1. Listen the obvious option

2. Brainstorm all the "hidden" obvious options! Be imaginative!

3. What have I learened from these obvious options?

"Cake"

Students will analyze illustrations and text clues to make predictions and identify how a character’s understanding and emotions change throughout a story.

Description:

• Before Reading

  • Show the cover and ask: “Who do you think Cake is? Why is he dressed like that?”

  • Read the title aloud and invite predictions: “What do you think this story will be about?”

• During Reading

  • Pause after Cake gets the invitation and ask: “What kind of party do you think this will be?”

  • As the story progresses, ask students to look at the faces and body language of other characters.

  • Before turning the final pages, stop and ask: “Do you think Cake knows what’s happening? Do you know?”

• After Reading

  • Discuss how Cake’s feelings might change from beginning to end.

  • Reflect on how illustrations and text together helped us understand more than Cake did.

  • Talk about humor and surprise in books: “Did you see that ending coming?”

Prompt Questions (PQ):

• What clues in the pictures help us know more than Cake does?

• How does Cake feel when he gets the invitation? How about at the party?

• Have you ever been surprised by something you thought would be fun?

DIFF.

• Emerging:

  • Use visual emotion cards or emojis to match to each scene.

  • Offer sentence starters: “Cake is happy when…” / “Cake feels surprised because…”

• Advanced:

  • Invite students to write or retell the story from a new point of view (e.g., the party guests or the candle!).

  • Discuss dramatic irony in a simple way: “We knew more than Cake did—how did that make it fun or silly?”

Materials Needed:

• Cake by Sue Hendra & Paul Linnet

• Chart paper: “How Cake’s Feelings Change”

• Sticky notes or icons for reactions

• Optional: cake or candle puppet/prop

“Design Your Own Party Treat Character”

Students will design a unique dessert character, describe its personality, and decorate it using colors, shapes, and facial expressions to match its mood.

Description:

After reading Cake and discussing how Cake felt throughout the story, invite students to create their own party treat character—a cupcake, donut, cookie, popsicle, or even another cake! They'll choose its mood, accessories, and personality.

Steps:

• Provide a template or blank paper for students to draw their dessert shape.

• Have students choose a feeling or mood for their treat (happy, nervous, surprised, etc.).

• Add decorations, facial expressions, arms/legs, and accessories (like Cake’s party hat and bow tie).

• Write (or dictate) a short sentence:

  • “This is Sprinkle the Cupcake. She feels excited because she’s going to a music party!”

  • “My donut is shy at parties but loves dancing.”

DIFF.

• Emerging: Use printed templates and have students decorate with collage materials. Provide simple emotion choices (happy, sad, excited).

• Advanced: Invite students to add a short story or comic strip about their dessert character’s party experience.

Materials Needed:

• Dessert character templates or plain drawing paper

• Crayons, markers, googly eyes, yarn

• Glue, scissors

• Optional: tissue paper, sequins, pipe cleaners for decorations

• Sentence starters strips or recording sheets

Students recognized and used the high-frequency word “YOU” in spoken and written sentences through peer interaction and guided journal writing.

ACTIVITY DESCRIPTION:
Students began by searching the classroom for the hidden high-frequency word “YOU.” Once found, they were divided into teams and invited to interview a partner. In pairs, they discussed preferences and asked questions to learn more about each other.

During journal time, each student drew their partner and wrote descriptive sentences using the word “you.”
Examples included:

• “You are Kristel.”

• “You like pizza.”

PQ:

• What are high-frequency words (HFW)?

• Why is it helpful to know them?

• Where can we find HFW in books or writing?

DIFF:

• Students who were ready wrote 3 or more sentences.

• They also wrote simple questions and answers using the word “you.”

MATERIALES:

• Word card: “YOU”

• Clipboards or journals

• Markers, crayons, pencils

• HFW wall or digital slide

• Partner interview cards (optional)

Students will reflect on challenging social interactions and learn to respond with kindness and compassion through mindful practice and guided discussion.

Description:
Students will reflect on times they had a disagreement or difficult moment with a friend, sibling, or peer. As a group, they will discuss the importance of compassion even when it’s hard. Together, they will practice sending kind thoughts to someone who challenged them—this could be someone who upset them, corrected them, or hurt their feelings. The class will also "measure the room" by identifying real situations that occurred recently and directing kind thoughts to those involved, helping children build empathy and emotional regulation.

