Part B: Plans for Learning Segment

Learning Experience One, Day One

Title: If You Give a Cat a Cupcake Dice Game
Applicable Learning Standards:
6.A.ECd Connect numbers to quantities they represent using physical models
and informal representations.24
6.A.ECe Differentiate numerals from letters and recognize some single-digit
written numerals.25
6.B.ECb Show understanding of how to count out and construct sets of objects of
a given number up to 5
6.D.ECb Describe comparisons with appropriate vocabulary, such as more,
less, greater than, fewer, equal to, or same as.

Targeted Age Group: Pre-K (ages 3-5)

Content Area: Math
Rationale/Purpose for Lesson:
Our class is reading books by Laura Numeroff. Specifically, her book If you Give a Cat a
Cupcake. This lesson is created to help children count, recognize numbers or
representations of numbers, and explore themes in the book to extend literacy skills.
Through integrating these concepts, children will experience a fun engaging lesson that
involves movement, social aspects, and various opportunities to explore numbers. For
this lesson, children will take turns rolling a large die, and feed the cat the corresponding
amount of cupcakes. Throughout the activity, we will also discuss elements in the book
to reinforce literacy.
Learning Objectives:
1. Students will identify a number on the die and place the corresponding amount of
cupcakes on the cat poster board and shade in the correct amount of cupcakes on
paper.
2. Students will count out cupcakes when teacher prompts individual or whole group
counting.
3. Children will participate in discussion about the book If You Give a Cat a Cupcake.
Instructional Resources and Materials:
If You Give a Cat a Cupcake book by Laura Numeroff
Numeroff, L. (2008). If you give a cat a cupcake. New York, NY: Scholastic Inc.

2 large dice (One with written numerals on it and another with dot
representations of the numbers)- I created mine using cubed Kleenex boxes and
construction paper.
Poster board with a picture of a cat with blank spaces for child to stick cupcakes
to.
Cut out paper cupcakes or cupcake stickers (6 per child)

Tape (If using paper cupcakes)

Strips of paper with 6 numbered cupcakes (one per child, labeled numbers 1-6)
Crayons, markers

Time: 35 minutes
Preparation:
1. Create large dice
2. Create cat poster board
3. Create cupcake number strips
4. Make paper cupcakes or buy cupcake stickers
Instructional Strategies and Learning Activities
1. Instruct students to sit on carpet
2. Introduce and read the book If you Give a Cat a Cupcake.
3. Shortly discuss book concepts, main characters, and retell events.
4. Instruct students to sit in a circle on the rug.
5. Explain each die to students. One dice will have written numerals and the other will
have dot representations of quantity.
6. Identify numbers on numeral die.
7. Inform students that each student will take a turn to roll a die.
8. The student will roll the die, identify the number, or count out the number.
9. Next, student will take the corresponding amount of cupcakes to stick on the poster
board.
10. After placing the cupcakes on the board, the student will choose a crayon or marker.
They will also take a strip of the 6 cupcakes and shade in the amount of cupcakes they
rolled. Make sure they write their name on the paper.
11. The student will then pass the die to the next student.
12. Continue until each child has had a turn.
13. To close the lesson, count the entire number of cupcakes the class fed the cat out
loud.
Accommodations:
1. For children who struggle identifying numerals, instruct them to use the die with dots
to represent quantity.
2. For children who struggle with fine motor skills, allow them the choice of writing utensil
to shade in the cupcakes so they feel comfortable.
3. For students, who need extra support, make sure to allow them time to think and
guide them through questions.
Formal/Informal Assessments
1. The teacher will use a checklist and mark a check if the child identified and displayed
the correct amount of cupcakes. (Informal) Teacher will also review the cupcake chart
and give written feedback to the child. (Formal)
2. Through teacher observation, child participates in counting both individually and with
the large group. (Informal)
3. Through teacher observation, the child discusses the book and participates in literacy
discussion. (Informal)

Vocabulary Target Words:

