Lesson Plan

EDUC 111
Name: ___Stephanie Holey__________________ Date: __4/7/17___________
TITLE: Comparing Numbers

SUBJECT: Math

GRADE LEVEL: Prekindergarten

STANDARD AND LEARNING GOALS: (NAEYC 5c)

STANDARD AREA: CC.2.1: Numbers and Operations

Students will rote count to 20, name numerals up to 10 and represent a
number of objects with a written numeral 0-10.
STANDARD: Standard - CC.2.1.PREK.A.3 Compare Numbers
Students will identify whether the number of objects in one group is greater
than, less than or equal to the number of objects in another group up to 10,
and compare two numbers between 1 and 5 when presented as written
numerals.
OBJECTIVE(S):
The student will be given a bag of 4 different types of beads, along with a pipe cleaner.
They will sit at the small group table for this activity, and dump their beads on the table
and sort the beads. I will be asking them to count and see which type of beads they have
more of. I will be using a chart for my table of children to see how many of each bead they
have. Students will be counting their own beads and then as a table we will count to see
how many beads we have of each item. We will talk about which bead we found the most
of as well as the bead we had the least of. Once we are done counting and sorting our
beads the children will have the option to lace their beads on the pipe cleaner or they may
place them back in the bag. For transition to the next activity children will be asked to
count their beads and they clap that many times. I will be documenting how high the
children can count, and if they were able to identify which type of bead they had more of.

CURRICULUM ALIGNMENT/CURRICULUM FRAMEWORK: (NAEYC 5c)

ESSENTIAL QUESTION: How is mathematics used to quantify, compare,
represent and model numbers?

RATIONALE: (NAEYC 1a)

The students have been reading many books relating to counting, this morning we read
the very hungry caterpillar. They also enjoy sorting which is why we decided to use food
shapes beads for our small group activity. This way the children can continue which some
of the math and items they heard in the story this morning.

ACTIVITY: (NAEYC 1a)

At small group the children will each be given a bag full of food shaped beads. The
children will be asked to sort their beads, and count each pile. We will be making a chart of
each four beads to see which bead we has the most of and the least amount of.
DURATION: 10 to 15 minutes
LIST OF MATERIALS/EQUIPMENT: (NAEYC 4.b) Please use a bulleted materials list.
THE VERY HUNGRY CATERPILLAR, food shaped beads, snack size bags, a bag of pipe
cleaners
Give each child a sorted bag of 4 food shaped beads
If needed children will be reminded that beads are for lacing and they are
not to eat.
VOCABULARY: (NAEYC 4.b)
Compare
greater than
less than
equal

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PROCEDURES: (NAEYC 5c.) Please use a numbered procedures list.
1. Teacher will explain to children now that we have read the book about The
Very Hungry Caterpillar; we are going to move like a caterpillar over to the table.
2. The teacher will hand each child a bag full of their beads, and ask can
anyone tell me what you have in your bag?
3. The students will respond to food items they saw in the book.
4. Then the teacher will explain Just like the caterpillar in the book had all
that food we are now going to see what type of food beads we have.
5. Children will be instructed to open up their bags and dump the beads on
the table.
6. Teacher will ask children to sort the beads in four small piles.
7. Next children will be instructed to count their beads.
8. As on child counts the teacher will make tally marks on chart paper.
9. Once every child had a turn to count all of their types of beads the table will
count together.
10. They will figure out which bead the table had the most of.
11. Children will also be asked to see if they had more of what the group did or
if they had more of another bead.
12. Children will be given an option to either place their beads back in the bag
when they are finished.
13. Or they may lace their beads on the pipe cleaner to keep after the activity
is over.
14. Transition to the next activity will be children counting how many beads
they had total and counting that many times.

ASSESSMENT (Formative): (NAEYC 3.b)

The teacher will take antecedent notes of the students counting, naming
numerals, identifying whether a group of objects is greater than, less than or equal
to another amount of beads. The results will be added to the students portfolio as
well as the students who had this as a goal. Any student who had difficulties will be
noted and will be continuing similar activities with them throughout the year.

RELATED MATERIALS AND RESOURCES: (NAEYC 4.b)

Chicka, Chicka, 1, 2, 3 by Bill Martin, Jr. and Michael Sampson
Ten Apples Up on Top! Book by Dr. Seuss
http://pbskids.org/games/123/
https://itunes.apple.com/bm/app/elmo-loves-123s/id581585669?mt=8

ADAPTATIONS: (NAEYC 3.c)

Children who are ELLs will have teachers counting with them in their language as
well as in English.
Children who are struggling with the activity will have extra support from a teacher.
Children who are gifted will be given extra materials or tasks if they finish early for
and extension.

EXTENSIONS: (NAEYC 2.c and 3.d)

Children and parents can find four different types of item in their house that they have
multiples of. Such as cereal, clothing items, or they can collect items outside. The family
can work on sorting and counting the items they find. The child can share about their
experience at school the following day.

STUDENT REFLECTION: (NAEYC 4.d)

I thought I chose a very appropriate activity for many children that I work with. I feel that it
fits any classroom of children, and it is easy to build extensions off of. The activity it easy
for any teacher to follow, and could easily be changed it needed. I used Piagets theory of
preoperational learning was the basis of my lesson. I didnt feel that it was difficult to plan
for cultural diversity because the items used for counting relate to everyone, and the
teachers are able to found in multiple languages. It also encourages sharing from other
languages which I really like. It was initially overwhelming looking at the lesson plan

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project, but overall I found it to be an easy task. I enjoyed looking back through the
standards but I realized it had been years since I have looked at them to lesson plan.

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