EDT318E LESSON PLAN TEMPLATE

Name: Jessica Fogelman

School: Camden Primary
Grade Level: Kindergarten
Subject/Topic: Math
Date:
th
October 29 , 2015
Title of Lesson: If You Give a Mouse a Cookie Counting
Ohios New Learning Standards Addressed in this Lesson:
Understand the relationship between numbers and quantities; connect
counting to cardinality.
When counting objects, say the number names in the standard
order, pairing each object with one and only one number name
and each number name with one and only one object
Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of
their arrangement or the order in which they were counted
Count to answer how many? questions about as many as 20 things
arranged in a line, a rectangular array, or a circle, or as many as 10
things in a scattered configuration; given a number from 1-20, count
that many objects.
Standards for Mathematical Practice Intended in this Lesson:
1. Make sense of problems and persevere in solving them.
When the students were finally able to complete their first
problem by counting the objects in the illustrations and then
creating their snack, they made sense of the problem. They
watched me complete the problem, but they didnt really
understand it until they were able to try it for themselves. After
they were able to do their first problems, as they completed their
remaining problems, they persevered in solving them, as the
numbers they needed to count got larger and more challenging
for them.
2. Construct viable arguments and critique the reasoning of
others. When completing the lesson, the students did the
counting in front of the other students. If another student saw
that the counting student had missed something, then that
student would correct the counting and count and explain the
answer that they came up with.
3. Use appropriate tools strategically. The students are not
comfortable yet counting in their heads, so they know to use
their fingers and to point to each object that they are counting so
that they can keep track and count each object once.
4. Attend to precision. The students needed to attend to
precision as they drew their chocolate chips on their cookies.

Some of the higher values were difficult for the students to keep
track of, so they took their time and were careful to make sure
that they drew the exact amount of chips in order to solve the
problem correctly.
5. Look for and express regularity in repeated reasoning.
After a few questions, the students understood what was
expected of them and after they counted their objects in the
illustrations realized that it didnt matter what order they
completed their snack in. They could have drawn the number on
the cup first, or the chips on the cookie last, or the number word
second. They realized over time that it didnt matter, so after
counting their objects they completed their task in the order that
they chose and that made sense for them.
Student Performance Objective
The students will be able to understand the relationship between
numbers and quantities by being able to correctly count out quantities
of objects in the illustrations, and then draw the correct and
corresponding number of chocolate chips on their cookies, write the
correct numeral on their milk glass, and match the correct number
word on their plates, with less than four mistakes on their counting,
drawing, writing, and matching.
Differentiations
Interest, Readiness, and/or Learning Styles:
o This lesson is differentiated for the different readiness
levels of students. The questions that are asked about the
number of objects in the illustrations are differentiated to
meet the needs of the students at different levels. Some of
the questions ask for answers that are larger quantities,
and others smaller quantities. I would intentionally ask
students questions about the illustrations that match their
readiness level, to give them the greatest opportunity to
learn and participate.
o The lesson is also differentiated because instead of having
the students write out the number word, they are able to
trace the number word on the plates since they dont know
how to spell number words in kindergarten yet.
o This lesson can also be differentiated in length, becoming
longer or shorter depending on the students frustration
levels throughout the activity, either by fully completing
the prepared numbers, or by completing less than the
prepared numbers.
English Language Learners

o This lesson can also be accommodated for English

Language Learners easily. The teacher modeling of the
activity is very helpful step, showing the child what to do
without necessarily telling them, especially if there is a
language barrier. Instead of asking the question, the
teacher could hold up a picture of the type of object they
want the student to count on each page, so that the
student can still participate even if they dont know the
English word for the object. Also, since the lesson revolves
around chocolate chip cookies, this will have most children
interested, since cookies are a pretty universal draw. If
they are able to work with and manipulate something they
like, they will be more willing to work and complete the
assignment.
Students with Exceptionalities
o This lesson can be differentiated for students with
exceptionalities, depending on the exceptionality. If the
student is gifted, the student could have to actually make
the number of cookies that match the number of objects in
the picture instead of just drawing and counting chocolate
chips. Also the Elaboration section of this lesson plan can
also be used to expand the childs knowledge and to go
deeper and learn more in the lesson. If the student is a
less-ready student or needs extra help in math, the student
could be allowed to just match the number of objects with
a pre-drawn chocolate chip cookie with the same number
of chocolate chips already drawn on it, and/or with a
number drawn on it. This lesson could be differentiated for
each of the different number formats, numeral, number
word, and symbol by providing the student with all three
already completed and just having them match all three
with the number of objects on the page. With these
differentiations, the students are challenged and supported
in the ways that they need and can still participate in the
activity if it is used in a full-class setting.

