Kindergarten Early Mathematics Lesson Plan

8/11/2019 Kindergarten Early Mathematics Lesson Plan

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Running Head: CREATIVE CURRICULUM 1

Creative Curriculum Approach: Lesson Plan

Andrew Smith

ECE 101: Introduction to Early Childhood Education

Instructor Bullock

September 24, 2014


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Creative Curriculum Approach: Lesson Plan 2

Creative Curriculum Approach: Lesson Plan

Subject: Early Mathematics

Grade: Kindergarten

Topic: Counting

Duration: 1 day

Goals/Objectives:

By the end of this lesson, students will have a better understanding of numbers, addition, and

subtraction. Students will also gain experience in working together in groups. This lesson

should target multiple creative curriculum objectives for development and learning, such as

socio-emotional (Participates cooperatively and constructively in group situations), physical

(Demonstrates fine-motor manipulative skills), and mathematics (Uses number concepts and

operations) (Estes & Krogh, 2012).

Standards Covered:

1.B.08: Teaching staff support childrens competent and self-reliant exploration and use of

classroom materials.

1.C.02: Teaching staff support childrens development of friendships and provide opportunities

for children to play with and learn from each other

2.B.06: Children have varied opportunities to (A) interact positively, respectfully, and

cooperatively with others, and (B) learn from and with one another.

2.F.02: Children are provided varied opportunities and materials to build an understanding of

numbers, number names, and their relationship to object quantities and to symbols.

3.D.03: Teachers provide time and materials daily for children to select their own activities.


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different learning styles. Some activities can be done solo, with a partner, and in a group. There

will be computer counting games, however, many students may want to use the computer or

tablets, and if there are not enough, there will be a time limit and waiting list to make it fair for

others. Two sites that will be used arekindergarten math practice(IXL Learning, 2014) and

learn to count with fun counting games(Topmarks Online Ltd, n.d.). Around the room, several

other materials will be set up. The dice will be used to play counting games; students can use

one die and then figure out how much more is needed to count to ten. The dice will also be used

for the board game boards, but instead of playing the games, students will just roll two dice and

move that number of spaces. The cups and beans will be used together; each group doing this

activity will have 11 cups, numbered 1-11, and 70 beans. They will place the appropriate

number of beans in the marked cups. The string and beads will also be used together; each

student doing this activity will have a piece of string and a bunch of beads of different colors.

The object of this is too put 100 beads on the string.

Practice/Checking for Understanding:

After the students have had a chance to do all the activities they wanted to try, the materials will

be put away, and the computers will be logged off. The students will return to their desks, and

will be given work sheets to complete; they will cover basic number features and counting

questions. For example, a question would have them circle the corresponding number to a

written number (one, five, ten, etc.), to count the number of objects in a particular box and write

the number, and to do basic addition or subtraction.
http://www.ixl.com/math/kindergartenhttp://www.ixl.com/math/kindergartenhttp://www.ixl.com/math/kindergartenhttp://www.topmarks.co.uk/maths-games/5-7-years/countinghttp://www.topmarks.co.uk/maths-games/5-7-years/countinghttp://www.topmarks.co.uk/maths-games/5-7-years/countinghttp://www.ixl.com/math/kindergarten


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Closing:

After the worksheets have been completed, the teacher will ask the class questions from the

worksheet so the class can go over the answers. Students will also be able to ask any questions

they may have.

Personal Reflection:

With using different activities that involve solo, partner, or group work students will be able to

work in a way that is suitable for them. Some students have preferences for the type of work

they do, and the number of other students they feel comfortable working with in these activities.

These activities also involve different learning styles, visual (computer activities), auditory

(bingo), kinesthetic (cups/beans and string/beads), and read/write (worksheets), so all students

will be able to work with their preferred learning style as well as improve on one or more of their

weaker ones.


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References

Estes,LA., Krogh, S. (2012).Pathways to teaching young children: An introduction to early

childhood education. San Diego, CA: Bridgepoint Education, Inc.

IXL Learning. (2014). Kindergarten math practice. Retrieved from

http://www.ixl.com/math/kindergarten

National Association for the Education of Young Children. (2013, October 1).NAEYC early

childhood program standards and accreditation criteria & guidance for assessment.

Retrieved from http://www.naeyc.org/academy/files/academy/file/

AllCriteriaDocument.pdf

Topmarks Online Ltd. (n.d.). Learn to count with fun counting games. Retrieved February 24,

2014, from http://www.topmarks.co.uk/maths-games/5-7-years/counting

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Kindergarten Early Mathematics Lesson Plan