Table Top Activity Mathematics Quantity and Number Recognition

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: KINDERGARTEN Date: Term 2, week 5 Students’ Prior Knowledge:

Learning Area: Mathematics Most students are able to verbally count from 0-10 with
some students being able to count beyond. The
students are also able to visually identify the numbers
0-10 in the form of magnet whiteboard pieces as well
as number cards.

Strand & Content Description(s) from the Australian

Curriculum:
 ACMNA002 Connect number names, numerals and
quantities, including zero, initially up to 10 and
beyond.

General Capabilities ( areas that are covered in the lesson)

Personal and
Literacy Numeracy ICT Critical and Ethical
Social
Intercultural
competence creative thinking behaviour understanding
Competence
Cross-curriculum priorities ( areas that may be addressed in the lesson)
Aboriginal and Torres Strait Islander
Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Lesson Objectives
As a result of this lesson, students will be able to:
 The students are able to demonstrate one to one correspondence of quantities and number recognition.

Teacher’s Prior Preparation/Organisation: Provision for Students:

o Number Cards with numbers 1 – 6 Students with vision impairments may be provided with
o Die larger text sheets or further assistance in retrieving the
o Math Teddies correct materials for the activity.
o Anecdotal Notes
o Checklist For early finishers, they are to transition to the free play
o Bells centres around the classroom.
o Name Sheets
o Whiteboard Erasers Students who struggle to keep focused on the task at hand
o Permanent Markers will be provided with other alternatives (for example, if you
o Lead Pencil finish this work you will be able to go and play with the
o Good Morning Song blocks).

Students who are not fully developed in their literacy skills,

the adapted booklet will be used to assist the students in
completing the table top activity for gathering an
understanding of the positional words.
 Table Top Activity Mathematics Quantity and Number Recognition

LESSON DELIVERY Resources/References

Time
8:30am Motivation and Lesson Introduction:
1. The students enter the classroom and place their library books in the
basket located at the front of the classroom.

2. The students are then required to locate their name set up on the
three desks.
The students are to place the letters of their name in order, trace the
pre-written name provided and then write their name by themselves
on the line provided at the bottom of the laminated sheet.
Once the students have completed this, they are able to free play in
the available play centres around the classroom until the day begins. Library Basket
During the above activities, the educator must walk around and praise the Name Sheets
students to increase their self confidence levels as well as providing support
where needed. This is extremely important if their parents have departed. Permanent Markers
3. The educator will then ring the bells to signal to the students to Whiteboard Erasers
transition to the mat to begin the day.
Good Morning Song
4. Good Morning introductions are complete as well as the timetable for
the day (located at the top of the whiteboard for the students). Bells
5. The educator will explain to the students that they will be playing a fun
maths game called “Smack the Number Counting Game”.
This counting game is a fun way to practice number recognition and
one to one correspondence through its hands on nature.

6. Before dismissing the students from the mat, the educator is to

ensure that the students understand not to smack anyone with their
hands or their hand too hard on the table.
During the mat session, if the students become off topic or distracted, the
educator is to implement the behaviour management strategy of “are your
eyes watching (pointing to eyes), are your ears listening (pointing to ears), are
you voices quiet and are your bodies still.
9:30am

Lesson Development:
9:30am Table Top Activity
o The students are asked politely by the educator to come up to the
table individually.

Before commencing the activity, instruct the students to count aloud the
number cards found on the desk in front of them.
1. The child will roll the die and identify which number is facing up (on
the die) Die
The educator should encourage the students to not count the number
of dots on the die. Number Cards

2. The students will then need to identify the sticky note with the Math Teddies
corresponding number and smack it with their hand.
The educator may wish to extend the students thinking processes by Checklist
hitting the number the same amount of times the number represents.
For example, if a 3 is rolled, the students would hit the sticky notes 3 Anecdotal Notes
times.

3. Once the students have rolled their die, smacked their hand the
appropriate number of times on the number card and identified the
 Table Top Activity Mathematics Quantity and Number Recognition

correct number on the number cards provided in front of them, the

students will be provided with a pile of Math Teddies.
The educator should make a conscious effort to include the prompts
of “Can you smack your hand on the card, the same amount of times
that the dice shows you?”

4. The educator will then instruct the students to grab the number
teddies from the bucket to match the die and the number card.

5. The final questions from the educator to ask the student will be the
following:
How many Math Teddies are on your page?
Does this match the number you rolled on the die? Can you show me
how?

6. To avoid the activity being too time consuming, complete 3-4

examples with the students to ensure that all students complete the
activity throughout the day.

As recess takes place at 10:30pm if some students have not completed the
activity they will do so after recess or in the next session on another day.
10:30am
It is important for the educator to praise the students as they are completing
their work to increase their self confidence.

Lesson Closure:
At the completion of the table top activity, the students will be assessed on
their level of understanding in terms of the following:
o Can the students identify the number on the dice array without Activity Outcomes
counting the dots.
o Were the students able to hit the correct number card the appropriate Questioning and
number of times. Discussion
o Can the students retrieve the desired amount of Math Teddies.
The educator may wish to use the prompts explained throughout the lesson
development to gather an understanding of these.

Assessment:
The students are observed during the table top activity through scaffolding
questioning which will be recorded in the form of anecdotal notes. Anecdotal Notes
A more formalised assessment will be undertaken in the form of a checklist
with the objectives as headings. Checklist covering the
Lesson Objectives

Early Years Learning Framework Outcomes.

Outcome Five – Children are effective communicators
5.1 Children interact verbally and non-verbally with others for a range of purposes.

Outcome One
Children have a strong sense of self through creatively expressing ideas and
responding to the ideas of others.

Outcome Four
Children are confident and involved learners.
Table Top Activity Mathematics Quantity and Number Recognition