Tier 1
Use short daily routines tied to real reading, writing, or real-world application at home.
1. Standard At A Glance
Context: Quick summary of the standard and why it matters in this family context.
Standard: MATH.K.CC.C.6
Short description: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (up to 10 objects in each group) using matching and counting strategies.
2. Typical Indicators
Context: Observable signs of skill development for this learner context.
- Student can describe what this skill looks like in classwork or learning tasks.
- Student applies this skill with familiar tasks and support.
- Student can explain parts of their thinking when prompted.
3. Warning Signs
Context: Early signs that additional support may be needed.
- Student avoids tasks requiring this specific skill.
- Student needs repeated prompting and still shows inconsistent performance.
- Student shows limited progress over time despite practice.
4. Escalating Accommodations
Context: Layer supports from universal to intensive based on student response.
Tier 2
Provide targeted guided practice in 10-15 minute sessions with clear examples.
Tier 3
Use individualized practice with explicit modeling and frequent feedback.
5. Modifications
Context: Adapt instruction and access points for diverse and disabled learners.
- Diverse learners: use visuals, sentence supports, and language scaffolds.
- Disabled learners: adapt response format, pacing, and access supports as needed.
6. Cross-Curricular Integration
Context: Practical opportunities to connect this standard to real-world and cross-subject learning routines.
Connect this skill to real-world counting, sorting, or shape-finding routines at home.
7. Gemini Canvas Prompt
Context: Prompt scaffold for generating multiple output types based on user choice.
9. Source Document
Context: Official MLS reference source for this standard.