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Title: Preschool Math Program
Audience: Children in Pre-Kindergarten and Kindergarten
This unit was designed by: Meridith Bazilus, Alyssa Bussard, Daisy Cortes and Regina Radigan
Rationale: Kindergarten and pre-kindergarten aged children need to develop skills in order to
better understand the relationship between literature and mathematics. In this unit, they will learn
how to predict, draw conclusions, recognize patterns, and apply vocabulary through
mathematical related books and activities. Upon completion of the program, they will
demonstrate that they have advanced their level of comprehension through identification of
contextual clues.
Goal: By the end of the program, learners will be able to apply mathematical vocabulary and
strategies to solve simple problems in real life situations. Using these skills, the learner will be
able to meet the following objectives:
Objectives:
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The learner will be able to predict the outcome of a story using verbal and pictorial clues
as well as find books in the library catalog with assistance.
·
The learner will draw conclusions from information related in a story and apply the
knowledge to real world situations.
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The learner will use story illustrations to deduce the vocabulary word pattern as well as
find books in the library catalog with assistance.
·
The learner will be able to recreate part of the story to demonstrate comprehension of
shapes and spatial relations as well as use the card catalog with assistance to find books
on shapes.
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The learner will recognize math vocabulary such as add and subtract as well as be able to
identify and locate books with math vocabulary in the title.
Summary of Unit: The goal of this unit is to introduce kindergarten and pre-kindergarten
children to various mathematical concepts through literature. Starting with an hour and a half
introductory first session followed by four weekly one-hour sessions, the librarian(s) will read
books and model activities that teach concepts such as counting, patterns, shapes, addition and
subtraction. Through interactive lessons that use children’s literature to illustrate each concept,
students will practice both mathematical and reading comprehension skills in an enjoyable
setting. By the end of the program, learners will better understand mathematical vocabulary and
be able to relate simple math problems to real life situations.
2. Resources Required:
a. Facility: Community / meeting room or separate children’s area with tables and
chairs. Story-time area.
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b. Art Supplies: Markers, crayons, colored pencils, construction paper, chart paper,
scissors, tape, and glue.
c. Literature: If You Give a Mouse a Cookie? Written by Laura Numeroff, What
Comes in 2s, 3s, and 4s? Written by Suzanne Aker, Mooove Over! Written by
Karen Magnuson Beil, One Fish, Two Fish, Red Fish, Blue Fish written by Dr.
Seuss, Five Little Monkeys Jumping on the Bed written by Eileen Christelow, One
is a Snail Ten is a Crab written by April Pulley Sayre, and Grandpa’s Quilt
written by Betsy Franco Feene. Librarians will need additional assorted books
related to math as well as others by Laura Numeroff and Dr. Seuss.
3. Modes of Instruction
a. Audience: Children entering kindergarten and pre-kindergarten (limit 15).
b. Learning Characteristics: work best with adult supervision, visual and interactive
learners, short attention span, respond well to praise.
c. Cost Factors: Approximately $100 for supplies. Ten total hours staff time for
librarian estimating at $170.00 (5 hours prep time/5.5 hours for actual program).
Five and a half hours staff time for library assistant estimating at $60 to assist
during programs.
d. Staffing Required for Development: One librarian is needed for activity planning.
e. Staffing Required for Delivery: One librarian is needed to read and instruct and
one library assistant is needed to help with activities.
f. Development Time Necessary: Approximately five hours development (one hour
per session to plan and prepare activities)
g. Learning Time Available: One hour per session (five hours total)
h. Facilities for Developing Instruction: Development can take place in-house
i. Facilities for Delivering Instruction: Community room to reduce distractions
from other patrons
Student Achievement
Session One
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1. Objectives: Learner will be able to predict the outcome of a story using verbal and pictorial
clues as well as find books in the library catalog.
a. Assessment: Open-ended assessment
Objective one focuses on the learner’s ability to use clues to predict the outcome of a story as
well as their ability to search for items in the card catalog. Using the stories from the session, the
librarian will assess the learners through an exercise using questions relevant to the story.
b. Sample questions:
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What happens when the mouse is given a cookie?