Prompt Questions (PQ):

• How did you feel when you had that disagreement?

• What can we do when someone makes us feel upset?

• How does it feel to send kind thoughts, even when it’s hard?

Differentiation (DIFF):

• Emerging: Students draw a heart and the face of the person they’re sending kind thoughts to, supported by adult language.

• Advanced: Students write or dictate a full kind sentence or note, explaining why they chose that person and what kindness means in that moment.

Materials:

• Class emotion cards or name sticks (optional)

• Journals or kindness reflection sheets

• Markers, pencils, crayons

• Mindfulness bell or soft music (optional for quiet reflection)

Skills Targeted:

• Emotional awareness

• Compassionate thinking

• Conflict resolution

• Self-regulation

• Perspective taking

Students will collaboratively choose a name for their city and decide which essential buildings to include, each selecting one building to represent and build.

Description of Activity:

1. City Naming Ceremony

   • Begin by revisiting everything they’ve learned so far about cities.

   • Ask: What makes our city special? What kind of city are we creating—calm, fun, eco-friendly, busy?

   • As a class, brainstorm several city names and write them on chart paper.

   • Each student gets one vote and places their name or a sticker on the name they like best.

   • Announce and celebrate the winning name!

2. Essential Buildings Discussion

   • Using a visual brainstorming session, ask students:
     What buildings do we need in our city?

     • Create a large class chart and group ideas (e.g., hospital, school, market, fire station, park, etc.).

   • Guide them to select a final list of buildings that cover basic needs and interests.

3. Building Assignments

   • Each student picks or is assigned one building from the final list.

   • They will become the "architect" and "manager" of that space.

   • Students will begin drawing an initial sketch of their building and write 1–2 sentences about its purpose in the city.

Prompt Questions (PQ):

• What should we name our city? Why?

• What buildings are important for a city to work well?

• Why did you choose this building? What does it offer to the people in our city?

Differentiation (DIFF):

• Emerging: Students can choose from a visual list and label their building using drawings and basic words.

• Advanced: Students can write a short paragraph describing their building's purpose and who uses it.

Materials:

• Chart paper and markers

• Sticky notes or student name tags for voting

• Printed images or word cards of common buildings

• Drawing paper and pencils

• City Planning Journal (optional)

Skills Targeted:

• Collaboration and decision-making

• Vocabulary (city, building types, community roles)

• Creative thinking and design

• Oral communication

• Early writing and labeling skills

Students will participate in a science experiment by placing white flowers in jars filled with dyed water. Over time, they will observe changes in the petal color as the flowers absorb the colored water. SS will make predictions, discuss the changes they notice, and record their observations through drawings and labeling in their journals.

PQ:

• What do you think will happen to the flowers?

• What changes are you starting to see?

• Why do you think the petals are changing color?

DIFF:

• Emerging:

  • SS will use sentence starters and visuals to describe observations

  • SS will draw the flowers and color them to show changes

• Advanced:

  • SS will write short prediction and reflection sentences

  • SS will compare the results of flowers in different colors

MATERIALS:

• White flowers (e.g., carnations)

• Jars or clear cups

• Water

• Food coloring (variety of colors)

• Journals

• Pencils and colors from the caddy

-Take attendance

-Move your body

Hello Hummingbirds!

Can you help me labeling this drawing?

Students will understand that writers can teach more by adding additional pages to their writing, turning them into books or scrolls.

Teaching Point:
“Today I want to teach you that when writers want to teach more, they add more pages to their books. We can use either a stapler to turn pages into a book, or tape pages into what people call a scroll.”

Description:
Students will begin a new writing piece, choosing a topic they know about and writing the first one or two pages.

• The teacher will model adding pages to make a book or scroll.

• Students will plan how they can add more information on each page to teach their reader.

• At the end, students will assemble their pages with staplers or tape to create their own book or scroll.

Prompt Questions (PQ):

• What will you write about?

• What is something you know about and want to teach others?

DIFFERENTIATION (DIFF):

• Emerging: Draw and label on each page with teacher support.

