Where Are We Now?

Kristin Brown

Tier 1

Lesson Plan

Where Are We Now?

To gather baseline data on students' ability to compare numbers up to 100, using highly visual, predictable structures and simplified language, to inform instruction and support students with short attention spans.

This lesson establishes a crucial baseline for number comparison, particularly for students with autism and short attention spans. By using clear visuals, predictable routines, and breaking tasks into smaller steps, it reduces cognitive load and anxiety, ensuring accurate data to tailor future, highly supportive instruction.

Audience

2nd Grade (Autism Spectrum Disorder, Short Attention Spans, Special Education accommodations)

Time

20 minutes

Approach

Visually guided, predictable pre-assessment with embedded supports.

Materials

Whiteboard or projector, Markers or pens, Comparing Numbers Pre-Assessment, Pre-Assessment Answer Key, Classroom Number Line (0-100) and/or Individual Student Number Lines, Counting cubes or other manipulatives, Visual Timer (e.g., sand timer, digital timer on projector), and Individual student visual schedules (optional)

Prep

Review & Prepare Visuals

10-15 minutes

Review the Where Are We Now? Slide Deck to familiarize yourself with the content and talking points, paying close attention to visual cues and simplified language.
- Print enough copies of the Comparing Numbers Pre-Assessment for each student, ensuring extra white space if possible.
- Gather a large classroom number line (0-100) and/or individual student number lines.
- Have counting cubes or other manipulatives readily available for students who may benefit from them.
- Prepare a visual timer (e.g., sand timer, large digital timer) to display prominently.
- If using, prepare individual student visual schedules for the lesson steps.
- Keep the Pre-Assessment Answer Key handy for quick grading.

Step 1

Introduction & Visual Schedule (2-Step)

3 minutes

Use the Where Are We Now? Slide Deck to introduce the lesson, immediately showing the visual schedule for the activity (Slide 2).
- Use simple, direct language and a calm, consistent tone. "Hello everyone! Today we have two quick steps: First, a number check-in. Second, we finish. Then we are done!"
- Point to the visuals on the slide as you speak. Set a visual timer for this introduction.

Step 2

Administer Pre-Assessment (Focused Segments)

12 minutes

Distribute the Comparing Numbers Pre-Assessment.
- Remind students, in a calm voice, that this is a 'check-in' to help you plan lessons, not a graded test. Emphasize "do your best, it's okay if you don't know every answer."
- Explicitly offer visual aids: Point to the classroom number line and offer individual number lines or counting manipulatives to students who might benefit. Say, "You can use these helpers!"
- Read questions aloud, slowly and clearly: For all students, read each question. Pause between questions. Reread as needed. Avoid complex verbal elaborations.
- Use a visual timer for short work bursts: Set the visual timer for 2-3 minute intervals, or for 1-2 questions at a time. When the timer goes off, announce a brief (15-30 second)

Step 3

Collect & Celebrate Effort

5 minutes

Collect the pre-assessments with minimal fuss.
- Thank students for their hard work and participation, reinforcing their effort with specific, positive feedback. "You all worked so hard on your number check-in! Thank you for trying your best."
- Briefly reference the visual schedule and mark the task as complete.
- Reassure students that their work helps you plan fun and helpful number lessons for them.

Step 4

Analyze Data & Plan Next Steps (Teacher Action)

Ongoing (after class)

Use the Pre-Assessment Answer Key to quickly review student responses.
- Note common misconceptions or areas where many students struggled.
- Identify students who may need additional Tier 2 or Tier 3 supports in number comparison, considering the types of visuals or concrete supports that might be most effective for them.
- Use this baseline data to plan your next instructional steps, incorporating targeted lessons, frequent visual aids, hands-on activities, and structured breaks to address specific needs and attention spans.

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Slide Deck

Welcome! Let's See!

A quick check-in to see what you know about numbers.
(This helps me plan fun new lessons!)

Greet students warmly and calmly. Display the slide. Point to the question mark. "Hello everyone! Today, we have a quick 'number check-in.' This helps me plan exciting new number lessons for all of us."

Our Plan Today

Number Check-in 📝
2. All Done! ✅

Display this visual schedule slide. Point to each icon as you briefly explain the step. "First, we will check our numbers (point to worksheet icon). Then, we will be all done (point to checkmark). Two steps!" Set a visual timer for this introduction if desired.

Not for a Grade! Just to Help!

This is NOT a test for a grade.
It's just to help me understand how to teach you best! (No worries!)

Display the slide. Point to the 'no grade' symbol. "This is not for a grade, so no worries if you don't know an answer! It's just a way for me to learn how to best help you."

Your Number Challenge!

You'll get a worksheet.
Do your best! 👍
Use your tools! 📏🔢
(Short work times! ⏰)

Display the slide. Show a blank copy of the worksheet. "You'll get a worksheet with some number questions. Remember, do your best! If you get stuck, that's okay. You can try your hardest or skip it. You can use your number line or counting blocks if that helps you!" Point to the visuals for tools and the timer. Remind students of the visual timer and brief breaks between sections/questions.

You Did Great! Thank You!

Awesome job trying your best! ✨
Your work helps me plan fun lessons for our next number adventures. 🎉

Display the slide. Put a thumbs-up sign on the board. "Great job today, super learners! Giving your best effort is the most important thing. Your work helps me know exactly what amazing number adventures we should go on next. Thank you!" Refer back to the visual schedule and mark the task as complete.

Quiz

Comparing Numbers Pre-Assessment

Answer Key

Pre-Assessment Answer Key

Here are the answers and thought processes for the "Comparing Numbers Pre-Assessment."

Question 1

Prompt: Which number is greater: 23 or 32?
Correct Answer: 32
Thought Process: When comparing two-digit numbers, first look at the tens place. 32 has 3 tens, and 23 has 2 tens. Since 3 tens is greater than 2 tens, 32 is the greater number.

Question 2

Prompt: Which number is smaller: 50 or 49?
Correct Answer: 49
Thought Process: Look at the tens place. 50 has 5 tens, and 49 has 4 tens. Since 4 tens is smaller than 5 tens, 49 is the smaller number.

Question 3

Prompt: Write a number that is greater than 65 but less than 70.

Correct Answer: Any number from 66, 67, 68, or 69.
Thought Process: To find a number greater than 65, we can count up from 65. To find a number less than 70, we can count down from 70. Numbers that fit both criteria are 66, 67, 68, and 69.

Question 4

Prompt: Use >, <, or = to compare these numbers:
87

78
Correct Answer: > (87 > 78)
Thought Process: Compare the tens place. 87 has 8 tens, and 78 has 7 tens. Since 8 tens is greater than 7 tens, 87 is greater than 78.

Question 5

Prompt: Use >, <, or = to compare these numbers:
91

91
Correct Answer: = (91 = 91)
Thought Process: Both numbers have the same digit in the tens place (9) and the same digit in the ones place (1). Therefore, they are equal.

Question 6

Prompt: Order these numbers from smallest to largest: 45, 21, 54.

Correct Answer: 21, 45, 54
Thought Process: First, compare the tens digits: 4 (in 45), 2 (in 21), 5 (in 54). The smallest tens digit is 2, so 21 is the smallest. The next smallest tens digit is 4, so 45 is next. The largest tens digit is 5, so 54 is the largest. Order: 21, 45, 54.