The content area chosen is Mathematics with state standards set for the state of New York. The specific grade level selected for this case is Pre-Kindergarten.
The main standard chosen is: Make sense of problems and persevere in solving them.

Instructional Goals for Pre-Kindergarten level:
Counting and Cardinality
Knowing the names of numbers and the counting sequence
Counting to know the number of items and objects
Comparing numbers

The students in pre-kindergarten ought to be able to know the different names of numbers and how they follow each other. In this particular goal, I may use whole-group instruction by asking the students to spell the numbers aloud and from that have groupings of the students with regards to their abilities. The students who can easily mention the sequence of the numbers and spell it out would make it possible to adjust to students’ learning level changes.

Geometry
Identifying and describing the different kinds of shapes
Analysis, comparison and sorting of objects
The students in pre-kindergarten ought to be able to know the different kinds of shapes, which are basic such as circles, squares and rectangles. This is a situation in which you would use within-class grouping based on students’ ability levels. The students who can easily draw and also mention the different kinds of shapes can be placed under one group.

Operations and Algebraic Thinking
Understanding addition as increasing
Understanding subtracting as decreasing and taking from
Understanding simple patterns.

The basic understanding in mathematics is addition and subtraction. Students understanding what these two mathematical signs entail are one of the objectives of learning in pre-kindergarten. A situation in which I would implement whole group instruction is simply by asking students for example what “1 + 1” amounts to.