C

Focus area(s):
Mathematics

The objective of the lesson is to introduce kindergarten students to the

Objective of lesson:
concept of counting to ten, with a primary focus on enhancing their
understanding of counting and grouping. The overarching goal is to help
students develop the ability to count objects and recognize the relationship
between numbers and quantities, while also understanding the concept of
grouping and organization using ten frames.

Cognitive:
- Students are working on their thinking skills and are acquiring new
knowledge relating to math
- They are also using reasoning skills by counting and grouping

Social:
QEP Competencies
- Students collaborate with their peers during this lesson
(developmental
- They also participate in whole-class activities
domains)
Language:
- Students are interacting verbally and non-verbally by sharing
responses with the class
- Through oral language they are demonstrating their understanding
of counting

- For students to struggle with the concept of grouping, individualized

support can be provided when students are called upon the count
the dots on the die, and for the quick frames, students will not be
Differentiation/EDI called upon but volunteers will be taken
considerations
- Visuals will be clear and large so they are visible to all students

Materials & Smartboard, pairing flashcards, counting extension sheet

Resources
Learning Plan
- Remind students of the counting practice we have been doing in
Introduction the past
- Introduce counting as left to right, up to down
- Now that the students are reminded of how to count properly, pull
up a powerpoint presentation that has dots in a 10 frame on every
slide
Unfolding of the - Show the 10 frames for about 10 seconds, then flip off the screen.
lesson - Ask students how many dots they saw, and how they grouped the
dots
- Discuss each students’ answer, and see if any other students got
the same answer
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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 - Now that they understand the grouping of numbers to aid in
counting, bring up the dice game on the screen, in which it will roll
when you tap the smartboard.
- Ask a student to come up and roll and count the number of dots,
then encourage all students to clap that number all together

- Once they demonstrate a clear understanding of counting and

grouping, hand out cards to each of the students. Half the class has
cards with visual representations of the number, and the other half
has the numeral
- Explain to the students that they are on a special mission to find
their "number buddy." Their task is to find the person with a card
that matches theirs.
- Encourage the students to move around the room, holding up their
cards to show others, and asking, "Do you have my number (or
Conclusion
picture)?"
- Once they find their matching partner, they can stand together.
- Go around the room and have each pair introduce themselves and
share their numbers and pictures with the class.

Extension:

- Cut and paste count to 10 worksheet with different representations

of each number
- Students will have to put these in order
Formative observation of their learning during the unfolding of the lesson,
Assessment
and formative assessment of their extension worksheet.

Broad Areas of Learning

☐ Health & Well ☐ Career ☐ Environmental ☐ Media Literacy ☐ Citizenship &
being Planning & Awareness & Community Life
Entrepreneurshi Consumer Rights
p & Responsibilities
Explanation:

Students are being educated on basic knowledge necessary to reach their full potential. They are
becoming more familiar with the various aspects of mathematics and how mathematics can help
them in their everyday life.

Cross Curricular Competencies

☐ Uses ☐ Solves ☐ Exercises ☐ Uses Creativity ☐ Adopts
Information Problems critical effective work
judgement methods
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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.
 ☐ Uses ☐ Achieves their ☐ Cooperates ☐
information & potential with others Communicates
communications appropriately
technologies
Explanation:
In this lesson, students engage in critical judgment as they revisit counting techniques and discuss
their answers, fostering an environment of thoughtful analysis and justification. The dice game
encourages cooperation, with students taking turns and clapping together, enhancing their
teamwork and camaraderie. The pairing activity promotes social interaction and collaboration as
students work together to find their "number buddies." Through introductions, students
communicate appropriately, sharing their numbers and pictures with the class, fostering effective
communication skills and a sense of community within the classroom.

Reflection on lesson:
I believe this lesson to be structured and necessary for students to learn from. Counting, and more
specifically grouping is a very important tool in a students everyday life, and I feel that it is fun and
engaging as well as educational.

Professional Competencies targeted:

Planning Teaching and Learning Situations
- The lesson begins by revisiting prior knowledge, ensuring that students have a solid
foundation. It then introduces new concepts, such as left-to-right and up-to-down counting, in
a deliberate and structured manner. The use of visual aids, such as a PowerPoint
presentation and a dice game, engages students and reinforces the learning objectives.
Furthermore, the I question and facilitate group discussions to encourages active participation
and comprehension. The activity where students search for their "number buddy" promotes
collaboration and real-life application of the learned concepts. Finally, extending the lesson
with a worksheet reinforces the material in a different format.
Support students’ love of learning
- This lesson aligns with the competency of "supporting students' love of learning" by offering
stimulating and meaningful teaching and learning situations. I wanted to make learning
enjoyable and relevant. By revisiting counting concepts, introducing new ideas in an engaging
manner, and incorporating interactive activities, I tried to create an environment where
students find learning enjoyable and meaningful. The "number buddy" activity and the
extension worksheet further emphasize the practical application of learning, reinforcing the
idea that math is not just a classroom exercise but something that can be utilized in real-life
scenarios.

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Based on a simplified version of Understanding by Design (UBD) and the Quebec Education Programme for Pre-school.