• Advanced: Write two or more sentences on each page to provide extra details.

Skills Targeted:

• Topic development and idea organization

• Sequencing and adding details

• Fine motor skills (stapling or taping)

• Early bookmaking concepts

• Phonics and sentence writing

Materials:

• Blank writing paper

• Pencils and crayons

• Staplers and tape

• Example of a book and scroll

• Chart with sentence starters or topic ideas

ACTIVITY DESCRIPTION:
Students created a dreamcatcher using natural materials like sticks, leaves, and yarn.

Each student was assigned or picked the name of a classmate and reflected on the qualities they appreciated in that friend.

They drew those qualities on a piece of paper (e.g., a heart for kindness, a smile for fun), then cut out the drawing and attached it to the dreamcatcher as a symbolic decoration.

The activity encouraged meaningful thinking, sharing, and creativity while promoting community-building.

PQ:

• What do you like about that friend?

• How can you show someone you care through art?

• What symbols or drawings could represent your friend?

DIFF:

• Students who were able stretched out words and wrote sentences or labels describing what they liked about their friend (e.g., "You are funny", "You help me").

MATERIALES:

• Sticks, leaves, yarn, feathers

• Scissors, glue

• Paper for drawing

• Markers or crayons

• String or ribbon to hang the dreamcatchers

-Take attendance

-Move your body

Hello Hummingbirds!

It’s rhyme Time.

Let’s play with rhymes!

Let’s write as many as we can!

CAT RUG PIG JAM

-Take attendance

-Move your body

Hello Hummingbirds!

Here we have a missing Number Riddle.

I start at 1 and stop at 10.

But there are numbers missing again!

15 13 11 10 8 6 5 3 1 __

-Take attendance

-Move your body

Hello Hummingbirds!

Look at this picture… something is missing!

What part is not there?

What should we add?

Let’s label the parts together!

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Find and Fill with:

am / like / can

Let’s try to complete the sentence:

I ___ happy.

I ___ see a cat.

I ___ to read.

• Tinkering and Design

• Tinkering and Design  

• Manipulates and interacts with materials and their utilities (Tinker) 

• Repeats different actions to improve results 

• Creates with no instruction by tinkering with materials   

• Tinker with materials to solve problems 

• Follow the correct use of computers and apps

• Shares and collaborates with peers through exchanging ideas and helping one another. 

• Ignites imagination by applying the maker cycle (imagine-play-make-share) 

• Makes things happen, watches for results, repeats and improves results  

• Design thinking: represents ideas through drawings and labeling  

• Shares thinking about future projects (Design Thinking). 

• Communicates and explains their creation with details, their use and names them  

• Observes environment, records detailed data, makes comparisons and uses the information to create  

• Manipulates objects that have no instruction and gives them a purpose   

• Manipulates riding toys with precision  

feelings, and form positive relationships with adults and other children.

• Caring

• Respect

• Responsibility 

• Fairness  

• Citizenship 

• Trustworthiness

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

• Predictions and observation 

• Manipulate objects and observes to make connections to previous knowledge

• Use of senses to gather information about objects

• Recognize own physical features (age appropriate)

  Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

• Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram) 

• Identify the common needs such as food, air, and water of familiar living things 

• Invents strategies to figure out answers to problems 

• Shows curiosity about living and nonliving things 

• -Shows respect for living things 

• Categorize objects into groups based on their qualities, similarities and differences 

• When unsuccessful at solving problems, experiments and adapts strategies 

Early Learning Goal  

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. 

-Remembers and talks about significant events in their own experience. 

​​Recognize membership in family, neighborhood, school, and other groups. 

-Explain why families and classrooms have rules (e.g., examples of rules and consequences). 

-Identify school personnel to whom students can go for help or safety 

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder). 

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays). 

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later. 

-Identify common places in their community (landmarks) 

- Describe surroundings 

-Recognises and describes special times or events for family or friends. 

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter. 

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects 

- Shows acceptance of persons from different cultures and ethnic groups 

-Shows that he/she values others within the classroom/program, family, and community 

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family 

• Posture 

• Pencil grip 

• Self portrait 

• Uses hands intentionally on daily basis activities to stimulate endurance 

• Uses hands to hold objects intentionally 

• uses correct pencil grip to draw/write 

• Uses pencil grasp to solve daily basis problems 

• Create shapes and letters using simple lines 

• Coordinates eye - hand with accuracy in cutting straight and curved lines. 

