ECD 133 Preschool MATH Learning Plan Format Name: Mackenzy

Cange

Activity Name: PBJ Path Game Age of Child: 3

Setting: Individual

Developmental Focus: Cognitive

Key Content Focus: Math

Key Content Area Concepts: Math; Number and Operation

Key Content Area Skills: The child will be experiencing a teaching on counting
and completing one-to-one correspondence.

Learning Outcomes: The child will see and recognize the starting position and
the ending position. The child will see one-to-one correspondence.

ELS: M-3K-2.1 Shows curiosity and interest in counting and number

ELS: M-3K-2.2 Show one-to-one correspondence through three when
counting real objects.

Materials to collect/prepare:
 2 Short path game boards
 1-3 dot die
 1-6 dot die
 1-3 numerical die
 1-6 numerical die
 2 Game movers
 “Peanut Butter Jelly Time” by DJ Chapman
o Lyrics-
o It's peanut butter jelly time, peanut butter jelly time, peanut butter
jelly time
(Chorus:)
Where he at 4x
There he go 4x
Peanut butter jelly 4x
Do the peanut butter jelly, peanut butter jelly,
Peanut butter jelly with a baseball bat 2x
(Chorus)
Now, break it down and freeze 4x
(Chorus)
Now tic tac toe (uh-huh)
Tic tac toe (let's go)
Tic tac toe (you got it)
Tic tac toe (let's ride)
(Chorus)
Now, freestyle, freestyle, freestyle, freestyle, freestyle, your style 2x
 Where he at 4x
There he go 4x

Transition/warm up/introduction: My warm up/introduction will be starting off

asking the child if they’ve ever heard of the “Peanut Butter Jelly Time” song. No
matter what their answer, I will play the first minute or so of it to get them
focused for my game.

Adult-guided Procedures:
After the transition/warm up/introduction, the adult will…
1. Place the 2 game boards in front of the two players
2. Take out the game pieces
3. Explain the instructions to the child
4. Show the child how to shake the dice so they don’t go everywhere
5. Shake the dice and move the game piece as it corresponds to the number
rolled
6. The game continues until both players have crossed their board and back
at least twice
7. Afterwards, the dice and movers go in their bag, and then placed inside
the even larger bag
8. The game boards go back inside their larger bag

Child-guided Procedures: (use as many or as few steps as needed)

1. Listen to how to play the game
2. Choose which die to use for the game
3. Roll the die to see how far they will move
4. Move their die corresponding to the number rolled
5. Continue rolling until they have gone across at least twice
6. Put their mover and die in the smaller bag, and then move that bag into
the larger bag
7. Put their game board into the larger bag

Conversation to Support Learning/Talking with Children:

1. What was your favorite part about this game?
2. What other games have you played that are similar to this?
3. How high can you count?
4. What games do you play at home that have numbers?
5. What is your favorite number?

Observations and Assessment:

 I will know that the child knows and had interest in the counting and
number aspect of the game by asking if the child knew how to count to
the end. After that I’ll ask if they had fun. I’ll ask if they knew where to start
and finish at. I will then ask them to show me, and ask if they can show me
how many pieces are in between them. (M-3K-2.1)
 I will roll multiple die with multiple different displays on them and see if they
child can grasp the number and understand that it corresponds to how
many pieces they should move. If the child can accurately move their
 piece according to how many the die says they should move then, they
will probably grasp one-to-one correspondence. (M-2K-2.2)
Accommodations for individuals:
Scaffolding down: This activity can scaffold down by using simpler dice,
by taking dots off the board, and by using larger movers. All of these options
would make the game simpler for children who haven’t developed these
milestones yet.

Scaffolding up: This activity can scaffold up by using more complex dice,
by adding dots to the board, and by using smaller movers. These options make
the game more difficult for children who are already past the average
development level for their age.

Resources:
 www.prekinders.com
 www.elyrics.net