Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Whitney Heaton

Grade Level Kindergarten
Subject Comparing Numbers
Date

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective: Students will be able to use "greater than", "less than", and
What do I want my students to "equal to" to compare numbers between 1 and 10.
know and be able to do?
Students will be able to ……

Standard : Standard K.CC.7

What is the CCSS that Compare two numbers between 1 and 10 presented as written
corresponds with this objective? numerals using "greater than," "less than," or "equal to."

Language Objective: Listening to instruction and following directions

What will my students do to Writing numbers
learn and/or demonstrate their Speaking with partners about numbers and answering questions.
mastery of the lesson by
reading, speaking, writing, or
listening?

Assessment: Formal assessment - checking student work throughout whole

What assessments will I utilize group and assessing understanding through partner comparing
to determine that my students numbers and movement game.
have learned and met the
objective?

Materials and Resources: Math pages, smartboard, number cards

 What materials and resources
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
5 minutes
How will I clearly communicate
the objective and purpose for
learning? How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
Instructional Strategy: Teacher
Modeling –“ I Do”
5 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
5 minutes
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
Review the definitions of greater than Students will listen
(more), less than (not as many), equal to and repeat
(same amount). Have every student make definitions.
any number with their fingers. Turn to a
partner and compare numbers.
"Which of you is showing a number of
fingers that is greater than
the other? Which of you is showing a
number of fingers that is less than the
other?"
Students are able to repeat definitions and
show if they are showing a greater or less
amount on their fingers than their partner.
"I can compare two numbers."
Pass out papers (REVIEW EXPECTATIONS Students followed
DURING WHOLE GROUP MATH BEFORE directions and show
PASSING OUT PAPERS) When students thumbs up for the
have written their name on their paper correct statement.
they will put their pencil in the air. "This is Students are
7 and this is 8." Repeat sentences next to listening.
the numbers and ask students to show a
thumbs up after I repeat the statements if
it is correct. Have students circle the
correct statement.
Students are showing a thumbs up for the
correct statement. Have students repeat "I
can compare two numbers."
Have student turn to the next page. Students follow along
"When counting, which number comes and answer
first, 3 or 8? Let’s count together. Count to questions. Repeat
8. Which number came first? So which statements when
number is greater? How do you know? asked.
 How will I engage my students
instructionally with the
concept?
Instructional Strategy;
Independent Practice
5 minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
10 minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the lesson
went well? What components
will I modify?
Circle the number 8. Look at the next two
numbers. I want you to raise your hand if
you know if 10 or 5 is greater? Ask student
how they knew.
Have students repeat, "I can find numbers
that are greater." "I can show what I
know."
Have students complete the rest of the Students will
page on their own and when they are done complete the rest of
to raise their hand so I can check their their page on their
paper. When their paper is checked off own by circling the
they will go put their papers in their number that is
backpack and sit on the carpet. greater.
Checking students work to make sure they
circled the correct answer (the number
that is greater)
Assign students a partner and have Students will
everyone stand in a circle by their partner participate and
at the carpet. Give every student a card follow directions.
with a number on it. As partners they need
to look at their number and decide if their
number is greater than, less than or equal
to. If it is greater than, they will make a
high/tall shape. If it is less than they will
make a low shape. If it is equal, they will
make a medium/equal shape.
If time permits, give students new cards
and have them repeat.
Have all the students find spots on the rug
and repeat, "I can compare two numbers."
"I can show what I know."