• Uses dominant hand for daily activities 

• Traces lines and letters following the correct directionality (Top to bottom, lef to right) 

• Uses spaces and respects limits accordingly to the task 

• Uses positional words to understand and complete tasks 

• Manipulates and differentiates sensorial stimuli 

• Explores different body parts to create body postures 

• Static balance for 10 sec 

• Alternates jumps using both feet 

• Identifies and applies appropriate postures according to the task 

• Participates in visual perception activities 

• Follows and coordinates visually movements 

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

• Letter Assessment (assess all letters) 

• Links sounds to letters, naming and sounding the letters of the alphabet 

• Hears, says and writes the initial sound in words. 

CHUNK:  H E F L I T U D P B A M N K V W    X Y (upper and lowercase)

• Recognizes letter sounds 

• Recognizes letter names 

• Gives meaning to marks they make as they draw, write and paint. 

• Links sounds to letters, naming and sounding the letters of the alphabet 

• Writes own name and other things such as labels,captions 

• Manipulates phonemes/ identify and separate phonemes in words 

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. 

• build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books 

• Hears, says and writes the initial sound in words.

• HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

• Uses pictures to read simple sentences from left to right. 

• match one spoken word to one word in print, as defined by space 

• build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books 

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING) 

• Word families (on/at/ay)  

• Rhyming words 

• Change beginning sound 

• We are all writers

• When we are done we have just begun (labeling)

• Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. 

• Recognises rhythm in spoken words 

• Carrying on independently as writers  

4. Writers call to mind what they want to say, then put that onto the page  

5. Stretching out words to write them 

6. Writing even hard-to-write ideas 

   Bend # 2 

   7. Turning pieces into books 

   8. Planning teaching books page by page 

   9. Asking and answering questions to add more 

   
   

• Number Assessment 1-20 

• Rote counting up to 20 

• Use concrete material to create sets with given numbers of objects to 20 

• Use numbers to represent quantities to 20  

• Represent numbers (dice, tally, ten frame, cardinal, objects) 

• Ten Frame 

• Recognize and creates patterns

• Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

  Recognize number words (0-1)

• Recognize number words (zero, one, two, three, four five six seven) 

• In practical activities and discussion, beginning to use the vocabulary involved in changing quantity 

• Classify objects by attributes 

• Classify objects and count the number of objects in each category 

• Uses positional words to describe creations 

• Include number words into writing pieces 

• Compare and order numbers 

• Mentally recognize quantity 

• Uses non-standard units of measurement to measure objects around them. 

• Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone. 

• Uses positional words to describe creations 

• Counting backwards from 10 

• Say the number that is one more or one less than a given number 

• Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from. 

• Find the number (from 1 to 9), that makes 10 when added to the given number 

• Representation and model Mathematics (Problem Solving): Understand meaning of "How many"? 

Objective: Distinguish between past and present by sorting objects, building a favorite item using craft materials, and writing about it.

Description:
Students will sort laminated picture cards into “Then” and “Now” categories. After sorting, each student chooses their favorite item from the one group and builds a simple model of it using craft sticks and cardboard pieces provided at the center.

Once their model is complete, students write a sentence describing their favorite modern item and why they like it.

PQ (Prompt Questions):

1. Which “Now” item did you choose to build? Why?

2. How is this item different from the “Then” version?

3. How does this item help people today?

DIFF (Differentiation):

• Higher learners: Write a full sentence or a short paragraph about their favorite item, including a comparison to the past version.

• Lower learners: Write or dictate a simple sentence (“I like the ___ because ___”) with teacher or peer support.

MATERIALES:

• Laminated picture cards (Then/Now objects)

• Sorting mats labeled “Then” and “Now”

• Craft sticks (palitos)

• Small cardboard pieces or scraps

• Glue or tape (optional, but supervised)

• Writing paper or sentence strips

• Pencils or crayons

OBJECTIVE:
Students practiced bilateral coordination, hand-eye coordination, and concentration through lacing and labeling tasks.

