Example Activity Plan

Math Activity Plan

Preliminary Information:

Curriculum Area:   Math                       Developmental Domain: Cognitive

 Descriptive Title of Activity:  Sort the coloured teddy bears into groups according to the number in the tin or by colour

 Indoor:__X_____                                 Outdoor:_________

 Age of Children: 4years old up to 6years old (kinder)

Resources Used to Prepare Plan (cited in correct APA format):

Brown Bear Book

Martin, B., Jr., & Carle, E. (1967). Brown Bear, Brown Bear, What Do You See? Henry Holt and Co. (BYR).

Bredekamp, S., & Copple, C. (Eds.). (2009). Developmentally appropriate practice in early childhood programs (3rd ed.). National Association for the Education of Young Children.

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the early years. Queen’s Printer for Ontario.

 

Children’s Resource or Storybook (in APA format):

Brown Bear What Do You See? Martin, B., Jr., & Carle, E. (1967). Brown Bear, Brown Bear, What Do You See? Henry Holt and Co. (BYR)

 

Brief explanation as to how and when children’s book will be used:

The book should be read before the activity; each animal is a different colour as the book goes on the animals at the end all add up. You can ask the children about the colours and how many animals there are, how many can swim how many live in the jungle or desert. The children should inquire about the book and this can lead into the colourful teddy bears, ask the children to sort them by colour, by number or even make a pattern. They can use their hands or tongs for fine motor development.

 

Part I – Planning

Rationale for the activity:

This activity supports early math skills by encouraging children to count, sort, and classify objects by colour and number. It also introduces simple patterns and comparison concepts like more and less through hands-on exploration.

Developmental Skills: The skills being developed are counting, colour recognition, sorting and classifying, patterning, problem-solving, comparison (more/less), language development, and fine motor skills.

While participating in the activity the child will, independently or limited assistance:  Independent

Domain 1: Social Emotional Development

ELECT # 1.2

Specific Skill: Demonstrates self-regulation by taking turns, sharing materials, and following simple group instructions.

 

Domain 2: Cognitive development

ELECT # 2.3

Specific Skill: Explores counting, sorting, classifying, and creating patterns with objects like teddy bears

 

Domain 3: Physical Fine Motor 

ELECT #: 3.1

Specific Skill: Develops fine motor skills through handling, picking up, and sorting teddy bears using hands or tongs.

  

Learning Materials Needed:

Some materials needed are colourful teddy bears or animals for sorting related to the brown bear book, tins or containers, and number cards labeled 1–10.

Description of Set-Up:

Step 1: Place the colourful teddy bears in a basket or tray.

Step 2: Set out tins or containers for sorting, along with number cards 1–10 placed nearby or inside.

Step 3: Arrange the materials on a table or floor space where children can easily reach and explore them independently or in small groups.

Step 4: Place the Brown Bear book within reach sop the children can continue to inquire

Guidelines to Foster Self-Regulation:

To support children’s self-regulation, start by giving clear and simple instructions, modeling calm behaviour, and offering gentle reminders as needed. Allow children to make choices in how they sort the teddy bears and encourage turn-taking. Also provide an organized space to help children stay focused and engaged.

Health or Safety Considerations:

Be careful when using small parts, children may put them in their mouths, or they can be choking hazards. Also make sure the containers are clean from allergies

Part II – Implementation

Invitation: Invite all the children to the carpet to read a book, let them explore the activity by reading the book together and introducing the colourful animals, ask them how many animals they see, how many were each colour, and ask about the animals how many can fly how many can swim.

 

Teaching Steps: Read the story book then show the children the new materials. Sort the teddy bears by colour or match them to number cards 1–10. Then encourage children to do the same using the tongs or hand. Ask them to count aloud as they place the bears in the right spots, ask them to sort by colour or make a pattern.

 

Closure: Begin wrapping up the activity by telling the children how many minutes remain. Ask the children what they sorted, counted, and the types of patterns they made (AB/ABB/ABC).

 

Transition: Using a call out to get the kids attention to tidy up the activity then give them instructions on what’s next

Ways in which the following are incorporated into this activity

 

1. Creativity:

I believe that this activity promotes creativity by letting children explore different ways of counting, sorting, grouping, as well as patterning to encourage them to make their own choices.

2. Inclusiveness:

The activity fosters inclusiveness by giving all children the opportunity to participate, work at their own pace, and contribute their ideas, while supporting diverse learning styles and abilities.