The lesson plan is for a math class focusing on one-to-one correspondence. Students will practice matching objects like chairs and children to learn that each object should have a single match. They will play a game rolling dice and collecting teddy bears to compare quantities more, less or the same. Assessment involves students touching objects and stating the number names correctly to demonstrate understanding of one-to-one correspondence.

1. Lesson Plan
Date: Wednesday October 7, 2009 Subject: Math
1.Standards for the day:
PK.NSO-N.1. Use one to one correspondence.
Big Idea: Using one –to –one correspondence helps us count and track objects accurately. It also
helps determine which sets of objects have more, less or the same.
Essential Questions:
What is one-to-one correspondence?
How do you know if it is corresponding?
How do we use one- to- one correspondence in everyday life?
Vocabulary: Count, match, one to one, dice, cube, dots, compare, more, fewer, the same.
2. Introduce to Lesson:
Today we are going to learn one to one correspondence. One to one correspondence means
matching one to one. For example, when we count the boys and the girls for attendance, we
touch each child and count.. When we count our fingers, we open each finger as we count. It is
matching one to one. It is important for us to learn one to one correspondence so we can count
and keep track of objects correctly. Also, matching one to one helps us compare which sets have
more, less, or the same objects. Now we will practice matching children to the chairs one to one.
We are going to see how many one to one matches we can make. What are we going to do
today? Wait for students’ responses then begin the activity.
3. Goals/Expectations for the day: Students will be able to
-Touch objects and say the number names correctly.
-Arrange and compare sets using one-to –one correspondence.
4. Guided Instruction & Independent Practice/Study
Set up six chairs. Have six children sit in the chairs. Ask: “Do we have one child in each chair?”
Help children see that the children and chairs match. Say: “The children and chairs match one to
one.” Ask one child to leave a chair. Ask: “Now do we have one child in every chair? Help
children see that the chair and children no longer match.
Next display children three markers and two marker tops. Ask: “Are there enough tops for every
marker?” Wait for children’s responses and ask: “How can we fix that? Ask the children “How
can you tell if the markers and tops match one to one?
Tell the children that they are going to play a game with a dice. Point to the dots on the dice and
have children count the dots aloud. Remind children the dots on the dice are the same the dots on
the number dots they matched with the cereal last week. Say: “We will be counting the dots on
the dice to get the teddy bears from the container. Each person will get a turn to roll the dice.
When everybody gets a turn, we will count and compare who has more teddy bears. Who has
less? Do any children have the same number of teddy bears?

2. 5. Closure of Lesson:
Have children draw a figure for each object they have. Provide do dot art stamps for children
who cannot draw to represent their objects. Have children share their drawn presentations and
ask them show how they know or determined the number of objects they have. Expect responses
to include the skills learned such as touching, moving, or pointing to each object as they are
counted.
Follow up: Put the dices and counters in the math-learning center for children to use. Have them
work in pairs.
Assessment:
3=Correctly touches objects and says the number name.
2.Says correct number names, but incorrectly touches objects.
1. Correctly touches objects, but say wrong number name.
0. Says wrong number name and incorrectly touches objects.
Child’s Name Counting 1-1 Notes
Yes / No
Natalie Ramos Yes / No
Marcos Beltrand Yes /No
Emely Sorto Yes /No
Luis Portillo Yes /No
Julissa Canales Yes /No
Inti Garcia Ye s/No