Lesson Overview

This lesson introduces the concept of numbers 1-5 using the Orton-Gillingham (OG) multisensory approach. We follow the Concrete-Representational-Abstract (CRA) sequence to help the learner build a deep understanding of quantity, symbol recognition, and formation. This lesson is designed to be predictable, tactile, and engaging for a 6-year-old autistic learner.

Learning Objectives

• Identify: Recognize the numerals 1, 2, 3, 4, and 5.
• Quantify: Match the correct number of physical objects to each numeral.
• Form: Use multisensory movements to "write" the numbers.
• Connect: Understand that a number represents a specific amount of things.

Materials Needed

• Sensory Tray: A shallow tray filled with sand, salt, or shaving cream.
• Tactile Cards: Numbers 1-5 written on sandpaper or made with glue/glitter (so they are "bumpy").
• Counters: 15 identical items (blocks, cereal pieces, small toy cars, or pom-poms).
• Visual Schedule: A simple "First, Then, Last" board or checklist.
• Music: A simple, rhythmic counting song (instrumental or low-vocal).

1. Introduction (The Hook)

Time: 5 Minutes

• Visual Schedule: Point to the schedule. "First, we touch numbers. Then, we count toys. Last, we earn a break!"
• The Mystery Bag: Place a tactile number "1" inside a bag. Have the student reach in and feel it without looking. "I feel a shape! It's tall and straight. It's the number 1!"
• Objective in Kid-Language: "Today, we are going to be Number Detectives. We will learn how numbers look, feel, and count!"

2. The Body: I Do, We Do, You Do

Note: Focus on one number at a time if the student becomes overwhelmed. For this lesson, we will use "3" as our primary example.

Step A: I Do (Modeling)

• See it: Hold up the tactile number 3. "This is 3. It has two big curves."
• Feel it: Trace the sandpaper 3 with two fingers while saying, "Around a tree, around a tree, that's the way we make a three!"
• Count it: Place 3 blocks in a straight line. Touch each one: "1, 2, 3. There are three blocks."

Step B: We Do (Guided Practice)

• Air Writing: Stand up. Use your whole arm to "paint" the number 3 in the air. "Let's make a giant 3! Around the tree, around the tree!"
• Sensory Trace: Together, use fingers to draw the number 3 in the tray of sand or salt. Encourage the student to say "3" every time they finish the shape.
• Quantity Match: Give the student a pile of blocks. "Let's count 3 blocks into my hand. 1... (wait for student), 2... (wait), 3!"

Step C: You Do (Independent Practice)

• The Number Hunt: Place the tactile cards (1-5) around the table. Ask the student to find the "3."
• The Challenge: "Can you put 3 pom-poms on top of the number 3 card?"
• Success Criteria: The student can correctly identify the number 3 and place exactly 3 items on it without help.

3. Conclusion (Closure & Recap)

Time: 5 Minutes

• Recap: "Today we felt our numbers and counted our toys. You found the number 3!"
• The "High Five" Count: Have the student give you a high five while counting their fingers. "1, 2, 3, 4, 5! You have five fingers!"
• Clean Up: Use a transition song or a specific "all done" bin to put materials away, providing a clear end to the activity.

Assessment Methods

• Formative (During Lesson): Observe if the student can follow the "Around the tree" verbal cue to form the shape. Note if they use one-to-one correspondence (touching one object for every one number they say).
• Summative (End of Lesson): Lay out cards 1, 2, and 3. Ask: "Which one is 2?" Then ask: "Can you give me 2 blocks?" If they succeed, they have mastered the concept for today.

Differentiation & Adaptations

• For Struggling Learners (Scaffolding): Use "Hand-over-hand" guidance for tracing the numbers. Focus only on numbers 1 and 2 until they are mastered before moving to 3.
• For Advanced Learners (Extensions): Introduce "Number Neighbors." "If this is 3, who lives next door? It’s 4! 4 is one more than 3."
• Sensory Adaptation: If the student dislikes the feeling of sand, use a "Whiteboard and Water" method (write with a marker, erase with a wet finger) or use a digital tablet with a tracing app.
• Online Adaptation: Use a document camera to show the tactile cards. Ask the student to find things in their own room to count (e.g., "Find 3 spoons!").

Success Criteria

The student is successful when they can:

1. Look at a numeral (1-5) and say its name.
2. Trace the numeral in the correct direction.
3. Count out a group of objects to match the numeral with 80% accuracy.