Introducing Patterns in Kindergarten Lesson Plan

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Lesson Title:Introducing Patterns in Kindergarten

Lesson Objective: Students will be able to identify and create patterns using various materials (e.g. blocks, beads, etc.).

Materials:

  • Blocks of various colors and shapes
  • Beads of various colors
  • Pattern cards (with pictures of patterns for students to recreate)

    • Introduction (5 minutes):

  • Begin by asking students if they have ever noticed patterns in their daily lives (e.g. in clothes, nature, etc.). Allow them to share their observations.
  • Introduce the concept of patterns and explain that patterns are a repetition of a design or shape. Show examples of patterns using the pattern cards.

    • Activity 1 (15 minutes):

  • Divide students into small groups and give each group a set of blocks and beads.
  • Encourage students to create their own patterns with the materials provided.
  • As they work, circulate around the room and ask students to explain their pattern and the rule they used to create it (e.g. “I am using red, blue, red, blue blocks in my pattern”).
  • Once all groups have finished, ask each group to share their pattern and rule with the class.

    • Activity 2 (15 minutes):

  • Provide students with a set of pattern cards and ask them to recreate the patterns using blocks and beads.
  • Encourage students to work with a partner to complete the task.
  • As they work, circulate around the room and ask students to explain how they recreated the pattern and the rule they used.
  • Once all students have finished, ask each group to share their pattern and rule with the class.
    • Conclusion (5 minutes):
  • Review the concept of patterns and the rules used to create them.
  • Ask students to give examples of patterns they have observed in their daily lives.
  • Encourage students to continue looking for patterns in their environment and to create patterns using different materials.

    • Assessment:

  • Observe students as they work on the activities and listen to their explanations of their patterns and rules.
  • Collect pattern cards and assess the accuracy of the patterns created.

    • Note: The duration of activities, introduction and conclusion can be adjusted based on the time available in your classroom. Also, You can use different materials as per the availability.

    Comparing lesson plan – printable pdf for teachers

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    Lesson Title:Comparing

    Lesson Objective: Students will be able to compare two or more objects using the words “more,” “less,” and “the same as.”

    Materials: Objects to compare (e.g. blocks, toys, fruit), chart paper, markers, and sentence strips.

    Introduction (10 minutes):

  • Begin the lesson by showing the class a variety of objects and asking them to describe the objects in terms of size, shape, and color.
  • Next, introduce the concepts of “more,” “less,” and “the same as” by holding up two objects and asking the class which one is more/less or the same as the other.
  • Write the words “more,” “less,” and “the same as” on chart paper and review them with the class.

    • Direct Instruction (20 minutes):

  • Provide students with a variety of objects to compare, such as blocks, toys, or fruit.
  • Model how to compare two objects using the words “more,” “less,” or “the same as.” For example, “This block is more than that block.”
  • Have students work in pairs to compare their own objects and practice using the correct vocabulary.
  • Write examples of correct comparisons on sentence strips and post them around the room for reference.

    • Guided Practice (20 minutes):

  • Break students into small groups and provide each group with a set of objects to compare.
  • Have the students work together to compare the objects and come up with a sentence for each comparison using the vocabulary words “more,” “less,” and “the same as.”
  • As students share their sentences, write them on chart paper and display them for the class to see.

    • Independent Practice (20 minutes):

  • Provide students with worksheets or task cards that include pictures of objects and ask them to compare the objects using the vocabulary words “more,” “less,” and “the same as.”
  • Alternatively, you can use online interactive activities that focus on comparing.
  • Allow students to complete the worksheets or task cards independently while you provide support and answer questions as needed.

    • Closure (10 minutes):

  • Review the main concepts of the lesson by having students take turns sharing one comparison they made during independent practice.
  • Encourage students to practice comparing objects at home and remind them to use the words “more,” “less,” and “the same as” when doing so.

    • Assessment:

  • Observe students during independent practice and check their worksheets or task cards for understanding.
  • Formally assess students by giving them a quiz or test on comparing objects using the vocabulary words “more,” “less,” and “the same as.”

    • Note: The activities, materials and timings can be adjusted based on class size, students’ abilities, and time availability. Also, the vocabulary words “greater than” or “less than” can be introduced depending on student’s readiness.

    Lesson Plan for Teachers on Skip-counting

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    Lesson Title:Skip-counting

    Lesson Objective: Students will be able to skip-count by 2s, 5s, and 10s to 100.

