MATH. Daily Lesson Plans. Pre-K. Numbers to 10. Macmillan /McGraw-Hill. Extend the Unit

Transcription

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

2 Count -0 s -2 Objective Count and match numbers to 0 Materials Music Favorites CD :; Content Area Flip Chart, p. ; baby animal pictures Share and Read Have children sing, 2, Buckle My Shoe, on Music Favorites CD :, with you. Encourage them to hold up the number of fingers that corresponds to the number they are singing. Display Content Area Flip Chart, page. Say the following poem as you point to each number on the chart: One little, two little, three little kittens. Four little, five little, six little kittens. Seven little, eight little, nine little kittens. Ten little kittens in all. Invite ten children to sit in a line. As you say the poem again, replace the word kittens with puppies and have the puppies stand up in turn. The other children should count on their fingers. Talk About It Display baby animal pictures. Have children count aloud the number of animals in the pictures. Help children trace and write the number. Count -0 Objective Count to 0 Materials Math Songs CD: Track 0 Sing The Number Song Play The Number Song on Math Songs CD: Track 0. Begin the song, in English, using the claps. The tempo should be slow and steady. Display the numbers -0 and point to the corresponding number as the song is sung in English. After children have a firm grasp on the sequence of numbers, sing the song slowly as children hold up the appropriate number of fingers. If you know the American Sign Language for each number, use those signs. As children become comfortable with the song in English, introduce the numbers in Spanish, French, and Italian. There are multiple actions that can be inserted for (clap, clap). Some examples include: (stomp, stomp), (cluck, cluck) sound made with the mouth, (shhh, shhh) while singing the song quietly, then singing loudly. 2

3 Materials ten blocks Count -0 Objectives Count to 0 Jump to Ten Lay 0 long blocks, positioned vertically, parallel to each other in a straight line on the floor. Leave about two feet of space between each block. Have the class form a circle around the line of blocks. Have one child jump over each block. Have the rest of the class clap for each jump the child makes. As children clap, count each jump out loud. After the child jumps over the tenth and final block, call out ten to emphasize that the counting sequence has stopped. Continue this process until everyone in the circle has had a turn. Count -0 Objectives Count to 0 Materials paper bags, slips of paper Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Sing This Old Man Teach children the lyrics to This Old Man. Chant the song as you move from one activity to the next to reinforce counting from to 0. Numbered Actions Place the numbers -0 on individual slips of paper in a bag. In another bag, place pictures of actions such as jumping or hopping on one foot. If pictures aren t available, write the words. Have each child choose an action and a number. The child must perform the action the number of times indicated. Number Ten Line Up Have children sit in a circle. Ask them to count off to the number ten. The child who is ten can line up at the door. Continue until all children have lined up.

4 Numbers to 20 Count to 20 s -2 Objective Count and match numbers to 20 Materials Reproducible: Teacher s Edition, page 2 Extend the Learning For students who have mastered counting -0, work with them to master counting -20. Display large cutouts of the number symbols for through 20. Place math counters on the table. Count aloud as you place each counter. Ask: How many counters do I have in front of me? () Show the symbol for. Say: This is the way the number eleven is written:. Have children trace with their fingers as they say eleven. Have children chorally count the counters aloud with you. Pause after 0, then say with great excitement. Continue with the numbers 2 through 20. Then display two sets of counters, such as one with and one with 2. Ask: Which set has more? Which set has fewer? Help children do a one-to-one match with counters to answer the questions. Talk About It Distribute copies of the Reproducible, on Teacher s Edition, page 2. Help children complete the page. Suggest they put one counter on each animal as they count aloud. Count to 20 Objectives Count and match numbers to 20 Materials counters, twenty-frame mats More or Less? Show the children 20 counters, counting them, pointing to each one as you count. Have children try to take two handfuls of this same amount (20) from a bowl. Using a twenty-frame mat, show the class what a set of twenty looks like. After children have closely observed this comparison set, have them estimate if their handful is more than twenty, less than twenty, or twenty. Allow children to verify their estimate by filling a twenty-frame with their counters. Ask: Did all your counters fit on the mat? Were there more, less, or the same amount of counters for the boxes on the mat? How do you know? Have children check by matching each counter one-to-one with a counter from the group of twenty.

