Anna Alvarez ECD 133 Summer 2014

ECD 133 Preschool Learning Plan Format

Activity Name: What Comes Next?
Old

Age of Child(ren): 4 Years

Setting: individual
Developmental Focus: cognitive, fine motor, and language
Key Content Focus: Math
Key Content Area Concepts: Patterns, functions, and algebra
Key Content Area Skills: Identifying patterns
Learning Outcomes:
The child will be able to put the next pattern shape.
ELS: M-K-3.3 Translate simple repeating and growing patterns into rules.
ELS: M-4K-3.4 Sort and classify objects by one attribute (size, shape, or
color)
Other standards: N/A
Materials to collect/prepare:
Song lyrics: Shapes (sung to Frere Jacques)
Spot the Dot cards
Whats Missing game
6 square shapes
8 circle shapes
8 triangle shapes
8 rectangle shapes
Adult Procedures:
1. First the adult will introduce themselves to the child
2. Next the adult will bring out the Spot the Dot cards.
3. Then the adult will hold the card up briefly and ask how many dots the
child saw.
4. Then the adult will tell the child that she is going to sing a song about
shapes
5. Then the adult will sing Shapes to demonstrate how the song is sung.
6. Then the adult will ask the child to join in and sing with her.
7. Then the adult will bring out the What Comes Next? game.
8. Then the adult will ask explain to the child the objective of the game.
9. Then the adult will ask if the child has any questions.

Anna Alvarez ECD 133 Summer 2014

10. Then the adult will line up one row of shapes and ask the child, What
comes next?
11. Then the adult will mix the remaining shapes on the surface
12. Then the adult will let the child sort the correct shape.
13. Then the adult will let the child put the next pattern shape that
follows.
14. Steps 10, 11, 12, and 13 are repeated twice.
Child Procedures:
1. First the child will introduce themselves to the adult
2. Next the child will look at the spot the dot cards.
3. Then the child will tell the adult how many dots they saw.
4. Then the child will listen to the song Shapes.
5. Then the child will sing the song with the adult.
6. Then the child will listen to the objective of the game.
7. Then the child will look at the shapes the adult put in a row.
8. Then the child will tell the adult the shape that comes next.
9. Then the child will sort through the mix of shapes and select the
correct shape
10. Then the child will put the pattern shape that follows.
11. Steps 7, 8, 9, and 10 will repeat twice.
Conversation to Support Learning/Talking with Children:
1. What other patterns could you make?
2. What name would you give your pattern?
3. What else can we use the shapes for?
4. What in the classroom reminds you of a circle?
5. What in the classroom reminds you of a square?
6. What in the classroom reminds you of a triangle?
7. What in the classroom reminds you of a rectangle?
8. How can you make a star out of the shapes we have in front of us?
9. Other than in the classroom, where else have you seen shapes?
10. Can you name another shape that I do not have here with me?
Observations and Assessment:
The child will put the pattern shape that comes next.
The child will sort through the shapes and find the correct shape to
place in the row.

Accommodations for individuals:

Simplification for atypical learners:

Anna Alvarez ECD 133 Summer 2014

If the child is having difficulties with the number of shapes placed in

front of them, I would lessen the number of shapes to 3 shapes
Challenge for advanced learners:
If the few shapes I have are too easy then I would add shapes to make
it more difficult.

Resources:
http://www.primarygames.com/patterns/question1.htm

http://www.prekinders.com

http://www.edducation.com/activity/preschool/shapes/

Lyrics
Shapes
Sung to: "Frere Jacques"

This is a square, this is a square,

How can you tell? How can you tell?
It has four sides,
All the same size.
It's a Square, It's a Square.
This is a circle, this is a circle.
How can you tell? How can you tell?
It goes round and round,
No end can be found.
It's a circle, its a circle.
This is a triangle, this is a triangle.
How can you tell? How can you tell?
It only has three sides,
that join to make three points.
It's a Triangle, It's a triangle.
This is a Rectangle, This is a rectangle.
How can you tell? How can you tell?
It has two short sides
and it has two long sides.
It's a rectangle, its a rectangle.

Anna Alvarez ECD 133 Summer 2014