Key Academic Language Addressed in this Lesson

Count for when the students are instructed to figure out how
many objects or chocolate chips there are
Check your work for when the students are instructed to make
sure they correctly counted
Re-count when students are checking their work
Numeral when explaining that one of the ways a quantity can
be represented is through a number form

Number Word when explaining that one of the ways a quantity

can be represented is through a number word
Symbol when explaining that the dots are representations of
the actual number

Connections to Previous and Future Learning

The students in this class have already completed a candy counting
worksheet in class. On the worksheet, they were instructed to fill
bags of candy by correctly drawing the correct amount of dots in the
bags that matched the number that was on the bag. This plan is
similar, so students will be familiar with the concept, but in this lesson,
the students arent just creating representations of numerals, they are
counting a set of objects, and then representing them in the form of
symbols, number words, and numerals. This will help them in the
future as they learn that there are different forms of numbers, and that
they are able to represent quantities in different ways, and that
numbers related to quantities, in that they describe them.

Pre-Assessment
While reading the book, I will pause and ask the students questions,
such as, How many _________________ are on this page? How many
_____________________ do you see? By asking these questions, I will be
able to see the readiness-level of the students by their counting, and
give them the opportunity to warm-up and reacquire the knowledge
they already have in their brain about counting so that they can
construct more and add to it as they practice and complete the
activity.
Materials and Resources
If You Give a Mouse a Cookie by Laura Joffe Numeroff,
Illustrated by Patricia Bond
20 Brown construction paper cookies
20 White construction paper glasses of milk with writing lines
20 White construction paper plates with pre-dotted number
words
Black markers
Pencils
Highlighter
Nametag with numbers on it so students can recall what
numbers look like
Whiteboard

Eraser
Whiteboard marker
Assessment checklist

Procedure:
This is a small-group lesson, completed with three students from Mrs.
Cottingims Kindergarten class. The small group consists of two girls,
and one boy. Two of the students are less-ready students; the other
student is a ready student.
Beginning
Read the book, If You Give a Mouse a Cookie by Laura Joffe
Numeroff. During the reading, pause to ask the following
questions:
o Page 3 How many jars are on the counter?
o Page 7 How many shoes are in this picture?
o Page 9 How many dust piles are in this picture?
o Last page How many people are in this picture?
Middle
Teacher: That was a great story!
o Did you like that story?
o What was your favorite part? My favorite part was
__________________.
o Do you like cookies? Me too!
o What are your favorite kinds of cookies? Yes, those are
delicious!
Teacher: Today, we are going to do some cookie math! Yesterday,
I wanted to have a snack so I made some chocolate chip cookies,
I got some glasses of milk, and I got some plates to put my
cookies on. But, I forgot to put chocolate chips in the batter when
I was making the cookies, I forgot to put the milk in the glasses,
and the plates need to be cleaned! Do you think you can help me
prepare my snack? Maybe Ill even share some of my snack with
you!
Teacher: So here are my cookies that are missing the chocolate
chips, but there are a specific number of chocolate chips that I
need on each cookie, and I need you guys to help me figure out
how many I need. Were going to use our story to help us! Im
going to ask you a question about the pictures and you are going
to count the objects to find out how many there are, and then
you will draw the same number of chocolate chips on your
cookies. Then, you are going to write the number of chocolate
chips you drew on the cookies on the glass of milk to fill it with
milk. Finally, you will match the number word on the plate to the
number that you just drew on the glass of milk, and trace it to

make it clean. Then our snack will be ready! Are you ready to
help? Okay, lets get started!
TEACHER MODELING: Before you begin to work, I want you to
watch me create a snack. Im going to look at this page here with
the boy cleaning up the mouses mess. My question is: How
many red objects are in this picture? Let me count the number
of red objects to find out how many there are! One, two, three! It
looks like there are three red objects in this picture. Im going to
re-count though, to check my work and make sure that I
counted correctly the first time. One, two three! There are three
red objects in this picture. So, Im going to take my cookie and
draw three chocolate chips on it. These three chocolate chips are
symbols that represent the number three. Next, Im going to
take my glass of milk and draw the number three on it. This three
is the numeral representation or the number three. Finally, Im
going to look at all of the plates that I have and see if I can find
the number three written on one of them. I might have to try to
sound out the word in order to find it. /th/ /r/ /ee/. I found it! This
plate says the number-word for three, which is spelled t-h-r-e-e.
Now, Im going to trace the word with my pencil to clean up my
plate. Now I have a complete snack!