    Materials: Chart paper, markers, number cards (2-100), and manipulatives (counters, base ten blocks, etc.).

    Introduction (10 minutes):

  • Begin the lesson by reviewing the concept of counting by ones to 100. Have students count as a class and point to each number on a number chart as they count.
  • Next, introduce the concept of skip-counting. Explain that instead of counting by ones, we can count by groups of a certain number (e.g. 2s, 5s, 10s).
  • Write the numbers 2, 5, and 10 on the board and have students repeat them.

    • Direct Instruction (20 minutes):

  • Using chart paper, create a skip-counting chart for counting by 2s. Write the numbers 2, 4, 6, 8, etc. up to 100.
  • Have students count along with you as you point to each number on the chart.
  • Next, give each student a number card (2-100). Have them stand up and hold their card while you lead them in a whole-class skip-counting activity by 2s.
  • Repeat the process for counting by 5s and 10s, creating charts and leading whole-class activities for each.

    • Guided Practice (20 minutes):

  • Provide students with manipulatives such as counters or base ten blocks.
  • Have students work in small groups to practice skip-counting by 2s, 5s, and 10s.
  • Circulate around the room to assist and observe as necessary.

    • Independent Practice (20 minutes):

  • Provide students with worksheets or task cards to complete independently. These should include problems that require students to skip-count by 2s, 5s, and 10s.
  • Alternatively, you can use online math games that focus on skip counting by 2s, 5s, and 10s.
  • Allow students to complete the worksheets or task cards independently while you provide support and answer questions as needed.

    • Closure (10 minutes):

  • Review the main concepts of the lesson by having students take turns counting by 2s, 5s, and 10s in front of the class.
  • Encourage students to practice skip-counting at home and remind them that it will help them with other math skills such as multiplication and division.

    • Assessment:

  • Observe students during independent practice and check their worksheets or task cards for understanding.
  • Formally assess students by giving them a quiz or test on skip-counting by 2s, 5s, and 10s.

    • Note: The activities, materials and timings can be adjusted based on class size, students’ abilities, and time availability.

    Create a positive and inclusive classroom environment

    Introducing Place Value to Kindergarteners Printable Lesson Plan

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    Lesson Title:Introducing Place Value to Kindergarteners

    Lesson Objective: Students will be able to identify and understand the concept of place value in whole numbers up to the tens place.

    Materials:

  • Whiteboard and markers
  • Place value chart worksheets
  • Base ten blocks
  • Number cards (0-9)
  • Small container or bag

    • Introduction (10 minutes):

  • Begin the lesson by showing students a base ten block and asking if they know what it is.
  • Ask students to help you build a number, such as “5” using the base ten blocks.
  • Write the number “5” on the board and ask students to identify how many blocks were used to make the number.
  • Explain that each block represents a number and that numbers can also be represented by symbols (digits).
  • Tell students that in this lesson, they will learn how to identify the place value of digits in whole numbers up to the tens place.

    • Direct Instruction (15 minutes):

  • Use a place value chart to show students the place value of digits in a whole number.
  • Point out the ones place and tens place.
  • Show students a number card for the number “5” and place it in the ones place on the place value chart.
  • Show students a number card for the number “2” and place it in the tens place on the place value chart.
  • Write the number “25” on the board and have students identify the place value of each digit.

    • Guided Practice (15 minutes):

  • Give each student a small container or bag with a set of number cards (0-9).
  • Have students take turns pulling out a number card and placing it on the ones or tens place on a personal place value chart worksheet.
  • As a class, call out the number that was created on each student’s chart and have them identify the place value of each digit.

    • Independent Practice (10 minutes):

  • Give each student a place value chart worksheet and number cards (0-9).
  • Have students complete the worksheet by placing the number cards in the correct place on the chart.
  • Walk around the room and provide assistance as needed.

    • Closure (5 minutes):

  • Review the concept of place value and ask students to give examples of numbers they created using their number cards.
  • Ask students to share something they learned during the lesson.
  • Remind students that place value is an important concept that they will continue to use and build upon as they learn more about numbers.

    • Assessment:

  • Observe students during independent practice to assess understanding of place value.
  • Collect and review completed worksheets for accuracy.
  • Use informal assessment such as questioning during the closure to gauge student understanding.

    • Note: This lesson plan can be adapted and modified to accommodate the specific needs and abilities of your students. You may also want to include additional activities or games for extra practice.

