Lesson Plan for Day Two
Recognizing the number of objects in sets of 2, 3 or 4 without having to count.
Book: Anno’s Counting Book
- List of things with 2, 3 or 4 in a set. (See below for suggestions.)
- Index cards
- Construction paper- all the same color, one per student
- Music (Or you can sing!)
- Drawings or pictures that have sets of 2, 3, and 4.
Begin the lesson by sharing Anno’s Counting Book. This is a book without words but with artwork that can be interpreted on many levels. Encourage participation as students view the beautiful illustrations and count the items in each set.
It’s time to get the students up and moving! Use the construction paper and write the numerals 2, 3 or 4 on each paper. Use a marker and make it large enough for everyone to see. Then spread the numbers out in a circle. Instruct the students to stand on the numbers. One student per number. Tell the students that they are to face in one direction and move around the circle stepping on the numbers while the music plays. When the music stops the children should stop and stand on the closest number to them.
Next read one of the items from the following list or make up your own. The students who are standing on the correct number should sit in the middle of the circle for only one turn. Then go on to the next item. Continue playing as time allows.
“How Many" List:
eyes on a fox, number of lights on a traffic light, legs on a chair, sides on a triangle, moons do we have, tails on a squirrel , ears does Mom have, wheels on a wagon, mittens in a pair, shoes on your feet, doors in our classroom, number of legs on a dog, wheels on a tricycle, horns on a car, pieces of bread in a sandwich, how many meals in a day, arms on your teacher, wings on an airplane, side on a square.
Use the index cards. Write the number 2 on one card, 3 on one card and 4 on the last card. Place the three cards in front of the student. You may choose to make more than one set of cards and assess a group of students. Next show a picture or say one of the choices from the “How Many" list and instruct the student to hold up the right number. Continue until you feel the assessment is accurate.