Teacher: Okay, now it is your turn! A, you are going to answer the
first question for us and make the first snack by drawing the
chocolate chip symbols, writing the numeral in the milk glass,
and by finding and tracing the number-word on the plate.
[Go through all of the questions until the list is complete. If
students get frustrated towards the end, stop and do not finish
all of the questions, but still give students an equal amount of
questions to answer.]
[If students are struggling, give them support by helping them
count, or by reminding them the number that they counted
originally when working on creating their snack.]
[The questions below have been pre-assigned to each child
based on their readiness-level.]
[Each student gets five questions and five cookies, glasses, and
plates to fill out.]

Questions:
o Page 1 How many houses are in this picture? (one) - A
o Page 2 How many steps are in this picture? (three) - K

o Page 3 How many things are on top of this refrigerator?

(five) - K
o Page 4 How many food items are on the floor? (twenty
four) - R
o Page 6 How many bottles of soap are around the
bathroom door? (twelve) - K
o Page 7 How many pieces of hair are on the mouses
head? (one) - R
o Page 9 How many dust piles are on the floor in this
picture? (two)- A
o Page 10/11 How many blue bottles of soap are on the floor?
(two) - R
o Page 12 How many items are on the counter? (six) -A
o Page 13 How many colors are on the bandana? (three) - K
o Page 14 How many pictures are in the book on the table?
(thirteen) - R
o Page 15 How many cotton balls? (two) - K
o Page 16/17 How many crayons? (six) - A
o Page 18/19 How many mice in the picture? (five) - A
o Page 23 How many items are stacked? (seven) - R

Teacher: Great job! Those snacks look delicious!

Closing
Lets take a look at all of the snacks that we have. Lets go
around in a circle and read all of our snack pieces and share what
numbers we have. A, what numbers do you have? Read us the
number symbols, the numeral, and the number word. This is a
great way for all of us to check our work and to make sure we
made the right snacks.
[Students go around and share their numbers reading the
numbers on their cookies, their glasses, and their plates. Each
answer for all of these components should be the same. If all of
the questions were completed, the students should have five
different numbers to say three times after reading them the
three different ways that they wrote them down. For example, if I
had counted three objects to use to complete one of my snacks,
for that snack I would say, three, three, three, to show that
each of the components of the snack represents three even
though each one looks different. While students are reading the
components of their snack, it is a good time for them and for you
to check their work. Make sure that they have completed the
activity correctly, and that they have drawn, written, and
matched the same number for all parts of their snack.]

Elaboration
Teacher: Wow, we have a lot of snacks! I wonder how many we
have, do you think we have enough to share with the entire
class?
How many people do we have in our class? (Student responds)
Lets count and see! (Count the students in the class)
All right now, lets count how many snacks we have! A snack is
one cookie, one glass of milk, and one plate. Lets divide our
snacks that way so that we can count them easier. (Help
students divide snack components into complete snacks)
Lets count our snacks to see how many we have together.
(Count snacks.)
If we have 20 people in our class, do we have enough snacks for
everyone?
How many more snacks do we need to give one snack to
everyone in our class?
Assessment
The assessment for this lesson is informal. The students are being
assessed on their ability to accurately count the objects assigned to
them, and to then represent the quantity they counted in three
different ways: in a symbol, in a numeral form, and in a word-form. The
teacher will informally assess this by observing and recording the
students work as they answer the questions and complete their snack.
The teacher will use a checklist to make sure that the students
complete their snacks correctly and end up with the right numbers at
the end.
*Checklist planned accordingly to questions asked to certain students
Check Mark =
Correct
Correct
Correct
Correct
Counted
Chocolate
Numeral
numberNumbers
Chips
on Glass
word found
X Mark =
Correctly
and traced
Incorrect
Student A:

1________________
_____
2________________
_____
6________________
_____
5________________
_____
6________________
_____

Student B:

Student C:

