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Students will use the knowledge of counting from one to ten, and apply it to concrete objects.
TLW improve counting abilities by counting out a certain amount of food to decorate a plate of
food they might eat for Thanksgiving.
Math
! " Recognize the historical development of mathematics, mathematics in context, and
the connections between mathematics and the real world.
# # Create, represent and recognize a set with a given number of objects.
# ! Count objects to 25 using one-to-one correspondence and identify the quantity in the
counted group.
# $ Create a set with a given number of objects.
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1. Tell the students you are going to read a story about a little boy who is eating a Thanksgiving
meal.
2. Ask the students questions about what they eat during Thanksgiving.
a. What do you eat for Thanksgiving?
3. Hold up the book Theo¶s Thanksgiving by David Steinberg.
4. Take a picture walk with students.
5. Ask students about the pictures they see in the story.
a. What is the little boy doing in the story?
b. What types of food is he eating?
c. Why do you think he is eating so much?
6. Tell students they need to listen to the story because they will have to make their own
Thanksgiving meal, which includes the process of counting to figure out how much they will
eat.
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1. At the bottom of the tray, write down the types of food the children have chosen with a blank
in front of the item using the permanent marker.
2. Tell students to count how many of each item they have.
3. Tell students to write the number of items in front of the correct blank using a pencil.
4. Once students have written the correct number, trace it with a permanent marker so that it
shows up darker on the paper.
,1
This was my very first lesson r created in which r taught the students. r was very nervous that it r
was going to be a complete failure, but it turned out great! r read the book twice during class, and the
students joined in with me in counting the numbers the second time around. The students were very
patient working on the counting worksheet while my mentor teacher and r individually helped
students with the activity; also, students seemed to understand the process very well. Many of them
wanted to continue to add food to their plate, but r eventually had to cut them off. The idea came
from the book Theo¶s Thanksgiving, and r feel that the lesson went off without a hitch.