Page 33 - Whistlefritz Lesson Plans

Lesson 4

Fritzi’s Balloons (Globos de Fritzi)

Description of lesson: This cross-curricular (Spanish and math) lesson teaches students

numbers and the mathematical concept of one-to-one correspondence.

Goal: To teach students to identify numbers 1 through 10 and apply the mathematical concept
of one-to-one correspondence

Objective: Students will be able to: 1) identify the numerals 1 through 10; 2) use one-to-one

correspondence to solve problems by matching sets and comparing number quantities; 3) use
one-to-one correspondence in counting up to 10 objects

Materials: Numbered Presents (provided in Lesson 3), Balloon Game Board (4 variations

provided), Balloon Game Board–Y (4 variations provided), small balloon stickers (50 stickers
per student)[Note: Stickers can be purchased at educational supply stores.]

Time: 30-40 minutes

Activities

Focus and Review: “Remember that Fritzi had a birthday party. His friends came to the party

and they brought Fritzi presents. Let’s count how many presents they brought.” (Recuerden

que Fritzi tuvo una iesta de cumpleaños. Sus amigos vinieron a la iesta y le trajeron regalos
a Fritzi. Vamos a contar cuántos regalos trajeron.) Count Numbered Presents.

Teacher Input: “Today we are going to play another game with balloons.” (Hoy vamos a jugar

a otro juego con globos.) Give each student a version of the Balloon Game Board. [Note: For
younger children, use Balloon Game Board–Y.] “What numbers do we see on the board?”

(¿Qué números vemos en el tablero?) Have individual students identify the various numbers.

Guided Practice:
• “We are going to place balloon stickers on each square. But we need to put the correct

number of balloons on the square. How many balloons do we need to place on the irst

square?” (Vamos a colocar pegatinas de globos en cada cuadro. Pero tenemos que poner .
d
el número correcto de globos en el cuadro. ¿Cuántos globos tenemos que poner en el e
v
primer cuadro?)re
• Have students count the number with you as you place the correct number of stickers on s
e
the irst square.rs©
th2
• “Now let’s go to the next square. What number do you see?” (Ahora vamos al siguiente g01
irl3
cuadro. ¿Qué número ven?) Have students respond.lAWh
• “How many balloons do we need to place there?” (¿Cuántos globos tenemos que poner .CLLzistlefrit

ahí?) Have students count with you as you place each sticker on the board.

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