-More
-Less
-Number
-Amount
- Equal
-Higher
-Lower
Learning Experience Two, Day Two
Title: Help Cat Find Numbers in the Sand
Applicable Learning Standards:
6.D.ECb Describe comparisons with appropriate vocabulary, such as more,
less, greater than, fewer, equal to, or same as.
6.A.ECe Differentiate numerals from letters and recognize some single-digit
written numerals.25
1.B.ECb With teacher assistance, participate in collaborative conversations with
diverse partners (e.g., peers and adults in both small and large groups) about
age-appropriate topics and texts
6.A.ECa Count with understanding and recognize how many in small sets up to
5.21
Targeted Age Group: Pre-K (ages 3-5)
Content Area: Math
Rationale/Purpose for Lesson:
Our class is reading books by Laura Numeroff. For this lesson, I focused her book If you
Give a Cat a Cupcake. During this lesson, children need to identify or count out
numbers, as well as practice writing the corresponding numeral. This lesson builds upon
recognizing and counting numbers by challenging students to write the number.
Engaging students in this lesson helps with math skills, fine motor and writing skills, as
well as integrates concepts of literacy. The number cards contain the corresponding
amount of dots on the back to assist students who need additional help recognizing
numbers. This activity is performed in a small group, allowing discussion and
comparison of numbers to help enrich vocabulary and language skills.
Learning Objectives:
1. Students will participate in discussions about numbers using descriptions such as
more, less, equal, etc.
2. Students will recognize numerals written on number cards and practice writing them
3. Students will recall information from If You Give a Cat a Cupcake.
4 . Students will count out loud and independently to help identify a number.
Instructional Resources and Materials:

If You Give a Cat a Cupcake book by Laura Numeroff

Two hardcover pencil cases filled with sand (just enough to cover the bottom of
pencil case)
Piece of paper with three blank fish, large enough for a child to write a number in.
(1 per child) See the worksheet I created in assessments.
Markers
Two bags (to put number cards in)
Two sets of numbers cards 1-10 (with corresponding amount of dots on back of
each card) See the cards I created in instructional materials.

Time: at least 10 minutes per group

Preparation:
1. Place sand in pencil cases
2. Create two sets of number cards
3. Create corresponding fish worksheet
Instructional Strategies and Learning Activities
1. Ask students to retell events from the story If You Give a Cat a Cupcake
(Specifically, about what happened at the beach.
2. Explain to students that they are going to help Cat find numbers at the beach.
3. The first student will then pull a number card out of their bag.
4. The teacher will instruct them to identify the number. If the student cannot recognize
the number, the teacher will direct them to count the number of dots on the back of the
card.
5. Once the student has identified the number, the teacher will demonstrate how to use
their finger to write the number in the sand. The student will then practice writing the
number they chose in the sand.
6. Next, the student will write that same number in the space provided in the first fish.
7. After the number is written on the paper, the other student will pull a number card out
and repeat the same process.
8. During the activity, the teacher will prompt questions about the numbers the children
pick, targeting concepts such as more, less, and equal.
9. The activity ends when each child has picked three numbers and wrote them in the
sand and on their paper.
Accommodations:
1. For children who struggle identifying numerals, instruct them to count the dots that
represent quantity.
2. For children who struggle with fine motor skills, the sand will allow them to make
larger motions to practice writing numbers.
3. For students who need greater challenge, put higher numbers in their bag as well as
add in the numeral 0. Also, ask how or why questions about numbers and quantity.
Formal/Informal Assessments
1. Through teacher observation, it is evident that the student uses words such as
equal, more, higher, lower, and less. (Informal)
2. Student is able to correctly identify a written numeral on their number cards and
practices writing it o their sheet (formal).

3. Through teacher observation, the child discusses the book and participates in literacy
discussion. (Informal)
4. Through teacher observation, the student is able to count out dots on the back of the
number card if they cannot recognize the numeral.
Vocabulary Target Words:
-More
-Less
-Number
-Amount
- Equal
-Higher
-Lower
-Character
-Author
Learning Experience Three, Day Three
Title: I Spy
Applicable Learning Standards:
6.D.ECb Describe comparisons with appropriate vocabulary, such as more,
less, greater than, fewer, equal to, or same as.
6.A.ECe Differentiate numerals from letters and recognize some single-digit
written numerals.25
1.B.ECb With teacher assistance, participate in collaborative conversations with
diverse partners (e.g., peers and adults in both small and large groups) about
age-appropriate topics and texts
6.A.ECa Count with understanding and recognize how many in small sets up to
5.21

Targeted Age Group: Pre-K (ages 3-5)

