Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Jacob Tvedt

Grade Level: K-2
School: Rustic Acres Elementary
Date: 4/13/18
Time: 9:30

Reflection from prior lesson: Students are going over counting and money. Students
are counting to one hundred and solving word problems including money. Students
need to know different numbers and shapes. Students need to know how to explain why
something is different.

Lesson Goal(s) / Standards:

K.G.2 - Correctly name shapes regardless of their orientations or overall size.
K.G.3 - Identify shapes as two-dimensional or three-dimensional.
K.CC.6 - Identify whether the number of objects in one group is greater than, less than,
or equal to the number of objects in another group, e.g., by using matching and
counting strategies.
1.G.1 - Distinguish between defining attributes versus non-defining attributes; build and
draw shapes to possess defining attributes.
1.OA.3 - Apply properties of operations as strategies to add and subtract.
2.G.1 - Recognize and draw shapes having specified attributes, such as a given number
of angles or a given number of equal faces.5 Identify triangles, quadrilaterals,
pentagons, hexagons, and cubes.
2.OA.1 - Use addition and subtraction within 100 to solve one- and two-step word
problems involving situations of adding to, taking from, putting together, taking apart,
and comparing, with unknowns in all positions, e.g. by using objects, drawings, and
equations with a symbol for the unknown number to represent the problem.
MP1 - Make sense of problems and persevere in solving them.
MP3 - Construct viable arguments and critique the reasoning of others.
MP7 - Look for and make use of structure.

Lesson Objectives:
I can recognize numbers and shapes and give reasoning behind my choice.
Materials Needed:
Smartboard
Worksheets
Powerpoint

Contextual Factors/ Learner Characteristics:

13 ELL Students
Math is in the morning
After German school

A. The Lesson

1. Introduction (10 minutes)

I will start off class with a fun Which One Doesn’t

Belong, I will not say anything. What I will have on the
board is Which One Does Not Belong? And with it will
be a fun picture. I will let students look and see which
one is different than the rest. I will then call on a
student to tell me which one doesn’t belong and ask
them why. Today in class we are going to do an
activity call – Which One Doesn’t Belong? We are
going to do a math which one doesn’t belong and
there will be different answers. I will ask you questions and have you explain why you
picked something. Our learning target today is I can recognize numbers and shapes
and give reasoning behind my choice.

2. Content Delivery (30 minutes)

This is our first Which One Doesn’t Belong? Please
raise your hand and tell me which one doesn’t
belong. There are many different answers. (I am
trying to get them to thing about math. I will be
asking questions during this time, some questions
include:)
 Why does the blue on not belong?
 Why the second one?
 Can _____ explain what _____ said?
 _____ what did _____ just say?
 _____ can you repeat that?
Answers to this which one doesn’t belong include:
 Second because it is turned
  Third because it is the only blue one
 Fourth because it is the biggest one
 First because it is the only small orange straight one.

The next one we do is with numbers. Make sure we raise our

hand. Which one does not belong? (I will use the same type
of questions above to get them to think about math).
Possible answers to this:
 Top left because it is a number and not dots
 Top right because it is one
 Bottom left because it is the smallest
 Bottom right because it is blue
 Bottom right because it has white dots

If the students are ready then I will give them a worksheet of

Which One Doesn’t Belong? If they are not or just want to do
another one I will do this one:
 Top left because it is the same number
 Top right because it is the biggest number
 Bottom left because it is the smallest
 Bottom left because it is the only one with a blank

If time is running short we will continue to do Which One

Doesn’t Belong?
 Top left in only heart and only pink one.
 Top right is only star and only yellow.
 Top right is only one without red outline.
 Bottom left is only arrow.
 Bottom left is only one with rectangle.
 Bottom left isn only one with triangle.
 Bottom right is only one with 12 sides.
 Bottom right is only one with no color.

Another Which One Doesn’t Belong if time is runnig short.

 Bottom left because it is the only at 8:00/
 Top left because it is the only minute/hour hand
clock.
 Top right is the only one with pm.
Which one doesn’t belong?
 Bottom right is the only not 1:00 or only one with
hour at 4.
 Bottom left is the only without numbers.
 Top right is only one without hashmarks.
 Top left is the only one at the 3 or 15 minutes.

3. Closure (10 minutes)

I will give you a worksheet of which one doesn’t belong. I want
you to fill out each one the best you can. They all have more
than one answer, try to think and explain your answer.
Kindergartners, circle one that does not belong and color the
rest. I will be going around if you have any questions.

B. Assessments Used
Formative Assessment – worksheet of which one does not belong will be used as an
exit ticket.

C. Differentiated Instruction
If a student needs to be read to, I can read the choices of the which one doesn’t belong
to them.
If a student needs a partner for their worksheet, they can work together to solve the
problem.

D. Resources
http://wodb.ca/