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Honey Lun Sian Cing Mathematics

7 weeks Kindergarten 3

Lesson: Features of Mass Part II Constructive Learning

Unit Overview
Main Idea (Claim) Summative Assessment
The students will be able to compare Portfolio
between two objects according to weight.

Guiding Questions Objectives (know/understand/do/value)

1. Why can you tell that you can carry The student will . . .
something or not? 1. Be able to differentiate the heavy
2. If something is bigger than the and light things.
other thing, does it mean it is 2. Understand that just because
heavier? something is bigger does not mean
that it is much heavier.
3. Picture (or) verbalize their own
heavy and light things from their
surroundings.
Time Instructional Procedures and Strategies
Beginning the Lesson
Review:
1. Who can tell me the definition of Heavy and Light?
2. Bible and Water-bottle comparison (Which one is lighter?)
3. Answer: The reasons why each of us have different answers are
because our strengths are different. Some of us can carry heavy things
already and some of us; we are on the process of trying again and
again. There is no exact answer for what is heavier. It all depends on
your strength.

Developing the Lesson

- Individual assessment: Give me an example of what are heavy and
light for you?
- Continue the left-over lesson.

Closing the Lesson

- Assessing the students by going around and checking their answers.

Formative Assessment Differentiation

Discussions during the lesson.
The worksheet will:-
1. Help them to figure out what are
heavier and lighter.
2. Come up with their own
understandings of the weight of
the objects around them.
3. Reflect themselves what are the
heavy and light things they are
using each day.
While the students are completing their
worksheets, the teacher will go around
and if a student looks lost or confused, she
will explain to him/her in ways she would
understand (or) let them grab something
to differentiate the weight of the objects.
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Honey Lun Sian Cing Mathematics
7 weeks Kindergarten 3

Resources
http://www.kindergartenkindergarten.com/2012/07/math-measurement-weight.html

Evaluation and Reflection

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Honey Lun Sian Cing Mathematics
7 weeks Kindergarten 3

Glossary

Term Definition Resources

Unit Overview Main Idea and Summative Assessment copied from the unit plan in order to
keep the goal in mind during the writing and implementation of the lesson
plan.
Guiding these questions guide the inquiry for the lesson, leading students toward
Questions a rich understanding of the objectives for the lesson and ultimately, the
unit.
Factual- knowledge or fact-based questions
Conceptual- questions that enable exploration of big ideas that connect
facts and topics
Debatable- questions that expose areas of ambiguity, disagreement, or
tension within the unit of study
Objectives The specific aims of the lesson. As a result of the instruction, this is
what the students are expected to know, understand, and be able to do.
These should align with and lead to the unit understandings, knowledge
and skills.
Time - Marks the amount of time needed for each stage of the lesson. Enables
effective time-management for the teacher.
Beginning the The opening or warm-up that will engage the learner, producing creative
Lesson tension. May include review and/or activation of prior knowledge.
Developing the The content learned and the strategies employed towards that end
Lesson
Closing the A conclusion or review of what was learned, providing closure to the
Lesson lesson.
Formative Assessment throughout the lesson that provides feedback that can be used to
Assessment plan or alter instruction. Should prepare students for the summative
assessment.
Differentiation ways of modifying instruction to meet the needs of diverse learners
Resources any texts, materials, technology, people, places or other resources that
have informed the unit and learning experiences
Evaluation and Reflect on using the lesson and evaluate the lesson plan and ask the
Reflection following questions:
Did my students come to understand the main idea, essential understandings?
Do my students know what they are supposed to? Can they perform the unit
skills? Do they value what was intended?
What was most effective? least effective?
What changes will I make for next time?