Early Childhood Education Lesson Plan
Early Childhood Education Lesson Plan
Early Childhood Education Lesson Plan
Reganit
ECEDMAT L82
INTEGRATED MATHEMATICS LESSON PLAN
(Fractions)
I. INTROUCTION
Animals can be found in different parts of the world. These creatures can be wild or
domesticated; but wherever they came from, wherever they live, and whatever they look like, animals
top the list of the interests of children and even adults. Because animals react, make sounds, move, eat,
poop, and such, children can distinguish themselves with the animals. They see that humans and
animals are classified as living things, and that the group of living things can be sorted into smaller
groups, a knowledge that is needed in pursing the path of learning fractions. Animals are easy to use as
a concept for teaching because it draws the childrens attention. Children must widen their knowledge
about and their appreciation for the animals because these creatures are our responsibility as shepherds
of Gods creation. We do not just teach about the animals specie or kingdom, but also, we teach
children about their responsibility as creatures with higher knowledge and capabilities.
For the three year olds, I focused more on dancing and making art in order for them to learn
eye-hand coordination, and be aware of their body parts, because a concept in learning fractions is
knowing that parts make a whole. In this age, children are restless and they prefer to move around a lot.
I would integrate fractions into language arts by letting them dance and sing along to the song. For four
year olds, they already know to utter words clearly, and solve problems through scaffolding and
concrete objects as a guide. Seven to eight year olds are ready for field trips nearby with adult
supervision. They can logically solve problems through reasoning, and be able to prove it through their
answers to follow up questions, and know the concept of equality.
The book that I used as reference is a best-seller which contains different activities for preschoolers. Out of six editions, it is the fifth one by Judy Herr, who is an early childhood educator and
an award-winning author of more than thirty books about early childhood education, in collaboration
with Yvonne Larson, also an author specializing in early childhood education.
Objectives
1. Zero to three years of age
To learn to group things by color
To appreciate the animals
To improve coordination between the eyes and the body parts, and to use art to express
2. Four to six years of age
To learn about the whole and its parts
To care for the animals welfare and safety
To recite rhymes and find the part that makes two words rhyme
3. Seven to eight years of age
To find relationships in animals, such as their differences and similarities
To share and to advocate equality
To classify the animals, and to acknowledge similarities and accept differences
0 to 3 yrs. old
4 to 6 yrs. old
7 to 8 yrs. old
4 Cakes
Free
Exploration
Materials:
Procedure
Lego blocks
Language
Materials:
Arts (English)
Three Kittens
Mittens
Procedure
Science
Materials
Procedure
Procedure
Finger painting of birds Ask the children how to feed Ask the children
the three birds with only one questions about the parts
bread
of the birds (e.g. What
will happen if the bird
has no beak or wings?)
VII. REFERENCES
Goodreads. (n.d.). Books by Judy Herr. Retrieved from https://www.goodreads.com/author/list/
174606.Judy_Herr
Herr, J. and Larson, Y.L. (2009). Creative resources for the early childhood classroom (5th ed.). 5
Maxwell Drive, PO Box 8007, Clifton Park, NY.
Kirkwood, J. (2015). Fractions activities for kindergarten and preschool. Retrieved from http://
creeksidelearning.com/fractions-activities-for-kindergarten-preschool/
Rhymecast. (2015). Three little kittens lost their mittens|Nursery rhyme. Retrieved from https://
www.youtube.com/watch?v=dmVXH5a7pEI
VIII. REFLECTION
Throughout the whole ECEDMAT course, I have stumbled multiple times. I encountered hardships, but
through difficulties, I have grown. Out of all the challenges I have encountered, doing a teacher made
material is probably the most difficult. Since I am not good in crafting, the product I had in mind was
different from the actual outcome. Compared with the other TMMs, I do not find our work particularly
attractive, but for me, the process was more meaningful. Doing the project, many of our plans
backfired; but I am proud that we did not let those setbacks pull us down. We learned to think critically
in order to formulate another plan that can easily replace the ineffective plan. I definitely need to work
on my art skills; but I have learned to plan for success, and also for failure. I have to plan and to look
forward to a successful implementation of the plan with an alternative plan at the back of my mind if
ever my original plan would not work. I enjoyed doing our TMM, especially when I was buying the
materials and visualizing the product. I also feel like I have cultivated a connection with graphs and
fractions because these are the topics for my major projects, which required a lot of researching. The
lesson plan is not an easy task. Aside from finding different activities, I also had to look into what was
appropriate for the different age groups, revisit the developmental stages, and think of creative ways to
integrate the concept with other subjects. In conclusion, going through the course was, well, bumpy. I
went through a kind of road where there are sharp stones that would stab my tires. A steep and narrow
road with curves. But that road was memorable because it toughened me up. People who get out of
there alive forgets the word incompetent and mediocrity. I have learned so much about teaching
Mathematics to pre-schoolers, especially through the engaging activities Ms. Canon shared with us. I
just cannot wait to share these activities to my future pupils.