Lesson Plan!!
Pre-Kinder Lesson
Pre-K Guideline: V.A.5.
Child counts up to 10 items and demonstrates that the last count indicates how many items were counted.
Objective: With 8 out of 10 correct, the student will be able to create numbers up to 10 by placing beads on the apple stem.
Engage:
Explain how you engaged and motivated the students to become engaged. The teacher will connect today’s lesson to the previous learning and assess prior knowledge. The strategy chosen should have children discovering the concept rather than being told the concept. The teacher will ask questions to encourage thinking. For example, you may use a thought provoking question; divergent event or scenario; a picture, word or song that describes the concept. (Please avoid videos as they do not promote playful learning )
Can you count to 10? What numbers come before 10? (Show pictures of the numbers 1-10). Who remembers our counting song we sang this morning, “10 Little Numbers”? Let’s sing it together, “ 1 little, 2 little, 3 little numbers, 4 little, 5 little, 6 little numbers, 7 little, 8 little, 9 little numbers, 10 little numbers.” Now backwards! “10 little, 9 little, 8 little numbers, 7 little, 6 little, 5 little numbers, 4 little, 3 little, 2 little numbers, 1 little number.” How does the counting song help you remember your numbers? (Hold up visuals with numeral, word and number showing.
Song Link: https://www.youtube.com/watch?v=dk9Yt1PqQiw
Explore:
Students should be working in pairs or groups to discover the concept. Teacher is facilitating the thought processes through questions. Teacher clarifies any misconceptions as he or she circulates to the groups. Concepts are explored using concrete materials that stimulate disequilibrium and dialogue.
Today you will be working in pairs. How many can be in a pair? Raise your hand if you know the answer. With your partner you will go around the classroom choosing no more than 10 items or objects. It’s very important to be able to count and know your numbers because you will use them in everyday life such as counting money. Why else would you need to know how to count? Raise your hand, please.
Explain:
Explain: Students share what was learned in Explore. This phase is the most teacher-directed phase of the 5E lesson plan. Vocabulary is taught in this phase. Learning continues to be facilitated with questions from the teacher.
Once the students have returned to their seat with their partner, the teacher will ask students to give the quantity of each numeral. The teacher will the proceed with discussing amongst the class that numerals have a quantity or amount. The teacher will explain that the last number counted represents the total number in the set. The teacher will then call on 3 pairs of students and ask them “What items or objects did you choose?” How many items/ objects were there total?” “If I had this many ítems (XX) counted out, what numeral would I choose? “What did you do to help you choose only 10 items?” (re-counted each ítem).
Expand:
Teacher transitions in this phase to emphasizing a real-world connection with the concept (How will the child use this in the real world.) Students are in group work again or individually applying the concept to a real-world setting. Teacher facilitates the learning by questioning each group. Concepts connect to real-world experiences through the use of concrete experiences (manipulative, drama, art, future occupations, or inquiry activities).
Today we are going to learn the importance of knowing how to count numbers. In our pairs, we are going to learn how to create numbers up to 10 using black beans. At each designated area, there will be 2 containers for each table. Each container will have 10 apples with numerals written on the apple. Once you have done so, call me to check your work. Then, please place the apples back in a separate empty bin, neatly. If you finish early, you may go read a numeral book in the library. If you finish late, you will finish during centers.
Evaluate:
Teacher will close the lesson with the entire group. Teacher addresses the procedures for early and late finishers. An explanation is provided about the method of assessment (checklist, rubric, inventory, anecdotal record). This explanation includes specific questions that relate to the objective and standard.
The teacher will assess the apples with a checklist for grading purposes and ask the following questions: How many apples are on this apple? What numeral is shown on this apple? How did you know which numeral it was when counting? (it was the last number I said)