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What happens at the end of the story?
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What do you do if you want to find other books like If You Give a Mouse a Cookie?
c. These questions will assess the student’s recall and comprehension of the story
presented. Based on the answers of the learner’s the librarian will be able to identify areas of the
session that need to be re-evaluated and changed to better meet the learner’s needs.
Session Two 1. Objective: The learner will be able to draw conclusions from information related in a story and
apply the knowledge to real world situations.
a. Assessment: Performance assessment using a checklist
Objective two introduces literature that helps the learner understand how to count by 2’s,
5,s and 10’s and using the knowledge gained from this session the learner will be able to relate
the information presented to real life situations.
b. Sample items for checklist:
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The learner is able to group items by 2’s and 5’s.
The learner is able to count with a group by 2’s to the number 20.
The learner is able to count with a group by 5’s to the number 50.
c. This checklist will determine whether or not individual learners need assistance
counting by 2’s, 5’s or 10’s. If the learner does not meet the requirements from the checklist, the
librarian will assist the learner until they are able to meet the objectives.
Session Three –
1. Objective: The learner will use story to deduce vocabulary word patterns as well as find books
in the library catalog with assistance.
a. Assessment: Performance assessment using a checklist.
Objective three focuses on the learner’s ability to recall and imitate patterns. Using the stories
from the session the librarian will ask the learners to create certain patterns, such as “show me
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two red fish and one blue fish” The librarian and assistant will use a checklist to determine if the
learner is able to comprehend patterns from the story.
b. Sample items for checklist:
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The learner is able to create a pattern specified by the librarian.
The learner is able to recreate patterns using 3 items.
The learner is able to recreate patterns using 5 or more items.
The learner is able to use the catalog to search for books by Dr. Seuss
c. This checklist will give the librarian the ability to gauge each learner’s understanding
of patterns. as well as asses things such as, the learner’s ability to understand directions, the
learner’s ability to create patterns specified by the librarian and the learner’s ability to create
their own patterns with minimal guidance.
Session Four –
1. Objective: The learner will be able to recreate part of the story to demonstrate comprehension
of shapes and spatial relations as well as use the card catalog with assistance to find books on
shapes.
a. Assessment: Objective test
Objective four focuses on the learner’s ability to recreate part of the story to demonstrate
comprehension of shapes and spatial relations. In order to assess each learner’s understanding of
this topic the librarian will use an objective. The test will be in the form of multiple-choice
questions, where the learner circles the best answer.
b. Sample questions:
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What shape is a piece of pizza? (circle, triangle, star)
What shape is the sun? (circle, square, triangle)
What is this shape? (star, rectangle, circle)
c. These questions will allow the librarian to gauge each learner’s understanding of the
content presented. The librarian will gain a better understanding of what shapes and words, if
any, are difficult for the learner to recognize, and therefore will be able to modify the lesson for
future sessions.
Session Five
1. Objective: The learner will be able to recognize math vocabulary such as add and subtract as
well as be able to identify and locate books with math vocabulary in the title.
a. Assessment: Objective test
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Objective five focuses on the learner’s ability to understand math vocabulary and how well they
perform the task of simple addition and subtraction. The librarian will assess these skills by using
an objective test, which asks the learner to solve simple math problems.
b. Sample questions will be in the form of pictorial clues from the stories read during the
session
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One monkey plus one monkey equals:
One monkey plus two monkeys equal:
Four monkeys minus two monkeys equals:
c. These questions enable the librarian to determine if the learner is able to perform the
task of simple addition and subtraction, as well as understand math vocabulary.