5 Numbers to 20 Count to 20 Objectives Count and match numbers to 20 Materials twenty blocks Jump to Twenty Lay 20 long blocks, positioned vertically, parallel to each other in a straight line on the floor. Leave about two feet of space between each block. Have the class form a circle around the line of blocks. Have one child jump over each block. Have the rest of the class clap for each jump the child makes. As children clap, count each jump out loud. After the child jumps over the twentieth and final block, call out twenty to emphasize that the counting sequence has stopped. Continue this process until everyone in the circle has had a turn. Count to 20 Objectives Count and match numbers to 20 Materials Math Center materials Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Daily Routine Incorporate counting into your daily routine, such as counting children in the class, counting books on the shelf as you restack them, counting snacks to distribute, or counting chairs that are empty after cleaning up. Find as many ways as possible to count to 20 each day. Recognizing Numerals Continue to work with children during Math Center to recognize and write the numerals -20. Be sure to stock the center with number charts, counting books, pencils, clay, and other materials.

6 Numbers to 2 Count to 2 s -2 Objective Count and match numbers to 2 Materials Reproducible Teacher s Edition, page Extend the Learning For students who have mastered counting -20, work with them to master counting -2. Display large cutouts of the number symbols for 20 through 2. Place 20 math counters on the table. Count aloud as you place each counter. Ask: How many counters do I have in front of me? (20) Show the symbol for 20. Say: This is the way the number twenty is written: 20. Have children trace with their fingers as they say twenty. Have children chorally count the counters aloud with you. Continue with the numbers 2 through 2. Remind children that you are adding one more. Then display two sets of counters, such as one with 20 and one with 2. Ask: Which set has more? Which set has fewer? Help children do a one-to-one match with counters to answer the questions. Talk About It Distribute copies of the Reproducible on Teacher s Edition, page. Help children complete the page. Suggest they put one counter on each animal as they count aloud. Count to 2 Objectives Count and match numbers to 2 Materials none Number March To help children extend their ability to count to 2 or higher, use techniques such as the Number March. When transitioning from one activity to the next or moving from one place in the school to another, have children chorally count as they march--saying one number for each step. When children get to twenty-five, praise them on their efforts and start over at the number one. 6

7 Numbers to 2 Count to 2 Objectives Count and match numbers to 2 Materials twenty-five blocks Jump to Twenty-Five Lay 2 long blocks, positioned vertically, parallel to each other in a straight line on the floor. Leave about two feet of space between each block. Have the class form a circle around the line of the blocks. Have one child jump over each block. Have the rest of the class clap for each jump the child makes. As children clap, count each jump out loud. After the child jumps over the twentyfifth and final block, call out twentyfive to emphasize that the counting sequence has stopped. Continue this process until everyone in the circle has had a turn. Count to 2 Objectives Count and match numbers to 2 Materials Math Center materials Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Daily Routine Incorporate counting into your daily routine, such as counting children in the class, counting books on the shelf as you restack them, counting snacks to distribute, or counting chairs that are empty after cleaning up. Find as many ways as possible to count to 2 each day. Recognizing Numerals Continue to work with children during Math Center to recognize and write the numerals -2. Be sure to stock the center with number charts, counting books, pencils, clay, and other materials. 7

8 2 Pet Shop Count s -2 Objective Count and make sets for numbers 6 to 0 Materials small toy animals, small boxes Pet Shop Have small groups set up a pet shop. Provide each group with a variety of small toy animals and five boxes to use as cages. Hold up six fingers. Ask: How many fingers am I holding up? (6) Hold up six fingers and count with me: Help children to group six of the same animals in a box. Continue with the numbers 7, 8, 9, and 0. Ask each group to tell the class how many of each type of pet they have in their pet shop. Then hold up any two boxes of animals. Ask: Which box has more? Which box has fewer? Guide children to use the words same, more, and fewer to compare the two boxes. Invite children to share what they know about caring for pets. Encourage them to draw on their own experiences. Pet Shop Count Objectives Count to 0 Materials blocks Compare 6 and 7 Arrange a set of six blocks and a set of seven blocks in a row. Separate the set of six from the set of seven. Ask children to count along as you count the number of blocks in each set. Explain that you are going to stack one row of blocks on top of the other row. Discuss which row should go on the bottom. Ask: What would happen if we place the row of six on the bottom and the row of seven on the top? Arrange the six blocks on the floor. Then match each of the seven blocks oneto-one with a block in the bottom row to demonstrate how seven is one more than six. Then count out six blocks. Ask children how they could make a set of seven without counting a new set. 8

