Unit 3

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.