Yolanda+B-N

=Matching Numbers= Why is this work important? To introduce the children to numbers and objects relevant? Children need to experience different versions of looking at numbers Who is the audience for this project/lesson? The students, and volunteers How will you connect adults (experts, authors, professionals, etc.) from outside of school to the lesson/project? Students can walk in the community and match numbers to objects How will the work be displayed publicly? The students will be able to create art work with numbers and buttons for the public to see. For example: the children can write the number one and glue one button next to the number, repeat the process with the number 2 until they reach 10 || How do you know students can "transfer" the learning to new situations? and student engagement. Include any **student feedback** about the activity.
 * Title: ||< Matching Numbers with Pictures ||
 * Subject: ||< Math ||
 * Grade: ||< Pre-Kindergarten ||
 * Time Frame: ||< 20 minutes ||
 * Essential Question || Encouraging students to match numbers to an object ||
 * Summary: ||< Students will be able to understand the math concept that a given number of objects can be assigned only one number. ||
 * Objectives || * "Understand the relationship between numbers and quantities; connect counting to cardinality." These worksheets, games, and lesson plans can help students practice this Common Core State Standards skill.
 * What 21st Century Skill Objectives does this activity/Lesson include?
 * communication
 * collaboration
 * problem solving
 * critical thinking
 * decision making
 * reflection ||
 * Tasks: ||< * Flip through the cards and have the students identify each number as you show them the card.
 * As you lay down a card, read the number and count out the same number of objects and lay them next to the number card.
 * Continue with the rest of the numbers and objects.
 * Tell students that they will try this themselves.
 * Be sure to include an opportunity for students to practice/employ a 21Ct or !gnite skill(see examples above)
 * Have students try the activity one at a time until you see that they have grasped the concept.
 * Encourage students to try it even if they do not seem confident.
 * Work alongside the students that need some help.
 * Send students back to their tables to work independently by matching the numbers to objects.
 * Students can work in pairs one student pull the number and the other student match the number to the object, and the students can switch roles. ||
 * Personalization/Differentiation ||< How will you incorporate "student choice" into this project/lesson?How will you challenge strong students?How will you support struggling students?How will you support ESL students?
 * **Enrichment:** The same cards and objects can be used to introduce addition and subtraction to advanced students.
 * **Support:** Focus on number identification and the development of fine motor skills with struggling students. ||
 * Real-World Connection || What is the real world application for this project/lesson? Numbers and objects
 * Assessment: ||< How will you assess the students learning?
 * Observe the students as they work independently to see if they understand the lesson.
 * Ask questions as they work to check if they have an understanding of the concept. ||
 * Resources: ||< The students can use pictures to match with numbers, and different objects ||
 * Examples: ||< * Links to teacher or student examples.https://www.education.com/activity/article/countinggames_preschool/ ||
 * Reflection: || Reflect on the experience with specific details about the instructional outcome, pedagogy, tool effectiveness,
 * Gather students back together and ask clarifying questions to solidify your class' understanding. Example: //How many buttons should be given to the number 9 card?//
 * Review the lesson the next day or a few days later to check for absorption of material. ||