TCNJ Lesson Plan

Ordering Numbers

Name: Caroline Woo and Alyse Watson School Name: East Amwell Township School District

Grade Level: Pre-K Host Teacher’s Name: Mr. MacDuff

Guiding and/or Essential Questions:

Will students be able to identify the numerical numbers represented through quantities of
objects? Will students be able to identify the missing number missing in a number line?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

Students will have prior knowledge of and practice with counting from 1-10. Children will
participate in a brief discussion about where they have seen numbers being used and why they
are important.

Standards:

4.1.2 Recognize and name one-digit written numbers up to 10 with minimal prompting.

4.1.4 Understand the relationship between numbers and quantities (i.e., the last word stated when
counting tells “how many”):
(a) Accurately count quantities of objects up to 10, using one-to-one-correspondence, and
accurately count as many as 5 objects in a scattered configuration.

Learning Objectives and Assessments:

Learning Objectives Assessments

Students will demonstrate their knowledge of
numbers and the quantities they represent by
matching patterned popsicle sticks with the
corresponding numerical symbol located on
another set of popsicle stick.
Teachers will observe and monitor the
students’ progress and accuracy during
this number sense activity as they pair
patterned representation with the numbers
exhibited.

Students will demonstrate their knowledge of Teachers will evaluate students on their
relationships between numbers by selecting a accuracy of filling in the number lines
digit that will complete the number lines that are with the correct numerical values.
missing various numerical symbols.

Materials/Resources: (List materials, include any online or book references and resources)

 Popsicle sticks numbered 1-10

  Popsicles with patterns that represent numbers 1-10
 Popsicles with missing numbers that range from 1-10
 Clothespins with numbers 1-10

Step by Step plan (numbered):

1. The teacher will read the book My Little Sister Ate One Hare by Bill Grossman to
introduce the math lesson on numbers from 1-10 and reinforce the concept of counting.
The teacher will preface the book with some pointers such as: “When you’re listening to
the story, I want you to pay close attention to the numbers that hear in the story and what
the little girl eats.”
2. Teacher will read the book My Little Sister Ate One Hare by Bill Grossman
3. Students will be split into four groups and complete two small activities involving
counting.
4. Students will first do the missing number activity where each child will be given a
popsicle stick with a missing number(s) from 1-10.
5. Clothespins labeled with the numbers from 1-10 will be laid out in the middle and the
students will take turns finding their missing number among the clothespins. Some
students will have two missing numbers.
6. Once every student finds their missing number, they will start over with a different
popsicle stick.
7. Students will do the second activity where they will each get a popsicle stick with a
number from 1-10 on it.
8. Popsicle sticks with a certain number of patterns on each will be laid out in the middle. 2-
3 students at a time will find the popsicle stick that matches the number on the popsicle
stick they initially received.
9. Closure: Teachers will recap with questions that were posed at the beginning of the
lesson to complete the discussion on numbers and to see if the children’s responses differ
or are the same following their participation in the activities.

Key Questions (that you will ask):

Why are numbers so important?

What do they help us do?
Where do you see numbers used?
How do you use numbers when you are at home?

Logistics:

Classroom Management

- Students will be monitored by a teacher or an aide at each table

- Students will be given clear directions before beginning their activities and instructed
in the proper usage of the materials
- Students will either participate in the activities one at a time or with one or two other
people.
 Transitions

- Students will transition from the rug when their table is called (red, blue, green,
rainbow).

Differentiation

Students will be provided with a tool that they are already accustomed to seeing (clothespins
with a number on it, which is used in their play planning activity). Different materials that range
in level of difficulty will be distributed accordingly in order to meet each learner’s individual
academic needs.