2. Quality of Instruction
a. Audience and rationale: Toward the end of the program, parents/guardians will be
given a survey to complete to rate the quality of instruction throughout the program. This
performance assessment will serve as valuable feedback to incorporate into future sessions.
b. Reasons for audience’s interest: Most parents are willing to provide feedback about
programs in which their children are involved. If the parents feel that their opinions are valued
and will directly result in the continuation and improvement of future programs, they are more
likely to participate.
c. Assessment tools: The librarian will collect data from parent surveys as well as the
learners’ performance assessments, which will have been recorded, on a chart throughout
instruction.
d. Logistics of the assessment: The librarian will distribute surveys to parents in the
fourth week of the program to be completed and returned by the end of the fifth and final week.
The librarian and/or assistant will record each learner’s progress on different tasks throughout
the five-week program on a chart.
e. Analyzing and reporting the data: After the program has ended and all data has been
collected, the librarian will compile the results into a report. The report will highlight the
strengths and weaknesses of the program and include detailed revisions of the program and
modifications for learners.
3. Revision
a. If the data from the student performance assessments reveal that the majority of
students performed low on a certain task, modifications will be made to improve in this area. In a
group of learners with varied abilities, it is important to be able to differentiate instruction as
needed as some students will need a challenge and some students will need assistance.
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b. Based on the data and parent recommendations, the overall program and individual
sessions will be adjusted as needed. Some options include:
1.
2.
3.
4.
Objectives may be modified if learners are not performing well in demonstrations.
Activities may be changed to help learners practice the skills in a different manner.
Program age group may be changed.
Amount of children allowed in session may be increased or decreased.
The Instructional Sequence
Introduction
a. Our audience is made up of children entering either kindergarten or first grade
between the ages of four and six years of age. Their abilities will range, but each child
should have a basic understanding of numbers in relation to counting, patterns, and
shapes.
b. In dealing with children of this age, it is important to keep them engaged and provide
appropriate activities. Our program includes simple objectives, fun and age-appropriate
activities and measurable assessments. The program will take place in the library
community room so the children are free to learn and play while not disturbing other
patrons.
c. As an introductory activity the librarians will start the first session 30 minutes early
in order to give a brief overview of the following week’s activities.
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The librarian and assistant will greet everyone as they come in and direct them to a table
with shape cut outs and crayons. Each child will pick their shape, write their name on it,
and decorate it. This shape will become their nametag necklace they can wear every
week. (10 minutes)
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Everyone will be asked to sit down for an introduction. The librarian and assistant will
introduce themselves and the program topics to the children and parents. The librarian
will introduce the program and explain that by end the children will have learned to find
their own books in the library catalog. (10 minutes)
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The librarian will count to 50 with the children and explain that by the end of the
program they will be able to count in a different way. The librarian will also introduce the
word vocabulary to the students by asking them what words they know about math such
as “do you know what it means to add?” “When someone asks you ‘how many are
there?’ how do you find out?” And let them know that by the end of the program they
will be able to pick out books about math just by recognizing vocabulary used in the
stories. (10 minutes)
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The librarian and assistant will lead them through a song and dance to say good-bye. All
name tags will be collected and saved for the following week (5 minutes)
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2.
First information literacy objective and activities
a. Objectives:
· The learner will be able to predict the outcome of a story using verbal and
pictorial clues as well as find books in the library catalog with assistance.
b. Activities (instructional and practice)
· The librarian will introduce the concept of prediction. He or she will demonstrate
how to recognize clues in a story to predict what will happen next. (5 min)
· Learners will gather in the story time area. Librarian will read If You Give a
Mouse a Cookie by Laura Numeroff. The story begins with a mouse wanting a
cookie and once he gets it, it triggers him to demand more items one by one. The
learners will be excited to guess what the mouse will want next as each item he
receives prompts him to ask for another related item. The story encourages them
to think critically about the items and predict which one will come next. They will
draw on their own experience and prior knowledge as well as context clues to
help them predict the next item in succession. (15 min)
· After reading story, the Librarian will give each learner one of ten cutouts of the
items the mouse receives in the story to color. (10 min)
· On chart paper, the librarian will have drawn boxes and numbered them 1-10. The
learners will be asked to place their item in the correct box. The librarian will
prompt learners by asking, “what did the mouse get first,” “after the mouse got a
cookie, he wanted____,” etc. (10 min)
· The librarian will explain to the learners that there are other books just like If You
Give a Mouse a Cookie such as If You Take a Mouse to School. He or she will
explain what to do when they want to find a book and demonstrate how to use the
catalog and locate the item. (5 min)
· The librarian will show the learners where the other Laura Numeroff books are.