3________________
_____
5________________
_____
12______________
______
3________________
_____
2________________
_____
24______________
_____
1________________
_____
2________________
_____
13______________
______
7________________
_____

MATHEMATICS LESSON REFLECTION QUESTIONS

1. The goals of this lesson were to show students the relationship
between numbers and quantities. I wanted the students to
understand that numbers can be quantities, and that the number
can show how many of something that you have. I also wanted
the students to understand that quantities and numbers can be
represented in multiple ways, through symbols, numerals, and
words. Finally, I wanted the students to be able to count up to
twenty objects correctly. The goals of the lesson were met. The
students were able to count up to twenty objects correctly every
time they counted a group of objects. They were able to
represent a number in symbol, numeral, and word form and were
able to understand that when they said the word three, it was a
quantity and they could use chocolate chips drawn on their

cookies to represent that quantity. They took a group of pictures,

and counted them to form a quantity and then took that quantity
and represented it back in a group of symbols.
2. I think that the materials, activity, and learning methods were
appropriate for the students in the small group and for the age of
the students worked with. This lesson focuses on a topic that kids
love cookies. They were engaged and were able to work on the
activity without a lot of struggle, but still while being challenged
enough to need support in the beginning of the lesson. The
materials were also appropriate for each child. I let them bring
their own pencils to work with, and I gave them the black
markers they use in class all the time to draw their chocolate
chips.
3. This task did not have multiple entry points. It wasnt really a
problem that needed to be done as much as it was an activity
that taught a certain skill to the students. The students receive
math instruction in the classroom, but it is mainly through
calendar time and worksheets. The students were not really used
to a math lesson that was taught in this way, and especially as
Kindergarteners, they were a little caught off guard working in
the hallway and on something that was different than they had
ever done. I wanted the lesson to be structured enough so that
the students could complete the activities and understand this
different form of math lesson. The lesson was to be completed in
the same way for all of the students, but the multiple entry
points came into play when the students were able to decide
which part of the snack they wanted to complete first. They had
the ability to work on any part of the snack after they counted
their objects. So, if the student was more comfortable working
with the numerals and looking at that helped them understand
how to represent the number in symbols, they could complete
that part of the snack first. The students could also count the
objects any way that they wanted to, and had free reign on how
to go about completing the assignment, as long as they
completed it. The differentiation was effective, and the students
were able to get more out of the lesson after it was catered to
their needs. Because the questions were pre-picked, the students
had questions that fell in their zone of proximal development
that they were able to answer, but were challenged just enough
by to still learn from the lesson and not just complete it. Since
the students did well, I was able to complete the elaboration
section with them, and they really enjoyed counting up all of the
snacks and finding out if there was enough for the whole class.
Which also helped to support their knowledge of numbers and
quantities as they saw that the number of people in their class

was a quantity, and that they needed another quantity to equal

that quaintly in order to satisfy everyone.
4. The most effective part of my lesson was the Teacher Modeling
section. After explaining to the students what they were to do to
correctly complete the activity, I received a lot of blank stares. I
knew that the words coming out of my mouth wouldnt make
sense to them without actions associated with them. So, I
modeled the activity for them while explaining the actions they
were to take orally. This solidified in the students brains what to
do and I watched a light bulb turn on as they understood the
activity and became excited to complete it themselves. Without
the Teacher Modeling, the students would have been lost and the
Independent Practice portion of the lesson would have turned
into Guided Practice, and the students would be confused and
more focused on completing the activity correctly and less on the
math behind it. I think the Teacher Modeling set the students up
for success and gave them the skills and desire they needed to
complete the activity on their own.
5. I do not believe that the students had any real mathematical
misconceptions on the concept or topic addressed in my lesson.
If anything, they just had some difficulty understanding a math
lesson that wasnt completed through a worksheet. They were all
able to complete the activity, although previously I had noticed
that some of them had a difficult understanding the relationship
between numbers and quantities. They were all able to count,
but understanding the fact that a number represented a quantity
of something was difficult for them and numbers were just a
memorized sequence. I created this activity to teach these
students this skill, but when they worked and completed the
activity, they were able to correctly count objects, come up with
a number for the quantity and then represent that number in
symbol form to again show quantity.
6. My assessment was effective because it was an informal way to
check and see if the students were able to complete the activity
correctly by counting the right amount of objects and then
translating that number into three different representations. The
checklist method was simple and provided immediate data for
the teacher to use and to see if the students were still struggling
with this concept. If the students were completing the activity
correctly, then they were counting correctly, and then
representing that quantity count through symbols, numerals, and
words correctly. This assessment matched my learning objective
and provided a clear way to see if the students understood the
relationship between numbers and quantities if they were
completing the activity correctly.

