive domain)
Enabling Objective:
1A. The student will be able to count in the correct order from 1 to 20. (Cognitive domain)

Initial Presentation: Students will watch a teacher-made introduction to this lesson. In the introduction
the students will be reminded that we have already learned to count to 20 and that today we will review
how to count before we learn to count objects. Students will record themselves count to 20 for the
teacher to check to see if they have mastered the task.
Generative Strategy: The students will then be directed to watch the next video clip that will be a song
about counting to 20. The student will be ask to sing with the video to practice counting.
The UDL principal applied to this lesson would be a slower song for counting to 20 that a student having
trouble with the faster one.

Lesson 2: Counting Objects 1-20
Objective 1: The student will be able to correctly count a given group of items 100% of the time.
(Cognitive domain)
Enabling Objective:
1A. The student will be able to count in the correct order from 1 to 20. (Cognitive domain)
1B. The student will touch each object as they count. (Psychomotor domain)
1C. The student will say one number for each object. (Cognitive domain)
Objective 2: The student will be able to choose the correct number to match the number counted.
(Cognitive domain)
2A. The student will use a number line to count to the number that is needed. (Cognitive domain)
2B. The student will be able to look at more than one number and decide which is the number they
counted. (Cognitive domain)

Initial Presentation: The students will be introduce to todays lesson with a teacher-made video. The
teacher will demonstrate how to count a group of objects from 1-10. The teacher will also show the
students how to use a number line to find the number that they have counted to in order to choose the
correct answer. The teacher will explain each step as she is completing it.
Generative Strategy: The students will be given an opportunity to practice count objects using a
counting game. The game will include sets of numbers from 1-10 only. The students will be given a quiz
at the end of the lesson to see if they are ready to move to the next lesson.
The UDL principal applied is that if a student repeatedly chooses the incorrect answer they will be
directed to review the counting song while placing their finger on the number line to identify the
numbers.


Lesson 3 : Counting object 11-20
Objective 1: The student will be able to correctly count a given group of items 100% of the time.
(Cognitive domain)
Enabling Objective:
1A. The student will be able to count in the correct order from 1 to 20. (Cognitive domain)
1B. The student will touch each object as they count. (Psychomotor domain)
1C. The student will say one number for each object. (Cognitive domain)
Objective 2: The student will be able to choose the correct number to match the number counted.
(Cognitive domain)
2A. The student will use a number line to count to the number that is needed. (Cognitive domain)
2B. The student will be able to look at more than one number and decide which is the number they
counted. (Cognitive domain)

Initial Presentation: The students will be introduce to todays lesson with a teacher-made video. The
teacher will demonstrate how to count a group of objects from 11-20. The teacher will also show the
students how to use a number line to find the number that they have counted to in order to choose the
correct answer. The teacher will explain each step as she is completing it.
Generative Strategy: The students will be given an opportunity to practice count objects using a
counting game. The game will include sets of numbers from 11-20 only. The students will be given a quiz
at the end of the lesson to see if they are ready to move to the next lesson.
The UDL principal applied is that if a student repeatedly chooses the incorrect answer they will be
directed to review the counting song while placing their finger on the number line to identify the
numbers.

Lesson 4: Counting objects 1-20
Objective 1: The student will be able to correctly count a given group of items 100% of the time.
(Cognitive domain)
Enabling Objective:
1A. The student will be able to count in the correct order from 1 to 20. (Cognitive domain)
1B. The student will touch each object as they count. (Psychomotor domain)
1C. The student will say one number for each object. (Cognitive domain)
Objective 2: The student will be able to choose the correct number to match the number counted.
(Cognitive domain)
2A. The student will use a number line to count to the number that is needed. (Cognitive domain)
2B. The student will be able to look at more than one number and decide which is the number they
counted. (Cognitive domain)

Initial Presentation: The students will be introduce to todays lesson with a teacher-made video. The
teacher will demonstrate how to count a group of objects from 1-20. The teacher will also show the
students how to use a number line to find the number that they have counted to in order to choose the
correct answer. The teacher will explain each step as she is completing it.
Generative Strategy: The students will be given an opportunity to practice count objects using a
counting game. The game will include sets of numbers from 1-20 only. The students will be given a quiz
at the end of the lesson students will be given a test to see if they have mastered the concept or if they
need more practice.
The UDL principal applied is that if a student repeatedly chooses the incorrect answer they will be
directed to review the counting song while placing their finger on the number line to identify the
numbers.


