Design for Learning

Instructor: Ms. Julia Sansom

Grade Level:
Preschool/Bosley
Lesson Title: One-to-One Correspondence Lesson Date: February 25th, 2016
Curriculum Area: Math
Estimated Time: 20 minutes
(small group rotation)
Standards Connection:
M. P.1.1 Demonstrate use of one-to-one correspondence in counting objects and matching
numeral with sets of objects
Learning Objective(s):
When students are given a counting booklet they will be able to select the correct amount
of stickers that correspond with the numeral number.
Learning Objective(s) stated in kid-friendly language:
Boys and girls, today we will be practicing our counting!
Evaluation of Learning Objective(s):
After the teacher has modeled correlating numbers with the corresponding number of
objects, and the students have practiced correlating numbers with the corresponding
number of objects; students will fill in a counting booklet with by matching the correct
number of stickers to numbers 1-10. Students that are proficient will complete the
counting mat with 100-80% accuracy and will be considered green. Students that
complete the counting mat with below 80%-50% will be considered yellow. Students that
complete the counting mat with less than 50% accuracy will be considered red.
Engagement: (3 minutes)
Teacher introduces the learning target to students and reads the book Ten Black
Dots. The teacher will ask prompting questions throughout the book to get the
students to count along as she reads.
Good morning students! Are you ready for math centers today!? I hope you are because
we are going to play fun counting games today. In order to play these fun games
remember that we need to keep a bubble in our mouth when I am talking or a friend is
talking. We need to sit up nice and tall, have nice hands, and turn those listening ears up
extra extra loud. Teacher models as she reviews the rule. Today we are going to practice
counting numbers 1-10! I know that each of my friends has been working very hard at
counting. Counting is SO fun! We can count all sorts of things! Can count how many
friends are sitting at the table? Yes! Lets count how many friends are sitting at the table
together. Ready lets count! 1-2-3-4 friends! Great job! Can we count how many hands
we have!? Yes! Lets count how many hands we have! Ready, 1-2! We can count all sorts
of things! That reminds meI brought a special book to read to you today about
counting! It is called Ten Black Dots by Mr. Donald Crews. While I read I need you to put
a bubble in your mouth and turn your listening ears up! Teacher reads the book and asks
students prompting questions throughout the read aloud to get students to count and
interact. What number did we count to in this book!? Thats right, we counted to the
number 10!! Today during math centers we are going to practice counting to the number
10. We are going to using some fun games to help us work on our counting! Is everyone
ready to count!? (Teacher transitions to teaching)

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:

Ten Black Dots by Donald Crews

Ice Cream Cone file folder
Plastic counting bear mats
Plastic bears (10 per student)
Counting mats
Stickers
Number booklet

Differentiation Strategies (including plans for individual learners):

I will provide differentiation in several different ways:
Vary questioning, (i.e. Show me five bears. Is this the number 5 yes or no?)
During the opportunity for practice I will not use the scaffold of the bear pictures
on the card, instead I will cover them up so the student will have to select the
number of bears with the pictures guiding them.

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:

Assessment (Sticker counting book)

Samford University
Design for Learning