MATH. Daily Lesson Plans. Pre-K. Arithmetic. Macmillan /McGraw-Hill. Extend the Unit

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1 Daily Lesson Plans Extend the Unit Pre-K Week 1: Week 2: Week : Math Songs for each theme available on CD. Macmillan /McGraw-Hill 1

2 1 s 1-2 Objective Add numbers Materials paper; goldfish crackers; Content Area Flip Chart, p. 9 Share and Read Give pairs of children a piece of paper divided down the middle and some goldfish crackers. Say: Put two fish on the left side. Count them. (one, two) Say: Put one fish on the right side. Count. (one) How many fish do we have in all? Count aloud with children: one, two, three. Say: When we add two fish to one fish, we have three fish. Repeat with and 1, and 1, and and 1. Display Content Area Flip Chart, page 9. Help children to count the number of children in each row. Ask: When they are put together, how many are there in all? Talk About It Point out and explain the plus and equal symbols. Guide children to write the numbers beside the pictures. Have them say the equation aloud with you: Two plus one equals three. Objective Add and subtract numbers Materials Math Songs CD: Track 1 Sing Jumping to Add and Subtract Play Jumping to Add and Subtract on Math Songs CD: Track 1. Note that children will further explore subtraction in Week. Draw or show numbers 0-9 on the floor (similar to a hopscotch board). Have a volunteer start on zero when the equation in the song is given (for example: 2 plus ). Have the child jump forward 1, 2, spaces, and then,, to arrive at the answer. When the child hears the bell, have him or her return to zero for the next arithmetic problem. When a subtraction problem is given (for example: minus ), have the child start on zero, jump to the first number given (), then jump backwards the number of spaces required () until the answer is found. Do all the addition problems before playing the subtraction problems. We recommend you save the subtraction problems for Week, when you can revisit the song. Copyright. All rights reserved. 2

3 1 Materials chart paper Materials counters, manipulatives Sing I Can Add Teach the following song to children. I Can Add Chorus: I can add to five (hold up fingers) It s easy as can be (show hands and smile) My fingers are the tools I use (wiggle fingers) Watch me and you ll see (point thumb to self) 1 and 1 is 2 1 and 2 is 1 and is 1 and is <Sing chorus.> 2 and 1 is 2 and 2 is 2 and is Let s slow down for more <Sing chorus.> and 1 is and 2 is The last equation I ll sing for you and 1 is I can add to five. It s easy as can be. My fingers are the tools I use. Aren t you proud of me? Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Counter Use the counters and other manipulatives in the Math Center and provide children with addition problems related to a task you need to complete. For example, I need two bear counters and Maria needs three. How many do we need altogether? Please count them for us. Stories Have children use counters to create their own math addition stories. Children can draw a scene using the counters. For example, I have two boats in the lake and three cars on the road. How many vehicles do I have altogether? Snack Time Have children arrange the snacks on a tray so that each tray has ten snacks. They should arrange some snacks on the left and some on the right, then state their addition fact. For example, I have apples and 6 oranges. I have 10 snacks altogether. Copyright. All rights reserved.

4 2 s 1-2 Objective Explore part-part-whole Materials Teacher s Resource Book, p. 7; cardstock; scissors; box Game Copy Teacher s Resource Book, page 7 onto cardstock and cut it to make counting cards. Hold up a counting card. Say: Let s count all the dots on the card. Guide children as they count all the dots. Cover one side of the domino. Say: Let s count the dots on one side of the card. Guide children as they count aloud. Repeat for the other side. Put the cards into a box and have each child select a card. Say: When I say move it, I want you to find a friend whose card has the same number of dots as your card. Once children have paired up, ask: What is different about your cards? What is the same? Help children observe the number of dots on each side of their card. Guide them to discuss the different parts that combine to make the same whole. For example, have them say: This part of my card has [two] dots and the other part has [three] dots. Our whole card has [five] dots. Objectives Explore part-part-whole Materials dominoes, chart paper Dominoes Help children further explore the concept of part-part-whole. Show children a domino that has five dots altogether. Identify the number of dots on each part of the domino. Tell children that the two parts make a whole and that shows five dots in all. Pair children and tell them to search among a collection of dominoes to find only those with five dots altogether. When completed, have children arrange their dominoes horizontally. Point out that a domino is divided into two parts (sides). Have children locate and count the number of dots on both sides--left and right--of each domino. Ask: How many dots are on the left? How many dots are on the right? How many dots are there altogether? On chart paper, record all the possible left side and right side combinations that total five when you add them together. Copyright. All rights reserved.

