Subject/Grade Level: Math/PreK

Resource Type: Google Slides

Additional supplies needed for this lesson: Playdough

Instructional Goals and Objectives:

Mathematics

Number Sense

Around 48 months of age

Preschool-age children need to develop an understanding of numbers and quantities in their everyday environment. 

• 1.1 Counting: recite numbers in order up to 6 with increasing accuracy.
• 1.4 Count up to six objects using one-to-one correspondence (one object for each number word) with increasing accuracy.
• 2.2 Extending: counts accurately 1 to 6 objects with the understanding that adding to the group will increase the number of objects in the group.
• 2.4 Solve simple addition problems nonverbally (and often verbally) with a very small number of objects (sums up to 6).

English Language Development

Listening 

Focus: Beginning words

Middle

• 1.1 Demonstrate understanding of words in English for objects and actions as well as phrases encountered frequently in both real and pretend activities.

Listening

Focus: Requests and directions

Middle

• 1.2 Respond appropriately to requests involving one step when personally directed by others, which may occur with or without contextual clues.

Speaking

Focus: Vocabulary production

Middle

• 1.2 Begin to use English vocabulary, mainly consisting of concrete nouns and with some verbs and pronouns (telegraphic speech).

How to Use:

Students will count the apples to decide how many more are needed for the given amount of friends. When the math problem has been solved the teacher will present a visual showing that all friends an apple and play a cheering sound provided on the slides.

Instructional sequence:

Introduction:

I will begin with a simple hook question (Do you like apples?). I will then set the storyline for the activity and pose the mathematical problem (Today I am at an apple orchard and need some help picking apples for my friends). 

1. Students will be given an opportunity to come up with their own solution to the problem. A visual will be presented and students will be asked what we can do to figure out how many more apples we need for all of our friends.
2. The teacher will then clarify and restate what steps need to be taken to solve the problem and complete the task.
3. Students will be asked how many apples do we already have prompting them to begin counting to solve the problem.
4. Students will then be asked how many more apples are needed to solve the math problem. And students will need to count to identify how many more apples are needed. 
5. The teacher will verbally and physically (using hands) model counting and students will count along. 
6. Students will be given time to roll the number of apples needed.
7. Students will be prompted to show their solution by holding up the apples that they rolled and verbally expressing or physically showing with their fingers how many apples they rolled.
8. Students will be provided with specific feedback about their solution and response to the problem.
9. After each time students roll their apples, a visual will be presented to show that they have solved the problem and completed the task.

Conclusion:

The teacher will check in with students to reflect on the learning objectives. The teacher and students will review how many learning objectives were met to solve the mathematical problem and complete the task.