9 2 Pet Shop Count Objectives Count to 0 Materials ball Explore 8 and 9 Form a group of ten children. Tell the children to form a straight line in front of the class. Indicate who is the first child at the left of the line and tell each child to count out loud as he or she passes the ball to the classmate standing to his or her left. Tell children that the ball must stop when they get to eight. Before children pass the ball, have the rest of the class predict which classmate will be number eight. After this counting activity, have the class predict which child will be the last person if you go up to nine. Discuss and compare the results. Ask: How is a set of eight different from a set of nine? Pet Shop Count Objectives Count to 0 Materials paper, crayons, cups, beans, dot cards Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Hands Trace Have children trace both hands on a sheet of paper. Help them write a number from to 0 on each finger of their tracing. Prompt children to use the hand pictures to practice counting to ten or to match objects to numbers. Bean Counters Write the numbers 6-0 on clear cups. Using blocks, have children place the corresponding number of beans in each cup. Ask other children to check the child s work by counting the beans as he or she takes them out of the cup. Dot Cards Create dot cards for the numbers one through ten. Place the dot cards in the Math Center. Have children use the dot cards to match center objects to each number represented. Ask children to count each number of items out loud. 9

10 Explore 6-0 s -2 Objective Count and make sets for numbers 6 to 0 Materials number cutouts; Content Area Flip Chart, p. 2 Share and Read Display large cutouts of number symbols 6, 7, 8, 9, and 0. Hold up six fingers as you say six. Then trace the number symbol 6 as children say six with you. Have children trace and write the number. Continue with the other numbers. Display Content Area Flip Chart, page 2. Ask: What is this a picture of? What animals do you see in this picture? Guide children to use positional language, such as near, to describe the animals positions. Point to the number 6 on the pen. Say: Let s find a group of six things. Help children draw a line from the group of cows to the number 6 pen. Repeat with the other numbers and animals. Talk About It Invite children to talk about the animals that live on a farm and the noise each makes. Explore 6-0 Objectives Count and make sets for numbers 6 to 0. Materials counters, ten-frame mats More or Less? Show the children 0 counters, counting them, pointing to each one as you count. Have children try to take a handful of this same amount (0) from a bowl. Using a ten-frame mat, show the class what a set of ten looks like. After children have closely observed this comparison set, have them estimate if their handful is more than ten, less than ten, or ten. Allow children to verify their estimate by filling a ten-frame with their counters. Ask: Did all your counters fit on the mat? Were there more, less, or the same amount of counters for the boxes on the mat? How do you know? Have children check by matching each counter one-to-one with a counter from the group of ten. 0

11 Explore 6-0 Objectives Count and make sets for numbers 6 to 0 Materials plastic flowers, vases Start a Florist Place a set of vases and an array of plastic flowers on a table. One at a time, call a child to the front of the classroom. Ask the rest of the children to call out a number from 6 to 0. Tell the child with the vases that they own a florist shop--a place where flowers are purchased. Tell the child that in order to fulfill the order from their classmates, they must place the corresponding number of flowers in the vase. The child then gives the vase to a classmate. Continue until all children have had a chance to play florist. Explore 6-0 Objectives Count and make sets for numbers 6 to 0 Materials chart paper, small plastic bags, trail mix ingredients Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. My Favorites Number a chart from to 0. Help children list their ten favorite foods, animals, colors, or other category. Label the chart Our Ten Favorite Things. Trail Mix Ten Provide trail mix ingredients in separate bowls. Give each child a plastic bag. Make sure children have washed their hands. Have each child count out ten of each ingredient to make their own trail mix for their bag. What s My Number? During transition time, shout out a number. For example, say four. Ask children to count out loud from the number you say to ten.