USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in

MAFS.K.CC.3.6 Counting and Cardinality Compare numbers: Identify 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.

How can we use matching strategies to determine which set is greater or

less?

Student will be able to apply matching strategies in real-world problem

solving scenarios.
Student will be able to explain thinking as to why a set is greater than
another.
Student will be able to explain thinking as to why a set is less than another.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

future tense D: with no errors

in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

I am teaching this so that students can identify sets that are greater than/more than a
given set.
Students need to be able to identify sets that are less/fewer than a given set.
This helps students learn to know the difference between groups and sets and be able to
identify real world scenarios.
It is important for because students first learn to match objects in the two groups to see
if there are any extra and then to count the objects in each group and use their
knowledge of the count sequence to decide which number is greater than the other.
Students will need to compare number later in their math years and they correlate with
number lines.

Summative Assessment:

Students will draw a line from each object in the first set to an object in the
second set. Which set has MORE objects? Circle the set that shows more.

Draw a line from each object in the first set to an object in the
second set. Which set has less objects? Circle the set that shows
less.

Formative Assessment:

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

Class read aloud discussion and their answers to the hot questions.

Students need to know numbers 0 to 20.

Students need to know the number names and the count sequence.
Students need to know the relationship between numbers and quantities.

Students might get confused with objects that are bigger and think there is
more in the group.
Another problem is that the word "greater" may not be familiar to students.
It's not used in everyday language so it may come off as "better." They may

What Content Knowledge

is necessary for a teacher
to teach this material?

What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

start to think "which number is better?" To clarify, the words "greater" and
"fewer" can be added to a vocabulary list. The students can write about
them in literacy and eventually learn them.
Children are not sure if a number is greater or less than the other right off
the bat. They are still trying to figure out what numbers look like so it may
take them some time to grasp this concept.

Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner work,
etc.)

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:

Time

5-10

Guided release short book on the carpet.

Whole group activity with manipulatives. (Demonstrations)
Partner practice still on the carpet.
Individual work at desk. (Evaluation)

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Hook:

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

min

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

Teacher
Read Monster Knows More Than, Less Than (Monster Knows
Student

10
min

Teacher/St
udent

Math) Kindle Edition by: Lori Capote Aloud on carpet. ( could

have used big screen projector)
Hot Question Throughout the book: Who has more ______? How
do you know? Call on two students
Have student get into the carpet group. We will use
manipulatives Counting cubes and kitchen food to
demonstrate how to use matching strategies to see which
group has more items.
Students will all be give counting cubes variety of colors
Ask students if you like oranges put an orange cube in the
middle If you like apples put a red cube in the middle.
Teacher will use the chart to compare if more students like
apples or oranges? Hot question How do we know that more
students like apples or oranges?
Ask students If you like chocolate ice cream put a black or
brown cube in the middle, if you like vanilla put a blue or white
cube in the middle. Teacher will compare if more students like
chocolate or vanilla ice cream using the matching strategy.
Hot question How do we know that more students like
Chocolate or vanilla? ( the Concept was good but didnt go as
well as I was thinking it would.
Do a good job cheer with the students

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

Have students go back to their desk and work on the work

sheet I can compare the sets show the set has less.

Draw a line from each object in the first set to

an object in the second set. Which set has less
objects? Circle the set that shows less.

If students finish early they can work on the worksheet I can

compare the sets and show which set has more.

Students will draw a line from each object in the

first set to an object in the second set. Which set
has MORE objects? Circle the set that shows
more.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K
What will you do if

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

a student struggles with the content?

I will have anchor chart from our class discussion for reference

What will you do if

a student masters the content quickly?

They can work on who has less than worksheet.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Allowing them to be able to count and know how many people leave in their
how vs. their neighbor.
If applicable, how does this lesson connect to/reflect the local community?
Teaching students to compare more less in the community.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?

I will give them a worksheet where they can cute out the greater than or less than
worksheet
They will count the shaded windows on each house. Cut and paste the alligator
mouths below to show which house shows more shaded windows.

USF Elementary Education Lesson Plan Template (S 2014)

______________
Grade Level Being Taught: Subject/Content: Math
K

Name: ____Christina Allen

Group
Size: 13

Date of Lesson: Wednesday

23, 2015

How will you differentiate instruction for students who need additional
language support?
I will translate the work into Greek for my student who home language is Greek.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

N/A

Anchor Chart
Worksheets
Counting cubes
Markers
Book: Monster Knows More Than, Less Than (Monster Knows Math) Kindle Edition
by: Lori Capote Aloud on carpet.