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    Lesson Plan on Numbers and Counting up to 20

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    Lesson Title: “Numbers and Counting up to 20”

    Lesson Objective: Students will be able to count from 1 to 20, write the numerals for each number, and understand the concept of quantity.

    Materials: Number cards (1-20), whiteboard, markers, worksheets

    Introduction (5 minutes):

  • Begin the lesson by reviewing the numbers that the students have already learned up to 10. Ask the students to count from 1 to 10 and then from 11 to 20.
  • Introduce the new numbers and numerals that the students will be learning during the lesson.

    • Direct Instruction (15 minutes):

  • Show the students the number cards (1-20) and have them place them in numerical order on the whiteboard.
  • Call on individual students to come up to the whiteboard and write the numeral that corresponds to each number card, while the rest of the class says the number out loud.
  • Review the numerals and numbers with the class, and have the students practice writing them on their own.

    • Guided Practice (15 minutes):

  • Distribute the worksheets to the students and have them complete the exercises, which include matching numbers with numerals, counting objects, and writing numbers in order.
  • Circulate the room to provide assistance as needed.
  • Once the students have completed the worksheets, go over the answers as a class, and have the students self-correct any mistakes.

    • Independent Practice (15 minutes):

  • Have the students work in small groups to count objects in the room (e.g. desks, chairs, students) and write the number on the board.
  • As the students work, circulate the room to provide assistance and to check for understanding.
  • Once the students have finished counting, have them share their results with the class and discuss any discrepancies.

    • Closure (5 minutes):

  • Review the numbers and numerals that the students have learned during the lesson.
  • Assign homework that includes counting and writing numbers up to 20.

    • Assessment:

  • Observe the students during the independent practice to assess their understanding of counting and writing numbers up to 20.
  • Review the completed worksheets and corrected answers to assess their understanding of matching numbers with numerals and counting objects.
  • Collect homework and assess the students’ ability to count and write numbers up to 20 independently.

    • Note:

  • For differentiation, you can use manipulatives like blocks or counting bears to support visual learners.
  • For extension, you can introduce the concept of ordinal numbers (1st, 2nd, 3rd etc) and use them in context.
  • Remind the students to practice counting and writing numbers regularly to solidify their understanding. -You can also use games such as counting bingo, memory match, or flash cards to make counting more engaging.
  • Encourage students to practice counting by tens, e.g. 10, 20, 30, etc. to help them understand the pattern in numbers and make counting easier.

    • Numbers and Counting up to 10 lesson plan for teachers

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    Lesson Title: “Numbers and Counting up to 10”

    Lesson Objective: Students will be able to count from 1 to 10, write the numerals for each number, and understand the concept of quantity.

    Materials: Number cards (1-10), whiteboard, markers, worksheets

    Introduction (5 minutes):

  • Begin the lesson by reviewing the numbers that the students have already learned. Ask the students to count from 1 to 5 and then from 6 to 10.
  • Introduce the new numbers and numerals that the students will be learning during the lesson.

    • Direct Instruction (15 minutes):

  • Show the students the number cards (1-10) and have them place them in numerical order on the whiteboard.
  • Call on individual students to come up to the whiteboard and write the numeral that corresponds to each number card, while the rest of the class says the number out loud.
  • Review the numerals and numbers with the class, and have the students practice writing them on their own.

    • Guided Practice (15 minutes):

  • Distribute the worksheets to the students and have them complete the exercises, which include matching numbers with numerals, counting objects, and writing numbers in order.
  • Circulate the room to provide assistance as needed.
  • Once the students have completed the worksheets, go over the answers as a class, and have the students self-correct any mistakes.

    • Independent Practice (15 minutes):

  • Have the students work in small groups to count objects in the room (e.g. desks, chairs, students) and write the number on the board.
  • As the students work, circulate the room to provide assistance and to check for understanding.
  • Once the students have finished counting, have them share their results with the class and discuss any discrepancies.

    • Closure (5 minutes):

  • Review the numbers and numerals that the students have learned during the lesson.
  • Assign homework that includes counting and writing numbers up to 10.

    • Assessment:

  • Observe the students during the independent practice to assess their understanding of counting and writing numbers up to 10.
  • Review the completed worksheets and corrected answers to assess their understanding of matching numbers with numerals and counting objects.
  • Collect homework and assess the students’ ability to count and write numbers up to 10 independently.

    • Note:

  • For differentiation, you can use manipulatives like blocks or counting bears to support visual learners.
  • For extension, you can introduce the concept of ordinal numbers (1st, 2nd, 3rd etc) and use them in context.
  • Remind the students to practice counting and writing numbers regularly to solidify their understanding.