7. I was a little surprised at the students enthusiasm and

eagerness to get started at the beginning of the lesson. I thought
that they would get bored and that they would want to go back
to the classroom early or that they would not be interested in the
lesson or that it would be too difficult for them to understand.
When I asked them if they were ready to create their snacks,
they responded with an enthusiastic Yes! and proceeded to
gather their supplies and prepare for their chance to count and
try on their own independently.
8. The students surprised me when they were able to first of all
complete the activity correctly, and then when they were also
able to complete and explain the Elaboration portion of the
lesson. I had watched these students struggle with the
relationship between numbers and quantities at the beginning of
the year and expected them to struggle somewhat in this
activity. They didnt though, and were able to count to higher
numbers than I expected them to be able to like twenty-four and
thirteen. When they did so well with the activity, I decided to see
if they could try to complete the Elaboration activity. We all
worked together on it, but the students were able to answer that
as well and explain why, which was really surprising because this
portion was an a + b(unkown) = c addition problem, and the
students havent even learned addition or subtraction in class.
9. Next time I teach the lesson, I would just make sure that I put the
questions in order so that the students do their work in a
rotation. It got confusing to follow the page order because the
students were assigned certain pages and some students had a
lot of work to do at one time while others had none. I would just
organize the questions in an order that gives each student a
chance each round to answer a question no matter where it is in
the book. The lesson also went a little longer than I had
anticipated and the students began to get a little distracted
towards the end. A way to make the lesson shorter would have
been to not have the children answer so many questions and put
together so many snacks, or to not read the book initially in the
beginning and open the lesson talking about cookies, then
explain what we will do and go through the book together and
work along while we read the story together. This way the
childrens interest is also kept as they are waiting to see what
happens in the story and the book essentially isnt read twice
which saves time.
10.
I didnt receive any feedback from my host teacher
because the lesson was taught with a small group in the hallway
and not with the full class or in front of the teacher, so I didnt
have the chance to have anyone review my lesson-delivering
skills.

11.
To build off of what the students learned in the lesson, I
would probably have the same students complete the learning
center activity that is planned to go with this lesson. The learning
center activity takes the snacks that the students created, and
becomes a matching game as they have to match all the pieces
of a snack together after they are all mixed up in a pile. This
would reiterate the number and quantities relationship and help
solidify to the child that numbers have values and that they can
represent an amount of something. Next, I would also teach the
students that quantities can be added and use the manipulatives
the children created when they created their snack to work on
adding, especially the chocolate chip cookies with the chips
drawn on them. After students understand that numbers have
values and quantities associated with them, they can then
manipulate these quantities and the first way to manipulate
them is to add them together.
12.
I addressed the key academic language in the Teacher
Modeling section of the Lesson Plan. I used the academic
language to explain the different steps to completing the activity,
and made sure to explain what each of the words were using
terms that the students would understand. Throughout the
lesson after explaining the academic language, I solely used
these terms to explain what the students should do, giving them
an action to perform that was activated by the key academic
language, so that they could deepen their understanding of the
words. I did this orally, and used repetition of the words
throughout the teacher modeling and independent practice to
continually remind the students of the words and what they
meant.

EDT318E LEARNING CENTER PLAN TEMPLATE

Name: Jessica Fogelman
Grade Level: Kindergarten
October 29th, 2015

School: Camden Primary

Subject/Topic: Math
Date:

Title of Learning Center: If You Give a Mouse a Cookie Match-Up

Game
Common Core State Standards:
CCSS.MATH.CONTENT.K.CC.B.4: Understand the relationship
between numbers and quantities; connect counting to cardinality
CCSS.MATH.CONTENT.K.CC.B.4.A: When counting objects, say the
number names in the standard order, pairing each object with one and
only one number name and each number name with one and only one
object.
CCSS.MATH.CONTENT.K.CC.B.4.B: Understand that the last number
said tells the number of objects counted. The number of objects I the
same regardless of their arrangement or the order in which they were
counted.
CCSS.MATH.CONTENT.K.CC.B.5: Count to answer how many?
questions about as many as 20 things arranged in a line, a rectangular
array, or a circle, or as many as 10 things in a scattered configuration,
given a number from 1-20, count out that many objects.
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.
After the students were able to view the teachers modeling for

2.

