MATH. Daily Lesson Plans. Pre-K. Numbers 0-5. Macmillan /McGraw-Hill. Extend the Unit

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

2 1 Count 1- s 1-2 Objective Count and match numbers 1- Materials Music Favorites CD :18; Content Area Flip Chart, p. 29 Share and Read Invite children to sing Bye n Bye on Music Favorites CD :18, with you. Guide them to count with their fingers as they sing the first verse (numbers 1, 2, ). Repeat several times. Display large cutout numbers of 1, 2, and. Trace them as you sing. Have children trace and write the numbers on paper. Repeat with the second verse (numbers,, 6). Display Content Area Flip Chart, page 29. Point to the first row. Say: How many houses are in this row? Guide children to estimate the number, then verify by counting. Help children color one box for each house. Say: You made the same number of boxes as houses. Talk About It Color in more or fewer boxes under each row of pictures and help children compare the number in each row. Use the words more and fewer. Objective Count 1 to Count 1- Materials Math Songs CD: Track 2; egg shaker or maraca Sing Counting Numbers Have children sit in a circle. Play Counting Numbers on Math Songs CD: Track 2. When the music begins, have children walk in a circle to the beat of the music. Have each child hold an egg shaker or maraca to keep the beat. When the verse begins, direct children to stop walking and shaking the instruments and hold up the number of fingers that correspond to each verse. For 1, children will stand very straight. For 2, children will hold two fingers and hop like a kangaroo. For, children will swing their arms and act like a monkey. For, children will hold up four fingers and pretend to knock on a door. For, children will hold up five fingers and shake their instrument to simulate the sounds of a buzzing bee. Each time the chorus is sung, have children continue to walk in a circle. 2

3 1 Count 1- Materials counters Count 1- Materials cups, counters, counting books Count the Quantities Place a set of counters in a small container to use throughout the lesson. Show one set of counters at a time to illustrate the numbers one through five. Display one counter. Say: This is one. Touch the counter and count to one. Say to the children: Can you say one? Please touch and count to one. Watch as children repeat and provide corrective feedback. Continue with sets of two, three, four, and five. Make sure all five sets remain on the table. Then point to all five sets (one set of one, one set of two, one set of three, one set of four, and one set of five). Say: Show me two. Find the set of two and count them for me. Continue with other sets. Then place a pile of counters on the table. Say: Make a set of two. Watch as children make the set of the number stated and provide corrective feedback as needed. Continue with other numbered sets. Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Cup Counters Display five cups and a set of counters. Have children place five counters into each cup, counting aloud as they do. Counting Books Read aloud a counting trade book, such as Rainbow Fish 1, 2, by Marcus Pfister; Counting Sheep by Mike Wohnoutka; or Five Little Bunnies Hopping on a Hill by Steve Metzger. Add It Up Give children counters of two different colors, such as red and blue. Ask them to find two blue counters and three red counters. Then ask them to count how many counters they have in all. Continue with other addition facts that add up to five.

4 2 s 1-2 Objective Make sets of five Materials car, bus, airplane, and fire truck counters; shoe boxes Give small groups five of each counter: cars, buses, airplanes, and fire trucks. To make a garage, provide each group with a shoe box with one side cut out. Say: Five cars are in the garage. Help groups put five car counters in the garage. Guide children to count the cars, holding up their fingers as they count. When they reach five, have children hold up five fingers and say: There are five in all! 1, 2,,, in all! Repeat with the other counters and the following positions: in (inside), out (outside), above (over), front, back, left, and right. Vary the groups of five counters. For example, say: There are three planes and two buses in the garage. Then have children count the counters with you. Point out that though the counters are not all the same, there are still five in all. Ask: Have you ever ridden in a car, bus, airplane, or fire truck? Discuss where they might find each vehicle. Materials laminated sheets of paper, connecting cubes March to Arrange five pieces of laminated paper in a straight line on the floor to create a path. Have a child stand at one end of the path. Have a child count from one to five as he or she moves along the path, stepping on one paper as the number is named. Suggest that the rest of the class chorally count with the child. Give the child a set of five connecting cubes. Have the child once again move along the path, this time placing one cube on top of each piece of paper as he or she counts and moves forward. Show children that the path can go in different directions and still show five steps. If children have trouble waiting their turn, have them stand in place and pretend to move along the path while counting each step.