    • Numbers and counting up to 5 printable lesson plan

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    Lesson Title:Numbers and counting up to 5

    Lesson Objective: Students will be able to count up to 5, recognize numbers 1-5, and understand the concept of “one-to-one correspondence.”

    Materials needed: Number cards (1-5), counting bears or other manipulatives, number line (1-5)

    Introduction (10 minutes): Begin by reviewing the numbers and counting sequence learned in the previous lesson (1, 2, 3). Ask students if they know what comes next in the counting sequence. Introduce the numbers 4 and 5 and show the corresponding number cards. Have students say the numbers aloud with you.

    Direct Instruction (15 minutes): Using the counting bears or other manipulatives, model counting up to 5 by placing one bear on the table, saying “one,” placing a second bear on the table, saying “two,” and so on, until you have placed five bears on the table and said “five.” Repeat this process several times, encouraging students to count along with you. Introduce a number line (1-5) and point to the numbers as you count.

    Guided Practice (20 minutes): Provide students with their own set of counting bears or manipulatives. Have them count the bears with you, starting at 1 and ending at 5. As they count, have them place the bears on a table or other surface to demonstrate one-to-one correspondence (the understanding that each object being counted corresponds to one number). Use the number line to point to the numbers as they count.

    Independent Practice (20 minutes): Give each student a number card (1-5) and have them place the corresponding number of manipulatives on a table or other surface. Have them count the manipulatives as they place them and point to the corresponding number on the number line. Walk around the room to observe and assist as needed.

    Closure (10 minutes): Have students share how many manipulatives they used for each number card and what number it represents. Review the numbers and counting sequence (1, 2, 3, 4, 5).

    Assessment: Observe students during independent practice and informal conversation, take note of students being able to count up to 5, recognize numbers 1-5, and understand the concept of “one-to-one correspondence.” Use the number line to check their understanding of number sequence.

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    Lesson Plan for Teachers on Numbers and counting up to 3

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    Lesson Title: Numbers and counting up to 3

    Lesson Objective: Students will be able to count up to 3, recognize numbers 1-3, and understand the concept of “one-to-one correspondence.”

    Materials needed: Number cards (1-3), counting bears or other manipulatives

    Introduction (10 minutes): Begin by asking students if they know what numbers are. Allow them to share their understanding and provide examples of numbers they know. Introduce the numbers 1-3 and show the corresponding number cards. Have students say the numbers aloud with you.

    Direct Instruction (15 minutes): Using the counting bears or other manipulatives, model counting up to 3 by placing one bear on the table, saying “one,” placing a second bear on the table, saying “two,” and placing a third bear on the table, saying “three.” Repeat this process several times, encouraging students to count along with you.

    Guided Practice (20 minutes): Provide students with their own set of counting bears or manipulatives. Have them count the bears with you, starting at 1 and ending at 3. As they count, have them place the bears on a table or other surface to demonstrate one-to-one correspondence (the understanding that each object being counted corresponds to one number).

    Independent Practice (20 minutes): Give each student a number card (1-3) and have them place the corresponding number of manipulatives on a table or other surface. Walk around the room to observe and assist as needed.

    Closure (10 minutes): Have students share how many manipulatives they used for each number card and what number it represents. Review the numbers and counting sequence (1, 2, 3).

    Assessment: Observe students during independent practice and informal conversation, take note of students being able to count up to 3, recognize numbers 1-3, and understand the concept of “one-to-one correspondence.”

    Note: This is a basic lesson plan for counting up to 3 and recognizing numbers 1-3, it can be extended or modified as per the need and level of the students.

    Обменный курс для переводов из австралийских долларов в новозеландские доллары Конвертировать AUD NZD

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    Австралийские доллары в новозеландские доллары

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    На этой странице приведены значения текущего курса австралийского доллара к новозеландскому доллару на форекс. Для того, чтобы в режиме реального времени онлайн отслеживать динамику изменения курса пары AUD/NZD, на странице приведен график котировок. Для построения онлайн графика другой валютной пары нужно перейти по ссылкам ниже. Торговые платформы Форекс — отличная возможность проявить себя и заработать стартовый капитал на трейдинг или игры Форекс. Лучшим помощником в успешном трейдинге является качественное программное обеспечение. Собственная разработка компании Forex Club, и один из самых удобных торговых инструментов рынка Forex – торговая платформа Libertex.

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