3.

4.

5.

6.

the activity, they were able to make sense of what they were
expected to do, and could begin to plan in their heads how they
would go about completing the activity. Throughout the activity,
the students persevered as they worked with numbers that were
in their zone of proximal development. Some of these numbers
were just out of the students reach, and they needed to work to
understand the quantity associated with these numbers as they
looked for matches in the game.
Reason abstractly and quantitatively. The students were
required to reason quantitatively as they were forced to consider
the units involved in a number, and know what that looks like
symbolically, and then how that can be represented numerically.
Construct viable arguments and critique the reasoning of
others. The students watched each other as they counted and
were able to critique the counting of others and their final
quantity answer if they thought that their partner had counted
incorrectly. To back up their critique, they counted themselves to
prove and to show the correct quantity number and how to
correctly count them.
Model with mathematics. The students were able to model
with mathematics when they completed the Elaboration portion
of the lesson where they applied the mathematics they knew to
solve the real-world problem of whether or not there would be
enough snacks for everyone in the class with the amount that
they currently had. They had to use the counting skills that they
knew to decide if they had enough and then to decide how many
more they needed to give one to everyone.
Use appropriate tools strategically. The students knew that
they would have trouble counting if they didnt use their fingers
to count each object, so they used their fingers as tools to assist
their counting throughout the game.
Attend to precision. The students attended to precision as
they counted because if they were even one off, the answer
would be wrong and they would have completed the snack
incorrectly. They had to count precisely in order to match
precisely.

Materials:
Snack materials created by students through If You Give a
Mouse a Cookie Counting Lesson Activity [15 chocolate chip
cookies, 15 glasses of milk, and 15 plates that correspond
with each other, and match to create 15 matches.] See above
lesson plan for these materials.
Whiteboard
Dry Erase Marker

Assessment record sheet

Rationale:
In Preschool, students are learning that numbers are counted with a
one-to-one correspondence and that one object has one value, and
that multiple objects can be counted by assigning a number value to
each consecutive object following the counting sequence. They learn
that the last number spoken tells the number of objects that they
counted and they are able to count up to ten items in this way. In
Kindergarten, students are learning more about the relationships
between numbers and quantities and can work with up to twenty items
in this way. They develop a deeper understanding of quantities and
understand that numbers are not just a sequence of memorized words,
but that they represent an amount of something and that these
amounts can then be manipulated. In first grade, the students begin to
manipulate these quantities for the first time as they work on simple
addition and subtraction of quantities. No longer are they just figuring
out how many when objects are counted, but how many after a
manipulation of adding or subtracting has taken place. Before students
can understand this, they need the knowledge that they acquire in
preschool and kindergarten so that they have a firm grasp on the
relationship between numbers and quantities so that they can then
move on to manipulate numbers and understand that they arent just
manipulating numerals, but that those numerals represent quantities,
and that that is what they are manipulating.

Brief Description of the Center:

The students will lie out the cookies, plates, and glasses of milk. The
cookies have quantities represented in symbols, the plates have
quantities represented in words, and the glasses of milk have
quantities represented in numerals. The students job is to create
snacks where all of the components of the snack have the same
quantity written on them. A snack consists of a chocolate chip
cookie, a glass of milk, and a plate. So, the student will be finding
pieces of the snack that have the same quantity written in symbol
form, word form, and numeral form. The students will have to count
the symbols, or chocolate chips, on each cookie to find out how many
there are and then find the matching glass of milk and plate that have
the correct numerals and number-words on them. The students will
match these together and create piles of snacks until all of the pieces
are matched.
ELABORATION:
After all of the snacks are matched,

Elaboration
Teacher: Wow, we have a lot of snacks! I wonder how many we
have, do you think we have enough to share with the entire
class?
How many people do we have in our class? (Student responds)
Lets count and see! (Count the students in the class)
All right now, lets count how many snacks we have! A snack is
one cookie, one glass of milk, and one plate. Lets divide our
snacks that way so that we can count them easier. (Help
students divide snack components into complete snacks)
Lets count our snacks to see how many we have together.
(Count snacks.)
If we have 20 people in our class, do we have enough snacks for
everyone?
How many more snacks do we need to give one snack to
everyone in our class?