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EDU 535:ECE
August 9, 2016
Grade: Pre-K
Objectives:
Listen to and say names of numbers and recognize and name written numerals 1-10
Summary:
In fall of Pre-K, children will be engaged in a week-long unit Apple Math unit, inspired by the Dr.
Seuss book Ten Apples Up on Top. During this unit, children will:
Engage in a small group activity of stacking a tower of as many real apples as they can
Play a roll and count game: there is a laminated game board for each child with a picture
of the inside of an apple sliced in half (with no seeds). The children take turns rolling a
die (with numerals 1-6) and count out that amount of apple seeds to put on their apple.
Apple tree counting activity with clothespins: There are 10 small treetops (laminated
green paper cut in the shape of tree tops) and each has 1-10 red stickers on it (apples).
2
There are 10 brown clothespins (tree trunks), each with a numeral, 1-10 on it. Children
count the number of apples on each treetop and attach the tree trunk clothespin with
10 frame playdough mats: Each mat will have a 10-frame and a numeral 1-10. Children
will be encouraged to make as many apples out of playdough that correspond to the
numeral on their mat and will be introduced to using a 10-frame (one apple per
square, fill up the top row first, from left to right, how many more would you need to
Apple graphing: 1. A large graph with three columns labeled red, green, and yellow is
laid out on the floor with a large basket of real apples. Children graph the apples by
color, learning to start at the bottom, one apple per square, and to count and record
how many of each color they have graphed (using their own choice of method of
recording).
2. Children will be able to taste the three different types of apples and vote for
the one they like best by adding a red, green, or yellow sticker to a graph. The class will
discuss the graph, e.g., How many people liked the yellow apple best? Which color has
the least amount of votes? Which has the most? Do any have an an equal amount of
votes?
Apple print number line: Each child will have a big sheet of paper with large numerals 1-
10. Using halved apples with paint or ink, each child will stamp the corresponding
Compare numbers.
4. MA.4. Count many kinds of concrete objects and actions up to ten, using one-to-one
configuration.
5. MA.5. Use comparative language, such as more/less than, equal to, to compare and
Procedures:
1. Read the book Ten Apples Up on Top as a whole-class interactive read aloud using real
or plastic apples. Have a number line that goes from 1-10 that is big enough to line up
10 apples with. Start with one apple on number one, and as you are reading the book,
ask the children what number will come next and continue putting apples on the
2. After reading the book, tell children they will be split up into small groups and each
group will be given 10 real apples and a spot in the classroom to try to stack their
apples, one on top of another, to see how many apples they are able to stack. Have
each group record the highest number of apples they were able to stack on a recording
sheet (they may choose to write the numeral, draw the apples, draw circles, color in or
3. Other activities listed under Summary will be used throughout the week during large
Differentiated Instruction:
Allow students use of various tools to help with their counting and recording, including
Extensions: How many more apples would you need to stack to have all 10 stacked up?
How many more do we need to make 10? Show us how you figured that out.
Which group was able to stack the most apples? The least?
5
Time allotment:
The interactive read-aloud and small group activity should take about 30 minutes total. The
remainder of the Apple Math lessons and activities will be used throughout the week to
Materials:
Numeral die
Green paper, red stickers, wooden clothespins to make apple tree number matching
game
Markers
Connecting cubes
Number chart
Resources:
http://www.doe.mass.edu/frameworks/math/0311.pdf
Assessment:
The teacher can have a checklist for each child in the class, and throughout the week should be
Strategies used for counting objects, such as lining them up, using a 10-frame, touch
each objects as they count, move each object as they count it, do they double check
Can the child match numerals 1-10 with a corresponding number of objects or visual
representations?
Does the child use the terms more than, less than, equal to effectively?
How does the child record their counting? Draw pictures, make dots or lines, write