5 2 Materials chairs Counting Throughout the Reinforce the concept of five throughout the school day using these and other activities. Place five chairs around a table. Invite five children to sit in the five chairs. Explain that each child has a chair. Count the children, then count the chairs. Point out that the number of children and chairs is the same. When children line up to go out of the room, have them count off by saying the following: 1, 2: 1, 2: 1, 2: 1, 2 1, 2, : 1, 2, : 1, 2, 1, 2,, : 1, 2,, : 1, 2,, 1, 2,,, : 1, 2,,, : 1, 2,,, Count each child as you distribute the snack for the day. Say: I have five snacks for this table. Let me count how many children I have. One, two, three, four, five. Perfect! I have the same number of snacks and children at this table. Materials musical instruments, stickers, party supplies for Dramatic Play Center Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Musical Sets Seat children in a circle. Distribute various musical instruments to each child. Direct children to take turns striking/playing their instruments five times and saying a number for each strike/note. Finger Wiggle Have children place five stickers on their fingers, one on each finger. Have children count each finger as they wiggle the sticker and say the number. Invite Guests Set out props for making a pretend party in the Dramatic Play Center. Prompt children to count out enough to invite five guests, such as five plates or five party hats.

6 s 1-2 Objective Introduce the concept of zero Materials basket with muffins; Music Favorites CD :16; Content Area Flip Chart, p. 0 Share and Read Display three muffins in a basket. Invite children to sing Three Little Muffins, Music Favorites CD :16, with you. As you sing, take the muffins out of the basket one by one. At the end of the song, say: There are no more muffins in the basket. There are zero muffins in the basket. Display a large cutout 0. Trace it with your finger. Then have children repeat and trace and write 0. Display Content Area Flip Chart, page 0. Identify the objects and animals, and count them aloud with children. Point out the pictures with zero objects and animals. Write 0. Help children draw an X on the pictures with zero objects or animals. Talk About It Discuss the pictures on the Flip Chart. Ask children where they might find the objects in their neighborhood. Objectives Understand the concept of zero Materials dot cards for 0-, pretzels, plastic bags Who Ate My Pretzel? Distribute to each child a set of 0- dot cards and a small plastic bag with five pretzels. Have children predict and then count the number of pretzels inside their bags. Ask: How many pretzels are there altogether? Have children lay the pretzels on each dot on the five dot card as they count to five. Tell children that they have just counted a set of pretzels. Tell them that a group of objects can be called a set. Have children eat one pretzel and then count the ones that remain. Continue with the remaining dot cards. Ask: How many pretzels are left if we eat them all? How many pretzels are in the bag now? What number means none or nothing? Write the number zero on the board. Explain that zero is the number used to tell how many there are when there are none. 6

7 Objectives Understand the concept of zero Materials 6 clear cups, counters Order the Cups Using sticky notes, number each cup from zero to five. Place counters in each cup corresponding to the number on the cup. Line up all the containers in random order. Have children place the cups in order from five to zero. Have children tell how many counters they need to remove from each cup to show zero. Remove the sticky note from the cup. Have children place the counters removed in the center of the table. Once all the cups are empty, have children replace the sticky notes and re-order the cups from zero to five. Have children refill the cups to show the correct quantity based on the number written on the sticky note. Objectives Understand the concept of zero Materials counters, animal picture cards, -D shapes Extension Activities Use the following activities to reinforce/extend the learning in upcoming days and weeks. Add Use counters to make sets of zero through five. Discuss and compare the effects of adding zero counters and one counter to each set. Ask: What happens when you add zero? What happens when you add one? Corners or No Corners Have children sort three-dimensional shapes by a corners/no corners rule. When they finish, emphasize how cylinders and spheres have no or zero corners. How Many Legs? Display pictures of animals. Have children sort the animals by number of legs--four, two, zero. 7