Running Head: COUNTING WITH M&MS

Counting with M&Ms Monica Huttelmayer Ivy Tech Community College April 2012

COUNTING WITH M&MS

EDUC 250: Counting With M&Ms Lesson Plan

A. Class: Kindergarten Class at IPS 27 B. Unity: Counting with M&Ms C. Teacher(s): Ms. Huttelmayer D. Academic Standard(s): K.6.3 Explain the reasoning used with concrete objects and pictures. In the first example, count the number of blocks that you have drawn and write the number that represents the total.

E. Goals/ Objectives: 1) To be able to count consecutively 2) To identify that concrete objects are measured by quantity F. Materials/Supplies Needed: M&Ms and Plastic Bags G: Procedure/ Methods: 1. Introduction Begin by explaining to the kids that numbers can be represented in objects. For example, you can have two cookies and five pieces of candy. Once you have finished with that go over the directions for the assignment. Explain how each child will receive 5 plastic bags containing different numbers of M&Ms in them. The assignment is to write down how many M&Ms are in each bag. The bags should be number 1-5 and the numbers should be identical in each bag. For example, the bag labeled number one should have five M&Ms in it for each student. Duration should be no more than thirty minutes.

COUNTING WITH M&MS

2. Modeling/Explanation/Demonstration Hold bag number one of M&Ms up in the air and count along with the class how many M&Ms are in the bag. Then record the number on a piece of paper. Tell the students to do the same thing for each bag so that you can keep track of the amount of M&Ms in each bag. 3. Guided Practice Work on the second bag as a class and let the students tell you the answer and give hints if necessary. 4. Independent Practice Let bag three through five be figured out by the kids on their own. Walk around the classroom to make sure everyone is getting along alright. 5. Differentiated Instruction/ Accommodations Some accommodations that might need to be made are the M&Ms. If a child is allergic or doesnt like chocolate, you can substitute it with lots of things, for example, blocks. If the instructions dont seem straight forward to the students you can try again by slowly going over another example with them, but this time make sure you count slowly while pointing at the different M&Ms so they understand what youre doing. 6. Assessment/Feedback At the end of the lesson, ask the kids what they thought of the project to see if they thought it was fun or boring, easy or hard. 7. Closure/Wrap Up After the assignment tell the kids they can eat their M&Ms and throw away their plastic bags in the trash 8. Evaluation/ Measure of Progress The kids answer sheets will also provide evaluation measures. H. Teacher Reflection Reflect on the activity and how the kids responded to it. Did they seem to enjoy it? Were the instructions easy to follow? Was the activity to messy? Did the activity seem to meet the standard nicely? Did the kids learn anything?