The best way to do this is by creating a display beforehand. (5 min)
c. Informal checks for learners’ understanding:
· The librarian will assess the learners’ recall by asking them to put the items from
the story in order on the chart paper. If learners are having trouble, the librarian
will assist them and try to get them to think logically about the item that came
before so that they can predict what comes next. The librarian will go back to the
story if necessary.
· The librarian will ask the learners to repeat what they should do when they want
to find a book and to point to where the Laura Numeroff books are.
3. Second information literacy objective and activities
a. Objectives:
· The learner will draw conclusions from information related in a story and apply
the knowledge to real world situations.
b. Activities (instructional and practice):
· The librarian will introduce the concept that stories can help us learn new skills
we need to use in real life. Learning to skip count can help us count money
quickly (5 min)
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The librarian will read What Comes in 2s, 3s, and 4s? and Mooove Over! to
introduce the concept of skip counting to the learners.(20 min)
· After reading, the librarian will pair the learners up. (5 min)
· The librarian will instruct the pairs to take turns skip counting by 2’s, 5’s, and
10’s out loud by using pennies to make different amounts. 20 cents by 2’s, 50
cents by 5’s, One dollar by 10’s. The librarian will model and observe. (20 min)
c. Informal checks for learners’ understanding:
· Distribute 10 pennies to each student. Have them count them one at a time. Then
ask them to count them by twos. This will allow students to apply skip counting to
the concept of money, a real world experience.
4. Third information literacy objective and activities
a. Objective:
· The learner will use story illustrations to deduce the vocabulary word pattern as
well as find books in the library catalog with assistance.
b. Activities (instructional and practice):
· Librarian will explain that learners are going to read a story about fish. Teach may
ask learners if they have fish at home, what colors fish are, etc.
· Librarian will read the story One Fish, Two Fish, Red Fish, Blue Fish by Dr.
Seuss. (15 min)
· After the story, the librarian will give learners cut-outs of red and blue fish and
ask them to arrange them in the different patterns illustrated in the story. E.g.
Show me two red fish and one blue fish, etc. (10 min)
· Librarian will then allow learners to choose additional colored fish (yellow,
purple, green, orange, etc.) and experiment with different patterns. (10 min)
· Learners will be asked to choose their favorite color fish and write their name on
it. The librarian will arrange their fish in certain patterns on the walls of the
library which if followed will lead learners to a pre-arranged display of Dr. Seuss
books. (10 min)
· Librarian will tell learners that Dr. Seuss has written so many books that he has
his own special section in the library.
c. Informal checks for learners’ understanding:
· Librarian will evaluate the learner’s recall and ability to imitate patterns by asking
them to arrange different groups of colored fish in specific numbers and patterns.
· Learners will find the Dr. Seuss books by following the fish that were placed on
the wall.
5. Fourth information literacy objective and activities
a. Objectives:
· The learner will be able to recreate part of the story to demonstrate
comprehension of shapes and spatial relations as well as use the card catalog with
assistance to find books on shapes.
b. Activities (instructional and practice):
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The session will begin with introductions both among the participants and to the
subject. (5 min)
The children will assemble in the story time area. The librarian will read Bear in a
Square by Stella Blackstone, encouraging the children to participate by finding
the shapes throughout the story. (10 min)
Using the felt board (or magnet, etc.) the librarian will give each child an
opportunity to “put the shape on the board.” For example, using pre-cut shapes
the librarian will ask who wants to find the star and place it on the board, and so
on. (10 min)
The children will then go back to the story time area and the librarian will read
Grandpa’s Quilt by Betsy Franco. The librarian will engage the children with
prompts such as, “did changing the red star into a red diamond make the quilt
bigger?” (10 min)
The children will move to the craft area. They will be given red and yellow
rectangles to make their own quilt, and a paper with a large rectangle on which to
drawn. Each child will count how many rectangles they have (25). The librarian
will show the children how to arrange their red and yellow rectangles within the
larger rectangles on the paper to cover the area. The librarian will show the
children that when the rectangles are turned, the quilt appears larger and is able to
cover up the page. (15 minutes)
The librarian will explain that there are many more books on shapes and to find
them you can use the card catalog to search. The librarian will then show the
children how to search using different words such as “shapes,” “circles,”
“squares” etc.
