Math Lesson Plan (Module 3.

1)
Student Name: Giraffe Room

Activity: Counting (Pete the Cat)

Age Group: 3 & 4

Date of Activity: TBD

Wisconsin Model Early Learning Standards Addressed (write out standard in its entirety,
including developmental domain, standard and applicable substandard):
Cognition & General Knowledge; Mathematical Thinking
Performance Standard B.EL.2 understands number operations and relationships
Developmental Continuum: identifies 1 more or 1 less
How will you check to see if the standard(s) is/are met? (What will you look for, observe or ask about
children to know they learned what you wanted them to learn?)
Observe interaction with materials
Ask questions such as how many are there now?
How many if I give you another? How many if I take one away?
Which one has more/less?
How do you know?
Source: ideas of my own and co-teachers, modified over the years
Materials and Set Up Needed (Include all items needed for the activity including materials/supplies,
books, etc. Include the name and author of books; attach words/actions to songs and finger-plays; identify
any specific set up that may be required):
Pete the Cat and His Four Groovy Buttons: James Dean and Eric Litwin
Several buttons of the same size and orientation (ECE catalogue ones work best)
Pete the Cat or pattern templates
Number Cards
Pen and paper for documentation
Introduction (Include a visual or other creative attention getting technique; relate the introduction to the
activity): Shake the button jar in a rhythmic pattern (ie: da da da dum or the cha cha mantra)
Procedure (order of the activity):
Set up a small work area with materials
Read the story letting children predict sections applying to math (how many buttons do think are left on
his shirt?)
After the story, ask children to choose a predetermined number (1 4 to correlate with the book) and set
out that many buttons (use the templates if you have enough)
Have them subtract buttons 1 at a time to play out book is the best start since there is already a
connection from the book to the activity. As you take each button away, ask the question, how many
buttons are left? The kids really like it when you repeat the book this way Did Pete cry? Goodness NO
buttons come and buttons go. You can also read the book again while you are doing the hands on activity
for a better connection if needed or just for fun. If still interested, add them back and play out the book
in reverse.
Ask questions about more/less

Closure/Transition (What will you say/do to let the children know the activity is over, to review lessons
learned, and to transition the children to the next activity; relate the closure to the activity just
completed?) Have children put supplies away, counting as they do so. Put your buttons in the jar
1,2,3,4. Now bring up your templates and we will count them as you give them to me. Thank the children
for participating. Let them know how much fun you had counting with them.
Modifications made for individuals: I would do this activity one on one if a child needed more help or
was sensitive to participation in large groups. I would also use larger, thicker buttons for children with
fine motor challenges.
WCTC Instructor Comments and Evaluation/Grading:
Points will be awarded for each criteria; Total of 20 possible points
1. Activity and objectives are developmentally appropriate for the age and abilities
of the children within the room. _____________/2 points
2. Introduction includes a visual or other creative attention getting motivator that
relates to the activity. _____________/2 points
3. Activity identifies a specific closure that relates directly to the activity and reviews
what was learned or transitions the children to the next task. ___________3/points
4. All sections are complete & thorough, with enough detail as to be understood by others. ________3/points
5. Activity includes all materials needed for your math lesson. Materials are of high quality and durable for
use with young children.
_____________10/points

Total Score ________/20 points