Content Area: Math
Rationale/Purpose for Lesson:
Our class is reading books by Laura Numeroff. For this lesson, I constructed a large
group I Spy game. The purpose of the game was to find numbers hidden amongst Laura
Numeroff books and characters from her story. I constructed this game using actual
books and animals that I displayed on the rug. I then cut out number and letter cards to
disperse amongst them. Children were then given a piece of paper that mirrored what
was displayed on the rug. The children were directed to circle their numbers on their
paper. After that, we played a large group I Spy game where I called on children to find
numbers on the carpet. This lesson integrated the Laura Numeroff literature as well as
math and literacy concepts. The ability to stand up and physically find the numbers kept
the children engaged. At the end of the lesson, the teacher will pull students over in
small groups and assess children on their accumulated knowledge. This is done through
two sheets. The teacher will read questions, instruct students to circle their response,

and the teacher will record their statements. The first sheet targets mathematical
vocabulary and skills. The second sheet students will be instructed to draw their favorite
scene from the book. The teacher will record a description of their picture in writing. This
will help students display comprehension of the story and literacy skills. This lesson
involves a large group activity as well as a small group assessment to accurately identify
the growth children have made throughout the learning experiences.
Learning Objectives:
1. Student will use the targeted vocabulary (less, more, equal, etc.) to compare numbers
as well as verbally state them during the assessment.
2. The student will identify numbers on a sheet that also contains numbers and pictures.
3. Student will recall and offer ideas about various events in Laura Numeroff books and
draw their favorite scene.
4. Students will count numbers 1-10 during the activity to help identify numbers and their
amount.
Instructional Resources and Materials:
Books by Laura Numeroff
Stuffed animals that represent Laura Numeroff characters
Piece of paper with images of Laura Numeroff books and characters with written
numbers and letters hidden on it (one per child) (see image below).
Markers
Common Assessments sheets (see Image in instructional materials)
Time: 30 minutes
Preparation:
1. Create paper with images, numbers, and letters on it
2. Create number and letter cards
Instructional Strategies and Learning Activities
1. Instruct students to sit on carpet
2. Read a Laura Numeroff book of student choice
3. Instruct students to sit in a circle on the rug
4. In the middle of the circle, scatter Laura Numeroff books, stuffed animal characters,
and number/letter cards.
5. Pass out the piece of paper with images of Laura Numeroff books and characters with
written numbers and letters hidden on it to each child.
6. Explain to students that their paper contains numbers and letters.
7. Discuss the difference between a number and a letter.
8. Next, pass out markers and instruct students to circle on their papers any numbers
they see.
9. Once students finish finding all the numbers on their paper, collect markers.
10. Next, instruct students to raise their hand and tell the class a number they circled.
11. After they state the number, instruct the student to find that number in the large I spy
game in the middle of the circle.
12. Continue until all numbers are found.

13. Discuss concepts about numbers such as more, less, and equal during the activity.
14. If time is available, allow students to spy the letters and discuss the letters.
15. Conclude activity when all numbers (and letters) are found. Discuss favorite Laura
Numeroff book and begin assessments.
16. Assessments should be done in small groups.
17. Teacher will ask the question and record on assessment child dialogue.
Accommodations:
1. For children who struggle identifying what a number is, direct them to a number wall in
the classroom to help aid them. If a number wall does not exist, write numbers on a
marker board for them to reference. Also, I created two sheets. One sheet had numbers
1-5 listed and letters A-C. The other listed numbers 1-10 and letters A-E. For children
who struggle with numbers, give them the sheet with numbers 1-5 and letters A-C.
3. For students who need extra challenge, give them the sheet with numbers 1-10 and
letters A-E.
Formal/Informal Assessments
1. Through teacher observation, student is able to answer questions using the targeted
vocabulary (Informal). Student responses include correct vocabulary and written
answers demonstrate understanding of vocabulary.
2. The student circles only numbers on their individual I Spy sheet (formal). Student
chooses correct numbers out of the large I Spy game (informal).
3. Student is able to make connections and answer questions or converse about Laura
Numeroff books (informal observational notes) as well as draw and describe their
favorite scene (formal, work sample).
4. Student can count correctly when prompted by teacher or through self-help strategies
(informal).
Vocabulary Target Words:
-More
-Less
-Number
-Amount
- Equal
-Higher
-Lower
-Fiction
-Author
-Character