c. Informal checks for learners’ understanding:
· The librarian will check learner progress informally by helping the children as
they choose shapes and place them on the board. If the child does not know a
certain shape, the librarian will assist the child and teach them the differences. If
the child is able to move their rectangles to fit the larger picture on the paper
provided the librarian will know that the child has a basic understanding of the
lesson.
· The librarian will ask the children how they would find other books about shapes
and ask what words they would use in order to search the catalog.
6. Fifth information literacy objective and activities
a. Objectives:
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The learner will recognize math vocabulary such as add and subtract as well as be
able to identify and locate books with math vocabulary in the title.
b. Activities (instructional and practice):
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Begin session with introductions; both librarian and learners. Librarian will introduce
the math topic of addition and subtraction. Hand out name tags, get learners settled,
etc. (Approx. 5 min)
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The librarian will read the story Five Little Monkeys Jumping on the Bed by Eileen
Christelow and encourage learners to read along. After finishing the story, the
librarian will lead a sing along to Five Little Monkeys Jumping on the Bed. (Approx.
10min)
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Librarian will distribute a coloring sheet with a bed drawn on it as well as cutout
monkeys (5 each) and allow learners to color their picture and monkeys. (Approx. 5
min)
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Learners will use their monkey cutouts on the coloring page to act out the story.
Librarian will prompt them to recall how many monkeys the story started with and
use the cutouts as a visual representation. Learners will be asked to add and subtract
their paper monkeys from the set in accordance with the story on their coloring page.
(Approx. 10 min)

Learners will set aside their coloring page and the librarian will read One is a Snail
Ten is a Crab by April Pulley Sayre and Jeff Sayre. (Approx. 5 min)
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Librarian will distribute a new coloring page, which contains several of the animals
from the text. Learners will color in their animals. (Approx. 5 min)
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Librarian will ask learners to tell him/her “how many” combinations of animals there
are. Ex: How many crab legs are there? (learners count animal legs, either from
memory or by looking at their page) Answer: 20. Do this with different combinations
of the animals from the text to encourage the reader to recall information and use
counting skills.) (Approx. 10 min)
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Wrap up the session with a review of what was taught. Sing Five Little Monkeys
Jumping On the Bed a final time and ask learners to tell you their favorite animal
combination from One is a Snail. (Approx. 5 min)
c. Informal checks for learners’ understanding:

The librarian as well as the assistant will observe learners while they are coloring
their page and monkeys, asking each to show his or her best reenactment of the story;
taking away monkeys at the appropriate time.
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Following One is a Snail the librarian will ask learners for several combinations of
the animals featured in the text, prompting information recall and testing reading
comprehension.
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To end the lesson learners will choose books with math vocabulary in the title off a
cart previously stocked with picture books, both with math vocabulary and without,
by the librarian.
7. Summary activity
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To begin the program wrap-up the librarian will briefly review all five topics covered.. The
librarian will ask the learners to remember what they learned in each section and what activity
was preformed for each lesson.
• The librarian will distribute 5 brightly colored index cards as well as a crayon to each learner.
• Independently the learners will use each card to draw a reminder of the lesson they learned.
The librarian will prompt learners by providing reminders about books read and topics
covered. Learners can be encouraged to draw geometrical shapes, patterned fish, bear in a
square, etc.
• The librarian and assistant will go around and write the objective on the back of the
corresponding card allowing learners to use these homemade flash cards after the program has
finished with their parents