What happened before the lesson?

Where did the idea come from? 
I used the elements of counting to create questions: 1) verbal sequence; 2) keeping track; 3) saying the amount without counting; 4) one-to-one correspondence; and 5) knowing the last number in the sequence tells “how many.”   

What had the children learned BEFORE this lesson? 
At this point, I didn’t know how much children had done with counting. That is why I did these individual assessments. 

What did you plan to do AFTER this lesson?
From these assessments, I planned their number instruction based on what I discovered in the assessment. 

What's happening during the lesson?

Objective: Children will demonstrate their counting skills.

Introduction: 
I asked children to play some counting games with me.

Procedure:

1. Question: How high can you count?
2. Question: What number comes after ___?
3. Question: Can you count these objects?
4. Question: So how many is that?
5. Question: How do you know how many that is without counting?
6. Question: Are you sure?
7. Question: What if I put one more? Two more? 
8. Observe children’s responses, probe further, and adapt with a smaller quantity when they make a mistake.  
   

What will I do after the lesson?

How did your plans change as you taught this lesson?
Because this was an assessment at the very beginning of my time with these students, I had a list of questions and ideas in order from easiest to hardest in difficulty. When a child had difficulty, I stopped the assessment. 

How would you describe the teaching that occurred using the words on the Continuum of Teaching Behaviors? 
Since this was an assessment, I simply ACKNOWLEDGED the child’s responses and encouraged them to continue to be engaged in the activity.