Houston Christian University Lesson Plan

Subject: Mathematics
Grade Level: Prekindergarten
Date: Thursday, November 17th, 2022
Time Estimate: 20-30 minutes

Unit: Mathematics- Counting Skills

Topic: Rote Counting

Goal: The student will be able to recite numbers from 1 to 10.

Objective: The student will recite numbers from 1 to 10 by playing a game that integrate rote
counting.

TEKS:
V.A.2- Child uses words to rote count from 1-30.
V.A.3- Child counts 1-10 items, with one count per item.

Materials/Resources/Technology Needs:
 Read Aloud Book: Fiesta para 10
 2 Rubber Ducks
 Magna-Tiles (20 in total)
 2 Jumbo Dice

Instructional Procedures

Introduction:
 “The objective of the day is to use your words to count from 1-10. Yesterday, you and
Ms. Vasconez practiced counting while doing some movements. Some of you got the
number 9 and had to do 9 jumping jacks, and while you guys did the jumping jacks you
counted to make sure to stop at 9. Today we will be practicing even more counting but
today we will be playing a game.”
 “I want you to think. Can someone tell me about a time that you had to count or what
is something that you have counted before?” (Wait for students’ response and extend
responses, if needed).
o For the kids that respond, tell them to kiss their brains!
 Can someone tell me why it is important to count? (Wait for students’ response and
acknowledge and extend students’ comments if needed) Yes, those are all correct!
(Choose student’s name) Imagine, if I were to tell you, (Student’s name) can you please
 go get me 3 pencils? Do you think you would be able to get me 3 pencils if you didn’t
know how to count? (Wait for student’s response). Or (other student’s name) Imagine, if
your mom were to tell you, (Student’s name) can you please go get me 5 spoons? Do
you think you would be able to get her 5 spoons if you didn’t know how to count? No,
right? That’s why it is so important to know how to count.”
o For the kids that respond, tell them to kiss their brains!

Read Aloud Questions:

 Vocabulary: Acelgas, Manojos, Encurtidos

 Use movement when numbers come up in the book (counting your fingers, hitting tights,
clapping, counting while touching your arm)
 Name call some students to come to the front and do movement with number.
 Questions:
o ¿Mira la imagen, que crees que está pasando? ¿Como lo sabes?
o Movement: Ayúdame a aplaudir 2 veces.
o Turn and Talk: Vamos a predecir como lo hacemos en ciencias, que crees que los
niños están buscando?
o Movement: Extiende tu brazo, vamos a contar hasta el 7.
o Movement: Ayúdame a contar hasta 10 usando tus deditos.
o Rhyme: Miraran-Cocinaran
o ¿Tu alguna vez le has ayudado a tu mama o papa cocinar? ¿Qué cocinaron
juntos?
o ¿Qué crees que están celebrando? ¿Como lo sabes? Que pistas te da la
ilustración para saberlo.

Teaching/ Learning Procedures

Model/Guided Practice:
 Instruct students to get in a circle.
 “Since the objective of the day is to use your words to count, you must count out loud
the numbers when we play our game. For example, if the game asks you to count to 5,
you must count like this: 1,2,3,4,5.”
 Introduce the game components (materials) and how to play.
o “To play the game, you will need: two strips of magna tiles (put down the tiles
and count together how many tiles are in each strip), two rubber ducks (show
ducks), and a dice (show dice).”
 After you count the tiles: “You will be competing with one of your
classmates and whoever reaches the number 10 first, wins the game.”
  After showing the dice: “You will roll the dice and you will count the
circles that are on the side that the dice landed. That number will tell
you how many times/tiles you will have to more your duck.”
 After showing rubber ducks: “There will be two teams: Group red duck
and Group green duck. Whenever you get your duck, you will place it
here (position rubber duck right next to first tile).”

 I Do:
o Model students how to play the game:
 Step 1: Place rubber duck next to first tile (not on top of first tile).
 Step 2: Roll the dice.
 Step 3: Count how many circles are on the side that the dice landed on.
 Step 4: Move duck until you have reached to 10 (count out loud).

 We Do:
o Repeat steps 2 times with students’ involvement now.
o Ask guiding questions to check for understanding:
 Let’s count how many circles landed on the side of the dice. How many
circles do we have?
 Where am I going to put the duck?
 How many times am I going to move my duck?
 Have we reached number 10?
o Do one example with a student.
o Ask for a pair of students to model steps. (With similar understanding level)
o Give prices to winning students.

 You Do:
o Ask for 2 pairs of students to play game.
o Give prices to winning students.

Formative Check (ongoing or specific):

 Teacher will observe that students are using their words to rote count.
 Teacher will observe that students are following steps.
 Teacher will observe that students are coordinated with the game (where to put duck,
knows how many times they must move duck, which direction to go).
 Teacher will observe that students are counting and stopping where they need to stop.

Closure:
 “You guys did such a great job playing our duck game! Let’s all of us kiss our brains!”
 “Remember that it is important to learn how to count because it helps you know how
much you need of something, and it also helps you know how much you have of
something. If you know how to count, you will be able to help your parents and
teachers. After we come back from Thanksgiving break, we will continue practicing
how to count. Right now, that you’re in your stations, count out loud if you have a
station that you need to count.”