Topic Making sushi

Subject Mathematics
Integrated physical education ( fine motor skills) and language
subject(s)
Materials required Ingredients for sushi ( seaweeds, sushi rice, carrot slices, cucumber
slices, egg roll), bamboo mates, apron, gloves, plate, addition
question card
Time and duration 35 minutes
of lesson
No. of children 10
Age of children 6 years old
Children’s previous  Able to count 1-20
relevant experience  Can identify the names of vegetables.
Objective of lesson Add whole numbers 1-20 using objects, pictures, and symbols
Learning outcomes  Children able to add up to 15
 Able to add the sushi according to the additional questions cards.
NPSC standard MA 3.1.3 State the sum by counting on from a specific number
MA 3.1.4 Write and state mathematical expressions using symbols
addition (+) and equal (=)
MA 3.1.6 Solve problems involving addition
How the  Teachers gather children and brief them about the ground rules of
lesson/activity will the activity.
be introduced  Show them the sushi sample that have made earlier
 Put on their apron and gloves
 Explain to them that they are going to make sushi on their own.
 Tell them that they are the chef of the sushi restaurant, they need
to make the amount of sushi that customer request.( the amount
request will show up the additional question card)
 Before the activity start, teacher will demonstrate one addition
question in the class.
A detailed  Children start to make sushi in pairs by following the recipe.
description of how  Teacher will play the video of the sushi making step. Teacher
the lesson/activity will pause the video at each step allowing children time to
will be complete the step.
implemented  Teacher will guide children on making sushi and cut out into
pieces( teacher will help out with the cutting sushi part)
 Teacher will stick 5 additional question card in front the
whiteboard pretend as the order from the customer.
 Children need to solve the additional question card by using the
sushi as the additional question card are the order from
customers. ( each group one question)
  Children need to put the total sushi of each question to the plates
that prepare by teacher.
How the lesson  When children finish all the question, teacher will and discuss the
will be concluded question and answer with the children.
 Have the answer check with children whether their answer is
correct or not.
 Lastly, children can exchange their sushi with other pairs and eat
together.

Rationale
In this lesson plan, teacher let the children to be a sushi chef and imagine on the customer
will give the order card to them, and they need to add the card and make out the exact number
of the sushi. The purpose of using this way is to let the children know math is everywhere
and it is fun as mathematical skills are critical to functioning in today’s fast moving and
changing world. They are skills that students will use in their daily lives, and thus we should
be aware of the importance of keeping an open mind about the use of manipulative (Liggett,
2017). Other than that, it also a way of using concrete materials to teach children
mathematics. Children can use their sensory to experience the activity rather than just count
in the paper. As Thompson (1994) said that “Examples in the concrete are better for the
student at this stage of his development, as he can more readily comprehend these” (p.2), this
quotation has stated that providing concrete materials able to help children more on math as
they able to feel and experience it. The goal of any math instruction should be to focus on
helping students understand concepts. The use of manipulative allows students to see
mathematics as integration by relating procedures used in one question to procedures used in
an equivalent question (Liggett, 2017).

References
P. W. Thompson, Concrete materials and teaching for mathematical understanding,
Arithmetic Teacher 41(9) (1994) 556-558. Retrieved from
https://www.researchgate.net/publication/264119418_Concrete_materials_and_teachi
ng_for_mathematical_understanding
Liggett, R. (2017). The Impact of Use of Manipulatives on the Math Scores of Grade 2
Students. Brock Education Journal, 26(2). doi: 10.26522/brocked.v26i2.607