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Learning Design:
I. Teaching: (Approximately 3 minutes)
Teacher uses one-to-one correspondence file folder as an interactive visual to aid in
teaching.
Students we are going to practice counting with a fun math game that I brought! Teacher
holds up file folder. Students, can you tell we what these are called? That is right! These
are ice cream cones! What are on the ice cream cones? Teacher points to the dots on the
ice cream. Yes! Those are dots. Just like the in the book we read we counted the black
dots we are going to be counting these dots. Watch me first and then you are going to do
it. Teacher picks up an ice cream cone. There are 1-2-3-4 dots on this ice cream cone.
Now I am going to look at the folder and find the number what number should I look
for friends? If I counted four dots then I should find the number 4! Teacher places the
ice cream on the number 4. Now its your turn. Student A, how many dots are on this ice
cream? Remember to count slowly and carefully! Yes! There are 3 dots on that ice cream
cone. Look and see if you can find the number 3 on the folder? That is correct! You can
stick the ice cream right there on that little white dot. Great job Student A! Student B,
how many dots are on the ice cream? That is correct 5 dots. What do you need to do
now? That is right! Put the ice cream cone next to the number 5! Student B, whose turn is
it now? Thats right it is Student Cs turn. Student C, how many dots are on the ice
cream? Remember to count slowly and carefully. That is right! There are 7 dots. What
should you do with the ice cream now Student C? Yes, find the number 7 on the folder
and place your ice cream there. Teacher continues this procedure until all of the ice
cream has been matched on the file folder. I am so proud of the way that each of you
made good choices and followed directions. Do you see how we used the dots to count
and then we found the ice cream cone that had the correct number on it? You are going to
get to practice your counting more with some little bears next! (Teacher transitions to
opportunity for practice)
II. Opportunity for Practice: (Approximately 7 minutes)
Students will be given a 10 plastic counting bears. The teacher will give students a
counting mat with pictures of bears that corresponds to the numeral. The teacher
will model numbers 4, 8, and 10 with students. Students will do numbers 1, 2, 4, 5, 6,
7, and 9 on their own with the teachers guidance.
I need to see everyone with nice hands folded on the desk. I am going to set 10 plastic
bears in front of you on the desk. Can everyone show me the number 10 with 10 fingers?
Great job! Now can everyone show me 9 fingers 8 fingers the teacher continues to
count and passes the bears to the students. Ok friends, I am going to give you a card with
the number three. Can everyone count out three bears? You are going to place them on
your mat where you see the bears. Teacher models this for students. Wonderful job! Now
I want you to count out seven bears. Teacher hands each student a card with the number
seven. How do you show me the number seven with your bears Student A? Yes! Great job.
Our next number is five. Teacher places counting mat in front of students. The next
number is five how many bears should you count out if the number is 5? Thats right!
Count out five bears and place them on your mat. Great job students! Teacher coutines
this procedure with the rest of the numbers 1, 2, 3, and 9. Students, you did a very nice
job showing me your numbers with your bears! Please put your bears back into the
bucket. We are going to do one last counting game where you get to show me how great
of counters you are. (Teaching transitions to assessment)
III. Assessment (Approximately 7 minutes)
Students will show what they know when given a sticker counting book and stickers,
students will recognize the numeral number and place the correct amount of
stickers to represent the number.
Students, this is our last counting game! I am so proud of your hard work today during
math centers. We have been practicing counting and we have been working on showing
our numbers. Each of you is going to get you OWN number book and stickers. Teacher
holds up book to show students. The first page has what number on it? The number ONE!
Everyone hold up one finger. One finger for the number ONE. How many stickers would
we put on the number one? Would we put FIVE stickers on the number ONE? No, we
would put one sticker on the number one. Its your turn to try! Teacher passes out booklet
to each student and guides students through the assessment. Lets look at the next page.
What number is on this page? The number 2! How many stickers do we need on the
number 2? Yes! TWO stickers! You try to figure out how many stickers should go on the
number 3! Teacher lets the students work at their own pace and provides support when
needed. (Teacher transitions to closure)
IV. Closure: (Approximately 1 minute)
Teacher closes lesson by restating the learning target and quizzing the students on their
counting by holding up a number and students holding up the correct amount of fingers
that corresponds to the number.
Great job on all of your hard work counting today preschool friends! Each of you made
good choices and used your listening ears so well! Today we worked on counting our
numbers! Lets review those numbers before we go so we make sure we REALLY know
them! Ready everyone show me the number one by holding up one finger. Now show me
the number 5, 3, 2, 4, 6, 7, 8, 9, 10! Awesome job! (Teacher transitions to the next small
group)
Materials and Resources:
Reflection:
Overall, I felt that the strengths of this lesson was that it was engaging and interactive for
the students. The students were given multiple different resources to work with. It was
very tactile and hands on. I felt that the weakness of this lesson was that it was that the
assessment took way to long. The counting books were too involved and it caused an
issue with the rotation of the groups.
Data Analysis:
All of the student scored in the green category. One-to-one correspondence has been a
continual lesson for the students I was teaching and they are very proficient in their
counting and number sense.
Counting Mats:
Samford University
Design for Learning