A targeted Tier 3 small-group intervention sequence focused on foundational number sense. Students build core counting, cardinality, and early place-value understanding through structured visual models and explicit multi-sensory routines.
Placing dots scattered across random cells instead of structured row fill.
Fix: Use a physical green start-dot sticker on top-left box. "We always fill the top five train cars first from left to right!"
Small-Group Observational Diagnostic Matrix
Student Name
1:1 Touch Sync
Subitize 1-5
Cardinality (Total)
Next Lesson Ready?
1. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Yes [ ] Re-teach
2. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Yes [ ] Re-teach
3. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Yes [ ] Re-teach
4. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Yes [ ] Re-teach
Bridge to Lesson 2: "Ten Builder"
Once students comfortably identify full 10-frames, they are ready to package ten units into one group of ten and add loose ones.
Place Value Ready
Observation matrix • Data-driven intervention records Page 2 of 2
Circle or count the full ten first. It equals 10!
2
Add the Ones
Count the leftover single cubes without recounting.
3
Write the Digits
Place the tens digit on the left and ones digit on the right.
Get ready with your rods and units!
You are a Ten Builder!
Fix: Slide finger swiftly down the whole rod in one motion and say "TEN." Make students do the slide motion: "Slide = 10! We don't count by ones on a rod."
!
Misconception 3: Confusing -teen and -ty (e.g. 13 and 30)
Student confuses the auditory ending of thirteen and thirty.
Fix: Exaggerate the "TEEN" ending. "TEEN means 1 ten plus extra ones! Thirty has 3 ten rods with no ones." Show 1 rod vs 3 rods side by side.
Place Value Observational Progress Tracker
Student Name
Unitizes 10 Ones
Counts On from 10
Correct T-Chart Entry
Mastery Check
1. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Mastered [ ] Review
2. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Mastered [ ] Review
3. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Mastered [ ] Review
4. __________________
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Cons. [ ] Emer.
[ ] Mastered [ ] Review
Tier 3 Multi-Sensory Anchor
Keep tactile manipulatives on the table during worksheet time. When stuck on drawing quick tens, have students place a real rod directly over their paper line!
Concrete Anchor
Observation matrix • Place value diagnostic records • Tier 3 Support Page 2 of 2
