Scribd
Upload
2K views1 page

Rcii-9 Mathematics

The document describes a preschool math activity where students will practice one-to-one correspondence by moving teddy bear counters onto individual boxes on a counting mat while counting out loud. The teacher will model the activity by moving seven bears onto their mat while counting. Then each student will receive five bears to move onto their individual mats while counting. After completing the activity with different quantities of bears, the teacher will ask how many bears they counted to reinforce that the last number indicates the total amount.

Uploaded by

api-548691427
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
2K views1 page

Rcii-9 Mathematics

The document describes a preschool math activity where students will practice one-to-one correspondence by moving teddy bear counters onto individual boxes on a counting mat while counting out loud. The teacher will model the activity by moving seven bears onto their mat while counting. Then each student will receive five bears to move onto their individual mats while counting. After completing the activity with different quantities of bears, the teacher will ask how many bears they counted to reinforce that the last number indicates the total amount.

Uploaded by

api-548691427
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

Rosalva Besson

Learning Experiences
(preschoolers)
Age(s): _3- and 4-year-olds______
Number of children: ___4____
Title of experience: __How many do you have?

RCII-9: Mathematics

Intended Goals:
Student will move a teddy bear counter while counting orally and maintaining one-to-one
correspondence using teddy bears.
Materials:
 Colored teddy bear counters
 One sheet of construction paper for each child and one for the teacher
 marker
Processes: (Procedures)
I will create box counting mats by drawing ten boxes on each sheet of construction paper.
Explain to the students that for this activity they will count to see how many teddy bears they
have, showing them the counting boxes, I will place the bear in the first box and say “this bear
is going in the first box on the counting mat” watch and listen to how the bears move when I
say the numbers. I will place a pile of seven bears in front of me and say “one bear will move to
the first box on the mat. I will continue until all seven have been moved. When I get to the last
one, I will say “seven! That is the last one. When I say the last number, I know how many I have.
Teaching Strategies:
I will pass out the student’s counting mat and place five teddy bears in a pile in front of each
child. The students move one teddy bear into a box without skipping boxes while
simultaneously saying the correct number. When all the bears are in the boxes, I’ll ask “How
many do you have? I will praise and scaffold the students as I monitor carefully. I will repeat the
routine using various number of teddy bears (between one and seven)
DAP:
This activity is developmentally appropriate because the student counts 1-10 items and
demonstrates that the last count indicates how many items were counted. Student
understands the relationship between numbers and quantities.

You might also like