ACTIVITY DESCRIPTION:
Students used pre-made or homemade lacing cards (created from cardboard and hole punchers) and threaded shoelaces, yarn, or string through the holes. After completing the lacing, they observed the shape or figure on their card and labeled it on a separate piece of paper by stretching out the word. This added a literacy connection to the fine motor task.

PQ:

• What picture did you get?

• How can you write the name of your shape or figure?

• What sounds do you hear in that word?

DIFF:

• Students who needed support used cards with simpler images and dictated the word.

• Advanced students wrote full sentences or added describing words (e.g., “This is a red star.”).

MATERIALES:

• Cardboard or plastic lacing cards

• Hole punchers

• Shoelaces, yarn, or string

• Paper and pencils for labeling

• Optional: markers or crayons for card decoration

Students will demonstrate understanding of a Level A or B book by identifying their favorite part and representing it through drawing, labeling, and, if able, writing a sentence explaining their choice.

Description of Activity:

At the reading center, students will choose a Level A or B book from a selection. After reading (independently or with support), they will:

1. Draw their favorite part of the story in their sketchbook or template page.

2. Label the drawing using familiar words or HFW from the story.

3. (Advanced) Students who are ready will write a simple sentence explaining why that was their favorite part.

Prompt Questions (PQ):

• What was your favorite part of the book?

• What happened in that part?

• Why did you like it the most?

Differentiation (DIFF):

• Emerging: Draw and label the favorite part using one or two key words.

• Advanced: Write a full sentence using sentence starters like “I like this part because…”

Materials:

• Level A & B books (fiction and nonfiction)

• Sketchbooks or pre-printed response sheets

• Pencils, crayons, markers

• Word banks or sound charts for support

• HFW wall for reference

Skills Targeted:

• Reading comprehension

• Text-to-self connection

• Drawing and labeling

• Sentence construction

• Vocabulary recall (HFW, thematic words)

• What can you see? 
• What do you think the story is going to be about?

• Here you can intentionally show ss that the picture/image is cohesive to the text. 

• What happened in the story?
• What was the Problem?
• What was the solution? 
• Characters and setting
• New vocabulary

• What do you think this story will be about?
• Make connections with content seen in class

See: look closely. What do you notice? Make lots of observations 

Think: What thoughts do you have? 

Me: What personal connections can you make? 

We: What connections can you make to the wider world and our place within it? 

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

ACTIVITY DESCRIPTION:
Students were shown various images on the whiteboard and asked to guess the new letter based on the beginning or ending sounds.

Using the “Stretch Out the Words” technique, they labeled the pictures through interactive writing with teacher support. The activity was guided with SLIDES to reinforce phonemic awareness and spelling.

Then, students moved to their journals to draw and label objects that included the letter X.

PQ:

• What words have an initial letter sound /x/?

• What words have an ending sound /x/?

• Where can we hear the /x/ sound in this word?

DIFF:

• Students who were able wrote a complete sentence using a word that starts or ends with the letter X (e.g., "I have a box").

MATERIALES:

• Whiteboard

• Slides with X images (e.g., x-ray, box, fox, six)

• Stretch-out word cards

• Journals

• Markers or pencils

ACTIVITY DESCRIPTION:
Students participated in a mini lesson where they learned that some shapes are flat (2D), like square, circle, and triangle, while others are solid (3D), and their names change accordingly (e.g., square → cube, circle → sphere). The teacher presented visual examples using slides.

After the mini lesson, students searched the classroom for real images of both 2D and 3D shapes hidden around the space. Once collected, they sorted the images into two groups—2D and 3D—and labeled them using the correct vocabulary.

PQ:

• Where can we find these shapes in real life?

• How are 2D and 3D shapes different?

• Can a shape be both 2D and 3D?

DIFF:

• Students who were able stretched out the shape words (e.g., “c-u-b-e”) as they labeled the images.

• Some students added extra real-life examples or made connections to objects in the classroom.

MATERIALES:

• 2D & 3D shape slides

• Printed images of real objects (both 2D and 3D)

• Sorting mats or pocket charts

• Labels / word cards

• Crayons, pencils, glue

ACTIVITY DESCRIPTION:
Students built various 2D and 3D shapes using marshmallows and toothpicks. After constructing each figure, they observed and discussed the differences between flat and solid shapes, including edges, vertices, and faces.

