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# One–to-one Correspondence Lesson Plan

## The College of New Jersey

Student Teacher: Kayla Taylor
PreK-4 Class

## Topic of Lesson: One-to-one Correspondence, PreK4

Lesson Essential Question: What is the meaning behind counting and how can it be used?

## Standards: Preschool Teaching and Learning Standards (2014)

• 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”):

## o (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 Assessments

Students will be able to identify numbers The teacher will have the paper ice cream
1-10. cones with numbers 1-10 in random
order on the table and the students will be
asked to say what number is on each out
loud. The teacher will assist as needed.
Students will be able to distribute the The teacher will ask the students to place
correct number of pompoms to each paper the pompoms onto the cones for
ice cream cone. example, “This ice cream cone wants to
have 7 scoops of ice cream, can you put
that many pompoms onto the cone?”
The students will count the pompoms as
they place them on. The teacher will
assess whether the students stop adding
pompoms once they count the correct
amount.

Materials: Assorted pompoms, paper ice cream cones with numbers 1-10 (premade by teacher), blank
paper ice cream cones, markers

Prior Knowledge: Students have prior experience with numbers and counting.

Lesson Beginning: The teacher will allow the students a few minutes to play and build with the
pompoms before introducing the ice cream cones with numbers. Then, the teacher will ask the students
what their favorite flavor of ice cream is.

Instructional Plan:
1. This lesson will be done in small groups of 3 or 4.
2. After the lesson beginning, the teacher will point to an ice cream cone and ask the students
to say the number out loud all together. The teacher will repeat this for all the numbers to
test whether the students recognize the numbers. If the students do not recognize all the
numbers, the teacher will provide more scaffolding and support during the rest of the
lesson.
3. The teacher will use one ice cream cone to model how to place the target number of
pompoms onto the ice cream cone. Based on the children’s abilities, the teacher will give
each child an ice cream cone and ask them to put that many pompoms, or scoops of ice
cream, on the cone. The teacher will ask questions such as, “How did you know to stop
adding scoops of ice cream?” and “Why did you only count to (target number on ice cream
cone)?”

o Differentiation: The amount of support the students receive during the activities will
vary depending on ability. If the student’s have difficulty identifying the numbers, the
teacher will have the students trace the number with their fingers to recognize what
makes that number look the way it does. The teacher will also differentiate by giving
different ice cream cones to each student based on their ability and experience with
numbers. During the closing activity, the teacher will either allow the student to write
the number on their own or assist through hand-over-hand or drawing dots for them to
trace.

Closure: Allow the students the opportunity to challenge themselves. The teacher will ask the students
how many scoops of ice cream they would want on their own ice cream cone and help them write the
number on a blank paper ice cream cone. The students will then add that number of pompoms to the
cone.