5 2 Materials number dot cards 1-, connecting cubes Build a Tower Distribute a number dot card (1-) to each child. Have children construct a connecting cube tower with as many cubes as the number of dots on their card. Then tell children to find a partner with whom they can join together to create a larger tower. Discuss the results of the combination. Ask: What happened to the number of cubes when you joined your tower with a partner s? Have children determine the total number of cubes in the combined towers. Ask: How many are there altogether? Allow children to disassemble their larger tower into its original two units and then find another partner with whom they can create a new tower. Discuss which tower, the one with the first partner or the second partner, had a larger number in all. Materials dice, board games with dice Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Roll the Dice Use dice to reinforce addition. As children roll the dice, state the addition fact and ask: How many do you have altogether? Board Games Teach children board games using dice. After children roll the dice, help them count the total number of dots, then count aloud as they move their game piece. Finger Count Hold up a predetermined number of fingers on each hand. Have children count the number of fingers altogether. Then tell them that number of children can line up. Have children count off until they reach that number. Those children who counted off can join the line. Continue until all children have lined up. Copyright. All rights reserved.

6 s 1-2 Objective Subtract numbers Materials Music Favorites CD :17; Content Area Flip Chart, p. 60; paper; markers; apple; knife Share and Read Invite children to sing Ten in a Bed, on Music Favorites CD :17, with you. Say: Hold up ten fingers. Every time a little one falls out of bed, put down one finger. Display Content Area Flip Chart, page 60. Guide children to count the objects in each row. Ask: How many apples are there? Hold up three fingers. If you take away, or subtract, one apple, how many are left? Hold up two fingers and count them aloud. Help children write a subtraction sentence and read it aloud with you. Repeat with the other rows. Talk About It Display an apple. Then cut it into four equal slices. Take away two pieces and explain that half is left. Put the two pieces back and explain that it is now a whole. Objectives Subtract numbers Materials counters Missing Counters Show children a set of five counters. Count them together. Hide two counters under a cup and move the cup and counters away. Ask: How many counters can you see now? How many were taken away? Lift the cup to verify the number of missing counters. Tell children that five counters take away two counters is three counters. Show children that the whole group has five counters, and that the whole can be broken up into smaller parts that are the same or equal to the whole. Pair children and have them practice this exercise, using no more than five counters. Prompt them to take away (hide in a cup) a different number of counters each time. Then have them count the remaining counters. State the subtraction equation and have them repeat. Copyright. All rights reserved. 6

7 Objectives Subtract numbers Materials toy bank, ten pennies You Can Bank On It Show children a bank and a set of ten pennies. Explain that you are going to put the pennies inside the bank. Have the class chorally count with you as you place one penny inside the bank. Ask: How many pennies are on the table now? Tell children that ten pennies take away one is (equals) nine pennies. Say: If I put more pennies into the bank, what will happen to the number of pennies on the table? What will happen to the number of pennies in the bank? Continue to place more pennies inside the bank and pause to allow children to determine how many pennies remain on the table. Repeat, telling children that pennies take away one penny is pennies. Objectives Subtract numbers Materials fish crackers, cups, calendar, chairs Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Too Many Use small groups of children to make the concept of subtraction more concrete. For example, invite a group of five children to the front of the room. Count the children with the rest of the class. Tell them that you have four chairs at the table. Have one child return to his seat. Ask: Now do we have the exact number of seats and children? What do we do to make sure? Fish Crackers Using a snack, such as fish crackers, demonstrate subtraction. Place ten crackers in cups, one cup per child. Ask children to count their crackers. Then have them eat one cracker. Ask how many crackers are left. Have children recount to confirm. Continue until all the crackers are eaten. Calendar Use the daily calendar to create addition and subtraction equations. For example, Last week there were ten days until our vacation. We were in school five days. So, how many days are left until our vacation? Copyright. All rights reserved. 7

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