References:
McGraw-Hill (2013) My Math Grade K. Vol.1. United States: McGraw-Hill Education.

"Early Math: Count Animals 1 To10." Early Math: Count Animals 1 To10. N.p., n.d. Web. 23 Apr. 2014.
http://www.sheppardsoftware.com/mathgames/earlymath/CountAnimals1to10.htm
Counting 1-10 Game

"Caterpillar_slider: Choose Your Number Range. Then Use Your Knowledge of Place Value to Re-order
the Numbers." Caterpillar_slider: Choose Your Number Range. Then Use Your Knowledge of Place Value
to Re-order the Numbers. N.p., n.d. Web. 23 Apr. 2014.
http://www.ictgames.com/caterpillar_slider.html

"Counting Numbers 1-10." YouTube. YouTube, 25 June 2013. Web. 23 Apr. 2014.
http://www.youtube.com/watch?v=TUQUbbSWRIY counting 1-10

"Counting Numbers 11 to 20." YouTube. YouTube, 25 June 2013. Web. 23 Apr. 2014.
http://www.youtube.com/watch?v=6i6trI2zIaM Counting 11-20



Part VII: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessment
Lesson 1: Counting
1 to 20
Students will be
able to count from
1-20.
The student will
be able to
correctly count a
given group of
items 100% of the
time. (Cognitive
domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)

Various
videos/songs with
various tempos
and graphics
Students will be
ask to record
themselves
counting from 1-
20.
Lesson 2: Counting
Objects 1-20
Students will be
able to correctly
count objects from
1-10 and identify
the correct
numbers out of 3
other numbers.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.

The students will
be given 5 sets of
objects to count
and the choose
the correct
answer.
able to choose the
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)

Lesson 3 :
Counting object
11-20
Students will be
able to identify
sets of objects
containing 11-20
items.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.
Students will be
given 5 sets of
objects to count
between the
numbers 11-20
able to choose the
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)
Lesson 4 :
Counting object 1-
20
Students will be
able to identify
sets of objects
containing 1-20
items.
Objective 1: The
student will be
able to correctly
count a given
group of items
100% of the time.
(Cognitive domain)
Enabling
Objective:
1A. The student
will be able to
count in the
correct order from
1 to 20. (Cognitive
domain)
1B. The student
will touch each
object as they
count.
(Psychomotor
domain)
1C. The student
will say one
number for each
object. (Cognitive
domain)
Objective 2: The
student will be
able to choose the
Review the
counting song
while placing their
finger on the
number line to
identify the
numbers.
Students will be
given 10 sets of
objects to count
between the
numbers 1-20
correct number to
match the number
counted.
(Cognitive domain)
2A. The student
will use a number
line to count to
the number that is
needed. (Cognitive
domain)
2B. The student
will be able to look
at more than one
number and
decide which is
the number they
counted.
(Cognitive domain)


Part VIII: Formative Evaluation Plan
At the end of the unit, I will collect student feedback by creating an online survey. I will also
have another SME complete the online unit and have her fill out a survey about the unit. The SME that I
will use will be Bridge Bostick, a kindergarten teacher at Lee Street Elementary. She has 28 years of
experience as a teacher and six years as a kindergarten teacher.

Survey for the Online Learner
1. After completing the online class how do you feel about counting objects and identifying the correct
number?

2. How hard were the lessons?

3. Were the directions easy to follow?


4. How interesting was the lessons?

5. What would you like to have been different?



Interview Questions for the SME
1. After completing the lessons, do you feel that the learner is provided with everything that they need
to complete the unit successfully?
2. What do you feel was left out of the unit that needs to be added? Please explain.
3. What do you feel needs to be removed from the unit? Please explain.
4. Is the unit appropriate for the age level of the students? Please explain.
5. Do you feel that the objectives where meet? Please explain.
5. Do you feel the assessments were appropriate for the objectives and the level of the learner? Please
explain.
6. Is the anything that I could do to make this unit better? Please explain.


After all the surveys have been completed and the interview has been completed with the SEM,
I will look at the data using qualitative and quantitative analysis to discover the feelings of the students
and SEM. I will look at the data to see common responses to the questions. I will use this information to
see what needs to be changed in my unit.