1. Early Learning Standards (three standards)

Standard #1

Domain: Mathematics

Strand: Strand A: Early learning experiences will support children to understand

counting and cardinality

Learning Progression: Cardinality

Indicator: M.48.2 Count up to at least five objects using one-to-one correspondence,

using the number name of the last object counted to represent the total number of

objects in a set.

Source: CTELDS

Standard #2

Domain: Mathematics

Strand: Strand C: Early learning experiences will support children to understand the

attributes and relative properties of objects

Learning Progression: Data

Indicator: M.48.9 Sort objects into two groups, count, and compare the quantity of the

groups formed (e.g., color, size, shape)

Source: CTELDS

Standard #3

Domain: Social Studies

a) Title of the Lesson: Grouping items 1-5

b) Number of Children in Group: 10

c) Children’s Age Group: 3-4

d) Length of Lesson: 30 minutes

Math Learning Experience Plan (LEP)

CHS250 – STEM in the Early

Childhood Education Classroom

Strand: Strand C: Early learning experiences will support children to develop an

understanding of economic systems and resources

Learning Progression: Science, Technology and Society

Indicator: SS.48.10 Understand the use of tools, including technology, for a variety of

purposes

Source: CTELDS

2. Key Objectives (three objectives)

Objective #1 Children will collect a set of 5 items that belong to a group by an attribute

Objective #2 Children will be able to match the number name to the group of items

selected

Objective #3 Children will create a way to document the collection of items and number

name

3. Materials:

• Items in the classroom and home environment

• Number cards 1-5

• Number cards with dots for numbers

4. Vocabulary (five words):

• set

• attributes

• similar

• collect

• items

5. Higher Order Thinking (HOT) Questions (six questions) Create questions that are based on all six levels of Bloom’s Taxonomy: Understanding,

Remembering, Applying, Analyzing, Evaluating, Creating

• Show me how we should count these objects with our fingers.

• Select the group that has 3 objects.

• Can you count from the last object to the first and still get the same number? Can you count an object two times?

• Choose the number that corresponds to the number card.

• Can a set or group have objects that have many different attributes?

6. Instructional Procedure

A. Introduction

• Practice counting items 1-5 by putting the child’s finger on each item, one by one.

• Talk about what an attribute might be (e.g., color, size, function, etc.). B. Related Activity

• Create two sets of cards: cards with numerals 1-5, and cards with dots 1-5 to be used as groupings.

• Take a tour of the classroom or home environment. Count similar items to correspond with the number and dot cards.

• Show collections of similar items, for example a collection of keys. C. Closing

• Create a way to share the class activity with families and the whole center/school a.

7. Home-School Connection: Send home a note describing an activity that parents and families can do with their children in their homes using found objects.

1. Go on a scavenger hunt in your home! 2. Collect a group of similar items or objects that can be grouped by number. For

example: 1 key, 2 paper towel tubes, etc. 3. Discuss with your child the reasons for the grouping and number quantity. 4. Ask families to send in the actual items in a labeled bag or bring in a representation

of the group. For example, take a photograph or draw a picture with your child.