PQ:

• What else could you build using these materials?

• How is a 3D shape different from a 2D one?

• What made your shape strong or wobbly?

DIFF:

• Students who were ready created more complex shapes such as pentagons, hexagons, or combined forms.

MATERIALES:

• Marshmallows

• Toothpicks

• Shape visual cards (2D and 3D examples)

• Sorting mats or labeled trays

• Observation sheet (optional)

ACTIVITY DESCRIPTION:
Students worked in pairs. Each student wore a sentence on a crown (including HFW and CVC words with pictograms). One student read the sentence to their partner, who either wrote or drew what they heard.
Afterward, roles were switched. The activity supported reading fluency, listening comprehension, and sentence writing.

PQ:

• What helped you understand the sentence?

• How can you tell what the sentence says?

• What sounds do you hear when your friend reads?

DIFF:

• Students read the sentences without pictograms.

• Students wrote the sentence by listening only.

• Students read and wrote longer sentences with more complex words.

-----------------

LABELING SCHOOL MATERIALS
Students searched for school-related items hidden in a sensory table. Each time they found an object, they labeled it on a provided template by stretching out the word sounds.

PQ:

• What sounds do you hear in this word?

• How do you know which letters to write?

• Why is labeling important?

DIFF:

• Students who were able wrote full descriptive sentences for each item found (e.g., "This is a red crayon.").

MATERIALES:

• Sentence strips with pictograms

• Headbands or paper crowns

• Sensory table filled with real or toy school materials

• Labeling templates

• Pencils, crayons, markers

• Word wall for reference

Students will recall and identify numbers 1 to 12 and their representations by participating in an interactive game of Kahoot!

Description:

In this whole-group activity, students will engage in a fun, interactive digital quiz using Kahoot! The quiz will include multiple formats such as:

• Identifying numerals

• Matching numerals to sets

• Counting objects

• Identifying number words

Students will answer on their own or in small teams, depending on available devices.

Prompt Questions (PQ):

• What strategies help you remember each number?

• How can you match a number word to a numeral?

• Can you count the objects before the timer runs out?

Differentiation (DIFF):

• Emerging: May play in pairs or with support, focus on identifying numerals.

• Advanced: Work independently, read number words and solve representation questions.

Skills Targeted:

• Number recognition

• Number-word association

• Counting and one-to-one correspondence

• Visual discrimination

Materials Needed:

• iPads or laptops with Kahoot! access

• Projector/Smartboard for class display

• Pre-made Kahoot! quiz with numbers 1–12

Students will use a variety of lines and shapes to create their own abstract piece of art, exploring pattern, symmetry, and design using colorful materials.

Description of Activity:

Students will create a bold and colorful artwork by gluing pre-cut shapes and line strips (zigzag, straight, wavy, etc.) onto a black background. They will explore how shapes and lines can be used to build patterns, express creativity, and develop fine motor skills through thoughtful placement.

Materials:

• Black construction paper (as background)

• Pre-cut paper strips (wavy, zigzag, straight, etc.)

• Pre-cut geometric shapes (squares, circles, triangles, etc.)

• Glue sticks

• Optional: markers or crayons for added designs

Skills Targeted:

• Fine motor (cutting, gluing)

• Visual-spatial awareness

• Pattern recognition

• Creativity and self-expression

• Early geometry (shapes and lines)

Students will apply their knowledge of cmposition by matching domino tiles to the correct number composition on a puzzle board.

Description of Activity:

Students will solve a domino puzzle by placing domino tiles on a game board where each spot is labeled with a number. To place a domino, students must find the sum of the two sides and match it with a corresponding number on the board. This helps reinforce composing in a hands-on and engaging way.

Materials:

• Dominoes set

• Printable domino puzzle board (labeled with sums from 0–12)

• Dry-erase markers or recording sheets (optional)

• Number line (optional, for support)

Skills Targeted:

• Addition and number facts

• Logical thinking and problem solving

• Matching quantities to numerals

• Fine motor coordination

Skill:

• Listening comprehension

• Following multi-step directions

• Shape recognition and spatial orientation

• Fine motor control

Materials:

• Blank white paper

• Pencil or marker

• Show the drawing