Skip counting for kindergarten children
My lesson plan is for a kindergarten class with the skills of skip counting with focused to various positions a person can take. The skill of skip counting is appropriate especially with regard to the National Association for Sports and Physical Education (NASPE). This is because the skill is organized into categories which ensure child physical and health education development. The skills are arranged in such a way that they increase in difficulty as someone progresses and therefore, it builds a good foundational mathematical education to a child as well as being physically fit because it is fun and it also engages the environment (Johnson & Nelson, 2009).
The class should be taught in the gym in the morning hours which need to commence with a warm –up song. This will help motivate the students and sets their mind for the skills they are just about to acquire each time the teacher come into class (Johnson & Nelson, 2009).. The size of the place allocated for learning will depend on the number of students but the place should be more spacious to allow the kids' movement within the building. Concerning the skip counting skill, the following will be provided as learning materials: boxes, pillows, charts, various shapes shaded in different colors and any other suitable object (Hellison, 2003). The student learning objectives from this skill will be as follows:
- As a result of this lesson, students will be able to differentiate positions and locations an object can be put in.
- As a result of this lesion, the student will possess the skills on physical fitness as well as well acquainted with the environment.
The system for the classroom will be set inside a gym since the various equipments in the gym can be used for the purpose of facilitating the hopping (Johnson & Nelson, 2009). There will be no strict class rules because the students in Kindergarten are young and hence they still need to learn most things through collective learning such as a warm-up welcome song before their learning activity commences. However, such rules as entering the gym in the presence of an instructor will be necessary (Hellison, 2003). There will be rewards for those students who will have maximum contribution to the subject matter as this will increase cooperation of other class members. The class will be organized into groups during the respective learning activities. The groups will be in terms of their age group and sexes as this will allow easy management of their activities.
Learning will begin in the classroom which is aimed at building the child’s educational development because it helps the student differentiate the various possible positions an object can rest. For example, to differentiate the inside or outside positions of an object, we can use a bigger box and place another object such as a pillow inside the box (Johnson & Nelson, 2009). This will help differentiate the outside and the inside of the object to the kid by using other objects which the child is well conversant with. In addition, through the use of a box placed at a strategic point, other positions such as left, middle, right, and top, bottom, above and below can be differentiated to a child through the use of other common objects a child knows well.
On the other hand, skip counting can be achieved through the use of shaded stars of different colors that are arranged in a line. The students are then selected in turn until all of them have gone through the process and directed to count stars of a particular color while skipping others. Another group also counts stars of a particular color while skipping others and hence the chain to continue. This can also be done in the form of body hopping thereby engaging the child in a vigorous body movement which ensures physical fitness if done regularly every day (Hellison, 2003). In addition, these also improve on the student’s mathematical knowledge and environmental development.
Hellison, D. (2003). Teaching responsibility through physical activity. Human Kinetics, PO Box 5076, Champaign, IL 61825-5076 (ISBN: 0736046011, $19).
Johnson, B. L., & Nelson, J. K. (2009). Practical Measurements for Evaluation in Physical Education.