The document provides guidance on how to plan an effective lesson for teaching mathematics to preschool students. It recommends 1) choosing an appropriate topic, 2) writing a measurable objective stating what students will be able to do, 3) listing required materials, 4) outlining lesson steps, 5) planning an assessment to evaluate understanding, 6) explaining how the lesson transitions to the next, and 7) leaving space to reflect on the lesson's effectiveness. The goal is to create a well-structured lesson that helps preschoolers learn mathematical concepts.

2. 1. Choose an appropriate setting
* Make sure the learning
environment is appropriate and
comfortable.

3. 2. Assess the learning abilities and
habits of the students
* Determine how each of your
students will learn the concept.
Some students learn more by sight
than by hearing, some by hands-on
and sight, and others are good at
mostly learning through hearing
things.

4. 3. Make students practice the concept
* Whether you have a slow learner or a
fast learner or someone in between you
have to encourage your students to
practice the concept. Ways of making
your student practice math concept
include but are not limited to: reviewing
flash cards before a test, homework, in-
class assignments and other
class/individual activities.

5. * Problem solving helps students to
become autonomous learners. It will
help them to learn for themselves and
to find answers by themselves.

7. * use tactile learning aids such as
manipulatives or an abacus to
engage the interest of the kinesthetic
learners.

8. * encourage students to show all of
their work when solving problems.

9. * Organize mathematical activities
related to the value and serve pies
in the students' favorite flavors

10. * Make the "word problems" into
your students' favorite part of a
problem set by tweaking the
textbook's problems into interesting
stories. To gain students' attention,
rewrite the problems using their own
names whenever appropriate.

12. This first process involves the preschool child's
ability to solve a variety of math problems
given to him. Not only is this viewed from the
perspective of the variety of problems, such
as word or number problems, but also how
the preschool child explains his mathematical
process when completing the tasks. For a
preschooler, this process will be very basic,
but it is important to help him see the
importance of the problem-solving process
even at this young age.

13. Teach your preschoolers that math
is more than memorization; it is
proving an answer to a
mathematical problem. For young
children, simple math problems that
use Cognitively Guided Instruction
forces them to focus on the process
rather than simply the right answer.

14. The importance of communicating
mathematical ideas is the focus of this third
NCTM standard. A preschooler should not
only solve the problem, but also gain the
ability to talk about the answer and
understand its meaning. Encourage this in
your preschool classroom by allowing group
work when teaching math. Children will then
be forced to work with their peers and
practice math communication skills.

15. Develop your preschool math lessons
around daily activities and relate them to
other areas of academic instruction. For
example, you may ask students to count the
number of pencils in your classroom and
make sure there are enough for each
member of the class. This type of math
lesson will help your preschoolers relate the
importance of math to everyday life.

16. Many mathematical concepts are
represented in visual formats in our
everyday world. It is therefore important to
teach this concept to your preschoolers.
Introduce this NCTM standard through the
use of simple graphing lessons. For
example, create a simple bar graph
representing your class' favorite foods. A
student then begins to understand how
math concepts can be represented in a
variety of visual ways.

17. 1. Select a topic
2. Compose an objective
- Write your objective by starting with "students will
be able to," then concluding the sentence with
what you want students to be able to do by the end
of the lesson. Take care to select something that is
assessable. For example, you can't say, "Students will
be able to imagine," as there is no way to measure
whether a student is imagining. You could instead
say, "Students will be able to engage in imaginative
play with a peer," as you can observe whether or
not a student can do this at the conclusion of your
lesson.

18. 3. List the materials you need
Your list does not need to be overly
specific, as it is really only a guide for you when
setting up for your lesson. For example, you
needn't say "24 sheets of paper." Instead, you
can simply write "paper" on your list.
4. Write the procedure you intend to follow
List each step of your lesson in bullet
form or by writing the step number followed
by what you intend to do. Leave adequate
space between these steps, as you will likely
reference this plan as you carry out the
lesson.

19. 5. Explain how you will assess understanding
Include a brief explanation of whether you will
give an exam, use observation or grade student
work to determine whether they have mastered the
content effectively. Refer back to your objective
when composing this assessment section, taking
care to assess the skill that you hoped students
would demonstrate at lesson's end.
6. Write a statement explaining how this lesson will
transition into the next.
To write this statement, you can simply say,
"Tomorrow we will..." or, if creating this lesson as a
part of a larger unit, you can explain how this lesson
fits in with the overall unit of study.

20. 7. Leave space for reflection upon the effectiveness
of the lesson.
Create a box or section in which you can jot
down how effective or ineffective your lesson was
after you teach it. After you use the lesson, fill in this
section so that when you return to the lesson in
future teaching years, you can see what areas you
may wish to change.