Students will be able to demonstrate the ability to count up to four objects by using one-to-one correspondence, placing and one cookie per dot mat and identifying the numbers one through four by using appropriate tools strategically (MP5) and utilize a token board while looking for and using mathematical structures (MP7). [I am demonstrating the process of counting using the K.C.C.4a Common Core standard, which focuses on counting to four and understanding the concept of one-to-one correspondence. I begin the activity by modeling how to use a cookie jar mat, introducing a cookie manipulative, and naming it through an AAC (Augmentative and Alternative Communication) device as I count each cookie one by one until I reach four. After counting collectively, I invite the student to take their turn, prompting them to count and place matching cookies on the mat, using their AAC device for assistance as well. The rationale behind this structured activity is to provide the student with a clear understanding of counting and one-to-one correspondence while encouraging independence in the task. Allowing the student time to process the instructions is crucial, as it supports their cognitive processing and ensures they can engage meaningfully with the activity. To support the student's understanding and independence, I provide various levels of assistance. Initially, I give the student time to process the instructions, allowing a few seconds for them to respond. If the student