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Lesson Plan Template

Grade:Kindergarten
Topic(s) Math Vocabulary using Comparison Words
Title of Lesson: How many bears do you have?

TEACHING AND LEARNING OBJECTIVES


Lesson Objective(s): (These are observable, measurable outcomes that students should
be able to demonstrate and that you can assess. Your Formative Assessment must show
how you will assess these. Your Learning Activities must be designed and directly linked to
having students be able to achieve these objectives.)
This lesson is designed to have students understand mathematical vocabulary
to compare and describe quantities. Students will be able to work
cooperatively to use math statements to describe how many bears they have
compared to their partner. This lesson will allow students to properly make
comparisons using mathematical words in many different scenarios.

Massachusetts Math Frameworks related to this Lesson: (Process & Content)


Common Core
Describe and compare measurable attributes.
K.MD 2. Directly compare two objects with a measurable attribute in common, to see which object
has "more of" "less of" the attribute, and describe the difference. For example, directly compare the
heights of two children and describe one child as taller/shorter.

NCTM Standards that relate to this Lesson (Process & Content)


Process Standards
Recognize and use connections among mathematical ideas
Count with understanding and recognize "how many" in sets of objects

ASSESSMENT
Formative Assessment: (How will you monitor student understanding along the way? How
will you determine if you and your students have achieved the lessons objectives?)

To monitor learning and understanding I will walk around classroom


and listen to student conversation. I will also check in at end of lesson and ask

students questions about what they worked on with their partner. This will
allow for students to share their math statements and also to help one
another learn from hearing their classmates talk about the lesson.
Performance Task
How will learning be measured? What will students produce as acceptable evidence of
understanding?

Learning will be measured through children's interactions with one another.


Students will produce correct math statements during the activity with their
partner and this will show me they are beginning to understand the concept
of comparison words in math.

Materials/Resources: (Include all materials you and the students will use in this lesson
and any resources, such as websites & online lessons, you used to help prepare this lesson. )
-

Number cards (1-10)


Mini bears of two different colors for each partnership
Books using comparison words in library area
Book Just Enough Carrots by Stuart J. Murphy

Prior Knowledge: (How will you find out what the students know and/or remember?)
At beginning of lesson we will have class discussion about quantities. I will
show students a book showing comparisons. The book Just Enough Carrots is
a great book to have kids entertained but also learning more about the
current concept.

LESSON DELIVERY

Opening Format: (Check the format you will use for the lesson introduction.)
Lesson will follow the I do, we do, you do format.
Guided lesson with activity involved.

Key Vocabulary
More
Less
Equal
Fewer
Same amount

Opening: (Describe in detail how you will prepare the students for this lesson.)
I will begin by telling the class we are going to learn a new math concept that
is very important in describing amounts of something. I will tell them we will
use our counting strategies to make math statements using words such as
less, more or equal.
During Lesson: (Explain the step-by-step details you will follow. Include specific instructional
strategies, methods, student groupings, actions, activities and questions you will ask.)
How will students be grouped?

X Whole Class

Small Group

X Partners

Independent

The book will be read at the start of our lesson to allow students to show me
their prior knowledge of this topic. After reading book I will show students
the game they will play with their partner. Each partnership will have 2 sets
of number cards (1-10). Student 1 will pick a card and then put the number of
bears of their color out in front of them. For example if the card said 5 the
student would pick up 5 bears and put them out in front of them. The next
student would do the same thing. Then the partners will work together to
come up with a math statement. I will then go around the room and ask
students what math statement they came up with. The partners will stay near
the rug but spread out enough for them to be able to work together. When I
ring the bell students will prepare to share their math statements with the
class. Some math statements that could be used are There are more red
bears then blue bears in our pile or Sara had less bears then I had. If
students are unable to come up with a math statement I will talk class
through it and see if other students can help them. At the end of lesson we
will talk about why this is an important concept to learn in math.

Differentiation: (How will you meet the needs of different learners in your class. Give
specific examples and strategies for specific learning needs.)

- Put children in different partnerships based on levels


- Use classroom management skills for students who have hard
time paying attention (Ex. place them in an area of the room where
there are little distractions)
- ELL can use the bears to be able to understand the wording we
are using
- Have the children who catch on to math fast help students
during the classroom discussion by showing them why one person has
more or less
Enrichment Activities: (How will you extend the lesson for students who demonstrate
mastery?)
- Allow them to show off that they master by helping me talk
students through making math statements
- Give those students higher number cards
- Allow them to do it with more words and start incorporating
height and weight words (longer, shorter, bigger, taller)
Closing: (How will you end the lesson - include the reflection questions you will ask students to
assess and reinforce their learning?)

Talk to students about why this concept is important to math and ask them how they
worked with their partner to make a math statement. Also, tell them that math statements
can be used to compare other things as well such as weight and height of an object. Tell
students we will continue to use math statements throughout the year.

POST-TEACHING REFLECTION
What questions will you ask yourself once your have taught the lesson?
Was this an effective way to teach this concept?
Did this lesson allow students to be actively learning?
Did the standards all get touched upon during lesson?

Follow-up: (How will you reinforce the learning in the next lesson?)
-

Continue work with comparison words and math statements throughout the year.
Send games home with directions for parents that follow up with this concept.
Put worksheets out that follow up with this concept at center time.

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