aidemia--modules-lessonplan_request	Titles of parts of the lesson must be formatted as headings
What to create	Lesson plan
Which subject	Mathematics
What topic	Saxon Lesson 13 Counting One to One Correspondence
What length (min)	30
What age group	Reception / Kindergarten
Include homework
Include images descriptions
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Lesson Plan: Saxon Lesson 13 - Counting One to One Correspondence

Subject: Mathematics

Grade Level: Reception/Kindergarten

Duration: 30 Minutes

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Objective

Students will understand the concept of counting with one to one correspondence, ensuring that each item is counted once and only once.

Materials Needed

• Counting manipulatives (such as blocks, counters, or small toys)
• Number cards (1-10)
• Whiteboard or chart paper
• Markers
• Worksheets for assessment (optional)

Standards

This lesson addresses the following standards:

• Counting and Cardinality: Understand the relationship between numbers and quantities; connect counting to cardinality.

Introduction (5 minutes)

1. Greeting and Settle In: Welcome students and have them sit in a circle.
2. Engage: Start with a quick question: "Who can tell me what counting means?" Collect answers to activate prior knowledge.
3. Introduction to One to One Correspondence: Explain that when we count, we touch each item and say a number for each one. Emphasize that we need to count each item only once.

Direct Instruction (10 minutes)

1. Model Counting with Manipulatives:

   • Use counting manipulatives to demonstrate one to one correspondence. For example, take 5 blocks and count them out loud, touching each one as you say the number.
   • Write the numbers 1-5 on the whiteboard as you count each block.

2. Guided Practice:

   • Invite students to join you with their own set of manipulatives. Ask them to count out a specific number of items (e.g., "Can you find 4 blocks and count them with me?").
   • Check for understanding by walking around and ensuring each student is counting correctly.

Independent Practice (10 minutes)

1. Partner Activity:
   • Pair students and give each pair a set of counting manipulatives.
   • Instruct them to take turns counting the items, ensuring they use one to one correspondence.
   • Encourage them to help each other if someone counts incorrectly.

Closing (5 minutes)

1. Review Key Concepts:

   • Ask students to share what they enjoyed about counting. Did they find it easy or challenging? What strategies helped them?

2. Closing Questions:

   • Pose questions such as "What happens if we miss a block when we count?" to clarify the importance of one to one correspondence.

Assessment (Optional)

• Provide worksheets that have pictures of different groups of items. Ask students to count and write the correct number next to each set. Observe their ability to demonstrate one to one correspondence as they complete the task.

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Additional Notes

• Monitor and facilitate discussions during partner activities to ensure all students are engaged and participating.
• Be adaptable as students may grasp the concept at different rates; provide additional support or challenges as needed.

Reflection

• After the lesson, reflect on what worked well and what could be improved for future lessons on counting and one to one correspondence. Consider student engagement and understanding based on their responses throughout the activities.