Beacon Lesson Plan Library


Debra Barbosa


Lesson Description- Children will practice using the mathematical concepts of sorting, patterns, classifying, counting, and recording by participating in an authentic classroom survey and experiment.


The student predicts and extends existing patterns using concrete materials.

The student interprets data exhibited in concrete or pictorial graphs.


-Book- TEN APPLES UP ON TOP! by Theo. LeSieg. (1961). Random House. New York.
-Poster Board
-2 glue sticks
-Black marker
-Green, yellow, red PAPER apples
-Basket of green, yellow, red, REAL apples


1. Purchase -real- apples beforehand, place in a basket.
2. Using Ellison machine, cut out apples in green, yellow and red paper.
3. Have other listed materials ready and nearby.
4. Introduce lesson. (Listed above under procedures.)
5. Read book prior to lesson.


1.Introduction- Show basket of apples. Say, Look children! Look at my beautiful basket of apples! Today we will read a funny story about apples. Look at this book.

2. Hold up book, covering title. Look at this picture on the cover of this book. What do you see? Allow children to respond. What do you think the title of this book might be called? Allow for children to predict title. The title is TEN APPLES UP ON TOP1 by Theo. LeSeig. Why do you think this book is named that? Allow for children's responses. Tell them: Let's read this story and find out.

3. Read story counting the apples throughout.

4. Show basket of apples again. Take apples out of basket one-by-one. Line up 3 apples in a pattern by color, ex., green, yellow, red. Ask children to predict what color apple they think will come next in the pattern. Allow children to come up one at a time and place the next apple in the line to extend the pattern. (*See Assessment 1 below.)

5. Repeat this process several times with as many apples as you have in the basket, allowing children the opportunity to predict the next color in the pattern. When all apples are in the line, show the children how the apples have made a pattern; green, yellow, red, green, yellow, red, etc.

6. Say, Now, we will be tasting the apples. Even though these are ALL apples, they look differently and taste differently. We will sample the apples to see which apples we like the best. Do you know what sample means? A sample is a small taste- not a whole piece- just a little taste.

7. Cut green apple(s) into small pieces. Allow children to come and sample green apple. Discuss and describe the taste- sour .

8. Next cut the yellow apple(s). Allow children to sample the yellow apple and describe taste.

9. Finally, sample red apple(s), describe taste.

10. Say to children, Quietly, and in your head, think about what apple YOU liked the best. Think to yourself, what apple do I like the best? Now, quietly, turn to your neighbor and tell your neighbor which apple taste you like the best. Allow children to tell neighbor which apple they liked the best.

11.Display poster board. With marker, divide poster board into three columns. Using gluestick, at the top of each column, glue one paper apple of each color that will represent that column.Have paper apple cut outs nearby for children to use.

12. Say, Now we will find out which color apple is the most popular in our class. Popular means that many people like it. In your head, think about which color apple taste you liked the best. When it is your turn, you will come up and pick the paper apple that is the same as the one you liked the best. For example, if you liked the yellow apple best, you will come up and pick a yellow paper apple. Then using the glue stick, you will rub a little glue on the back of it and glue it onto the poster board underneath the apple color that it matches.

13. Children come up to chart two at a time, select their favorite (paper) apple and glue the apple onto the chart in the appropriate corresponding column.

14. When each child has glued on the favorite apple, ask children to help you count the apples in each column. Select a student to come point to green apples as the class counts them. Write the total number of green apples at the bottom of that column.

15. Repeat for yellow and red columns, selecting a different child to be the pointer each time.

16. Each child takes out a piece of paper. On the paper, each child draws the color apple that they determine to be the class favorite. ( **See Assessment 2 below.)

17. When children are done drawing their apples, say, Let's see if we know which apple is the class favorite. If you drew a green apple on your paper, stand up and hold up your apple.

18. Repeat for children who drew yellow apples and red apples.


*Assessment 1- Performance Based- Students will physically manipulate the apples to extend the existing a-b-c- pattern created by the teacher.
**Assessment 2- On paper using red, yellow and green crayons, children interpret data and draw the color apple that they have determined to be the class favorite. The assessment could be recorded on a checklist of student names. The favorite will be represented by the column with the most apples. Assessment is made by seeing who drew the correct apple color and who did not draw the correct apple color.
Special Assessment- Using -real- apples, have the child who needs special assessment point to the favorite apple, and not the paper representation.


Science- Construct a large paper apple tree. Using the visual, teach students the parts of a tree or plant.
Language Arts- Apple rhymes, stories, and fingerplays build rich oral language skills and vocabulary. Students will differentiate between fiction and non-fiction stories. Also may present information to the whole group, gaining practice in presentation skills.
Social Studies- Students will search the geographical regions of the country that grow apples. Cultural connection- students assist in making apple pie.
ESOL Accommodations- Small group work, working with a buddy, key words in Spanish; example: apple-manzana, red-rojo, green-verde, etc. (or other language).
Special Needs Accommodations- ESE students-Hands on activities assist in comprehension. Students with hearing impairment- be sure to look directly at child so he/she can read lips if necessary. Check frequently for understanding. Child with autism- spoken to gently and directly to keep child interested and engaged.

Web Links

Web supplement for Applemania
Apple Coloringbook

Web supplement for Applemania

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