Drexel Lesson Plan

EDUC 540 Week 7 - Writing Piece - Domain 3

Teacher: Alvin C. Yen

Grade: PreK
Content Area: Math Center Activities (Build and Match Sets to Numbers)

1. Content and Standards:

a. Pennsylvania Learning Standards for Early Childhood (Pre-Kindergarten):
i. 2.1 PK.A.2: Count to tell the number of objects.
b. Happy Kids Preschool (PreK) Benchmarks:
i. Social Skills: Each child will form and maintain secure relationships. Each
child will voice questions, needs, and oCounting and Operations: Each
child will demonstrate a knowledge of numbers, including numeration and
operations (addition and subtraction), patterns, ratios, and proportion.
Each child will:Prerequisites:

2. Essential Questions:
a. Can you count and say the number of objects around on your own?
b. Can you match number 3-6 to the same number of objects (fruits)?
3. Materials and Equipment:
a. Math notebook

b. Math worksheet

c. Scissors
d. Gluesticks

4. Instructional Objective:
a. Students will be able to identify the numerals (numbers 3, 4, 5, 6) to the same
amount of fruits. (Domain 3a: Expectations for learning)
5. Instructional Procedures:
a. Before:
 i. I will begin the lesson by saying: "All right, my PreK friends. Today we
are going to practice matching our numbers to sets of objects. We will be
using fruits as examples." Then I will continue: "Just to make sure you all
know how to count nicely. Let's count from 1 to 10. Ready, set, go! 1, 2, 3,
4, 5, 6, 7, 8, 9, 10 (PreK children will count along with me)! Great job, my
dear friends!"
ii. Then I will say: "Instead of practice from 1 to 10, which will take up a lot
of time, we are going to focus on 3, 4, 5, and 6. Can you use your fingers
to show me 3, 4, 5, and 6 (PreK children at the table will take turns and
use their fingers to show me 3-6)? Wow, that's wonderful; I am so happy
for you!" (Domain 3a: Explanations of content)
iii. Then I will ask the PreK children: "I wonder if you can match number 3 to
6 to things that shares the same amount?" (Domain 3b: Quality of
questions/prompts)
b. During:
i. I will continue: "Now I am going to pass out your Math Notebook. We will
use it for this matching activity. Also, please grab yourself a pair of
scissors, as well as a glue stick. If you have a question about the tools,
please raise your hand and ask." Then I will pause to see if any child has a
question. Then I will resume: "You will need to cut out the name of this
activity first. Please repeat after me: I can build and match sets of
numbers. Good! Now, my dear friends, please take a look. Do you see the
numbers we just practiced? Yes, 3, 4, 5, and 6. First, I need you to cut it
out and glue them nicely, from top to bottom, on this side (I'll point my
finger towards the left side of the notebook) of the page.” (Domain 3a:
Directions for activities/3c Engaging Students in Learning)
ii. I will pause and allow the PreK children to cut and glue the title and
numbers on the assigned Math Notebook page. Then I will resume my
instruction by saying: "Great job with the numbers! I can see you trying to
follow the dotted lines when you cut the numbers and keep it up. Don't feel
bad if you are having a hard time following the dotted line. Take your
time with your scissors. Remember, this is not a race." (Domain 3a: Use
of oral language/3d Monitoring of student learning)
iii. Then I will continue: "When you are done, I would like you to cut out the
pictures of fruits and try to match them to the numbers you just glued.
Remember, don't glue your fruit pictures yet. When you are done matching
them, please give me a thumb up. I will take a look at it for you first. When
I give you a thumb up back, you can go ahead and glue them on. Ready,
go!" (Domain 3a: Directions for activities/3c Engaging Students in
Learning)
iv. I will wait and observe the PreK children match the fruits (that have the
right amount) to the numbers. I will answer any possible questions while
keeping an observation record regarding how they match the numbers to
sets. (Domain 3d: Student self-assessment and monitoring of
progress/Feedback to students)
c. After:
 i. When the PreK children are done, I will say: "Great job, my PreK friends!
Let's double-check before we put our Math Notebook back to the basket."
6. Assessment:
a. The activity itself is an assessment. I will be using the observation sheet (see
sample image below, provided by Ms. King) to track each child's progress.
Progress such as how the children respond to the activity will be recorded and
shared with both Ms. King and the parents.

7. Differentiated Instruction:
a. For children who may have a hard time cutting with scissors, I will pre-cut two
sets as backups (in case they accidentally damaged the images) and prepare clear
tape to help them fix the damaged images (if possible).
b. For children who might have a hard time finishing the activity within the given
time, I will find time to work with them later in the afternoon in a one on one
setting. (Domain 3e: Demonstrating Flexibility and Responsiveness)

Lesson Reflection:

I enjoyed this lesson very much. Like all the other centers I did in the past few months,
My MT and I divided the PreK children based on their needs. (Domain 3c: Engaging Students
in Learning) So, in a way, I expected what will be needed with each group and which groups
may require more time to work on. I usually begin with the group that may require more time (in
this case, cutting and matching the numbers and fruit set images). I reviewed the content learned
previously, then I guided the children to the task for the day. (Domain 3a: Communicating
With Students) I think my firm yet friendly tone helped me tracked children's attention. I took
my time, explained what's needed, and reminded them to learn to work at their own pace (as
some PreK children wanted to turn this math center into a cutting and pasting race). (Domain 3c:
Engaging Students in Learning) While the children were cutting, matching, and pasting the
numbers and images, I used the observation sheets to track progress. (Domain 3d: Using
Assessment in Instruction) My MT and I will usually have a quick chat after the center (before
circle time before lunch), then we will sit down after dismissal for a wrap-up meeting. Although
I didn't get to use the extra two sets of cut-out I prepared (where I am glad they don't need it), I
did make good use of the tape stand and helped some PreK children to "fix" their cut-outs.
(Domain 3e: Demonstrating Flexibility and Responsiveness)