EARLY CHILDHOOD DEPARTMENT

LESSON PLAN FORM

Name: Mary St. Peter
Title: Math Manipulative Game
Age/Grade level: Pre-School
Group size: 1 Teacher/1 child

Date:

Standards Used:
Early Learning Standards/Creative Curriculum
X NAEYC Accreditation Standard 2: Curriculum
New York State Content Area Standards
Write out two standards that apply to this lesson. Be sure to write out the entire standard along
with the corresponding number/letter for the standard.

2.F.02 Children are provided varied opportunities and materials to build understanding of
numbers, number names, and their relationship to object quantities and to symbols.
2.F.03 Children are provided opportunities and materials to categorize by one or two attributes
such as shape, size, and color.
Explain the rationale for this lesson: Why would you plan this lesson for this child or group
of children?
Children have the opportunity to handle the pieces, and become involved in the game.
OBJECIVES: Describe in clearly stated behavioral terms the expected skills and concepts
children will demonstrate or explore during this experience. Typically objectives begin
with a verb or action word that can be measured and/or observed.

Physical
- Children will pick up, move, and handle the laminated pieces of the game, fostering
their fine motor skills.
Social
- Children will talk to the teacher or peers about the game, discuss the pieces and how
the game works, and help each other if they need to.
Cognitive
- The children can organize the pieces according to color, shape, and number. They can
easily identify what the picture is on the game piece.
Lesson Preparation
Material List: (books/songs/resources: list titles/authors)

Printer Paper
Printer
Lamination paper

The teacher must design the game and specific pieces he/she desires, print them out, and
laminate them.
Environment: Include guest speaker/s, sound/s, music, lighting, seating arrangement,
setting, objects-of-interest, etc.

The game is set up on a table, with a layout that is inviting to the children. The teacher would sit
next to the game, and inform the children as to how to play the game.
Describe modifications to meet students needs.
Printing out a bigger basket for the children to fill with the other game pieces.
PROCEDURE:
Introduction: (motivation/engagement)
Spread out the game pieces and invite the children to play a game with you.
Step-by-step directions:
1) Ask the children what they see
2) Ask them if they can help you fill the basket with a particular type of game piece.
Sample Questions:
Can you fill the basket with all the red apples you see?
Can you fill the basket with all the pies you see?
Can you put anything that has three in the basket?
3) Ask the children what they would like to put in the basket.
Closure: How will you end the lesson? How will the children process the lesson? Critical
thinking questions are effective and functions as a way to help you describe if/how the
objectives were met.
The teacher will dismiss the children by asking them what last thing they would like to put in the
basket. When the child is done the teacher will praise the child and let them go to another
activity.
Assessment: What evidence do you have that demonstrates the objectives were met?

Physical
- The child picked up, moved, and handled the laminated pieces of the game with some
ease.
Social
- The child responded to the teacher when asked about the game and pieces.
Cognitive
- The child organized the pieces according to color, shape, and number when asked to.
They child easily identified what the picture is on the game piece.

Evaluation:
1. Give examples of childrens individual/group responses.
The child was interested and eager to participate in the activity. The child enjoyed organizing the
pieces into different baskets.
2. What did you learn about yourself as a teacher/planner?
Children can surprise you with their knowledge, or what knowledge they can acquire in a short
amount of time.
3. What would you change if you did this plan again?
If I did the activity again, I would acquire more space for the game to be played.

Extension Experience: Describe what you might plan in a follow-up lesson building on
what you have done in this lesson.
A follow-up lesson might include sorting real themed-objects into real baskets, or leaving real
objects in the dramatic play area for the children to enjoy.