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Name:
KatelynNormanWatkins
Section:
05
Subject:
Math
GradeLevel:
Kindergarten
TitleofLesson:
HalloweenNumberCompare
LESSONPLANTEMPLATE
EstablishingtheLessonFramework
TexasEssentialKnowledge&Skills:
(K.2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstounderstandhowto
representandcomparewholenumbers,therelativepositionandmagnitudeofwholenumbers,and
relationshipswithinthenumerationsystem.Thestudentisexpectedto:
(E)generateasetusingconcreteandpictorialmodelsthatrepresentsanumberthatismorethan,
lessthan,andequaltoagivennumberupto20
(G)comparesetsofobjectsuptoatleast20ineachsetusingcomparativelanguage
Objective(s):
Studentswillgenerateandcomparesetsofobjectsthatrepresentanumberthatismore
than,lessthan,andequaltoagivennumber.
Rationaleforteachingthislesson:
Studentswillusecomparingnumbersthroughouttheireverydaylives
aswellastherestoftheirmathematicaleducation.Theywillbegintocomparenumberswhengrocery
shoppingastheygetolderandhelptheirparentswithshopping.Theywillevenusecomparingnumberin
futurecareerchoiceiftheygointoaccounting.
ContentAreaLiteracyStrategy/Rationaleforchoosingaspecificstrategy:
Thecontentarealiteracy
strategyIchoseisThinkpairshare.Thestudentswillbepairedupattheirtablegroups,andwillbegiven
theopportunitytoworktogethertodeterminewhichnumberismorethanorlessthan.Theywillbe
collaboratingandsharingideasthroughoutthepartneractivity.
EnglishLanguageProficiencyStandards(ELPS):
(3)Crosscurricularsecondlanguageacquisition/speaking.TheELLspeaksinavarietyofmodesfora
varietyofpurposeswithanawarenessofdifferentlanguageregisters(formal/informal)usingvocabulary
withincreasingfluencyandaccuracyinlanguageartsandallcontentareas.ELLsmaybeatthe
beginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninspeaking.In
orderfortheELLtomeetgradelevellearningexpectationsacrossthefoundationandenrichment
curriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,
sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.The
studentisexpectedto:
(E)shareinformationincooperativelearninginteractions
EvaluationStrategies
PreAssessment:
StudentswillcompletetheHalloweenCountingworksheetandthendiscussitwith
theirtablecolorspriortothelesson.Thiswilldetermineiftheyarefamiliarwiththetermsmorethan,less
than,orequalto.
FormativeAssessment(s
):
Teacherwillobserveasstudentsworkindividuallyduringlesson,aswellas
duringpartnerwork.
Summative/PostAssessment:
StudentswillcompletetheComparingPumpkinsworksheetandhand
intotheteacher.
DesigningSupportiveLearningEnvironments
TEACHERUSE
STUDENTUSE
Materials
Halloweenworksheet
Halloweenworksheet
Comparingpumpkins
ComparingPumpkins
worksheet
worksheet
PumpkinNumberline
Clothespins
NumberCards
GreenandOrangeCrayon
SortingMats
Counters
Resources
Teacherspayteacher
Technology
Projector
(justifywhyneeded
Youtube
ornotneeded)
SETTING
Classroom
Studentsareseatedingroupsof4and5percoloredtable.
Arrangement
Materials
Eachtablehastheirownmartialsbasketwherestudentskeeptheirglue,pencil
Management
boxes,scissors,etc.
StudentGrouping
4to5studentspertablegroup,withtheexceptionofbehaviorstudentswhoare
satbythemselves.
TechnologyNeeds
Projecttoplayclosuremathvideo.
SafetyConcerns
Safetyconcernswouldpossiblybestudentspinchingtheirfingerswith
clothespins.Teachercouldpossiblysubstitutewithpaperclipsinstead.
StudentNeeds/Adaptations
STUDENT
CONTEXTUALFACTOR
STUDENTNEED/ADAPTATION
StudentA
Beahavioralissues
StudentB
ADD
Studentdoesnotdopartnerworkwell,and
hasaspecificbehavioralplanthatallows
himtoworkalone.Thisstudentwillbeable
tohavehisownnumberlineandclothespins
tocompletethepartneractivityonhis
own.
Thisstudentisunabletofocuswhen
workingwithornearotherstudents.Iwill
adapthisassignmentbyprovidingallofthe
materialsneededforhimtocompleteit
alone.Hewillhavetheoptiontoworkwith
apartner,butwillbeallowedtoworkalone
ifdesired.
ContentKnowledge
Whatcontentdoyou(
theteacher
)needtoknowinordertoteachthislesson?
Contentneededtoteachthislessonproperlyisnumbers610,howtocomparenumbers610.
Whatotherconnectionsdoyouneedtoknow?
Connectionstoknowbeforeteachingthislessonarethestudentsrecongitionskillsfornumerals
110.Teachershouldalsomakeaconnectiontopreviouslessoncomparingnumbers15.
Howwillyoumakethecontentclearandmeaningfultothestudents?
Thecontentwillbemadeclearandmeaningfultothestudentsbyhavingthemengageinthe
lesson.Theywillworkhandsonwithmaterialstohelpthemvisualthemathproblem.
Whataresomecontentrelatedresponsesyouanticipatefromyourstudents?
Whatpossibleerrorsormisconceptionscouldthestudentsmake?
Possibleerrorsstudentscouldmakearestudentspossiblyconfusing6and9,ornotunderstanding
theconceptofmorethanorlessthan.
Howcanyoucorrecttheseerrorsandmisconceptions?
Tocorrectthesepossibleerrorsteacherscouldstressthedifferenceofnumerals6and9,aswell
asexplainandcontinuetowalkaroundandredirectandcorrectmisuseofmorethanandless
than.
Whataresomeanticipatedstudentbehaviors/commentsasstudentsarelearningtheconcept/sor
skill/s?
Someanticipatedstudentbehaviorsarethestudentsmayusethecounterstodistract
themselves,insteadofusingthemtoworkoutthemathproblems.Thestudentsmayalso
becomedistractedwhileworkingwiththeirpartners
Howcanyoubeprepared?
Tobeprepared,theteachercantellthestudentswhatisexpectedofthemwhileworking,andshe
willtellthemabouttheconsequencesiftheycannotworkcorrectly.Steertheconversationback
todesiredtopic,andcontrolthediscussion.
InstructionalStrategies
Theinstructionalmodel(s)utilizedinthislessonis(are):
_____Inquiry
__X__DirectInstruction
__X__CooperativeLearning
_____DiscoveryLearning____Simulations
_____Other/specify________________
INTRODUCTION/FOCUS
Theteacherwill
Teacherwillintroducevocabularymorethan,lessthan,equalto.Shewill
explaintostudentsthatwewillbecomparingnumbers610today,justaswe
comparednumbers15previously.Teacherwilldemonstratehowtogenerate
numbers610asshecallsthemoutforstudents.Forexample:Teachercalls
out#7studentswillbuild#7ontheirsortingmats.Teacherwillbuild#7as
well,andwillchecktomakesureallstudentshavebuiltthenumbercorrectly.
Teacherwillthencallout#9andtheywillrepeatthesameprocessasbefore.
Theywillthencomparethetwonumbersontheirsortingmatanddetermine
whichnumberismore#7or#9.
Thestudentwill
Studentwillgeneratenumbers610usingcounters,andcomparethemon
theirsortingmatsattheirtablegroups.
Typeofformative
assessment
Teacherwillobservestudentsattheygeneratenumbersandcomparethemon
theirtablesorters.
Approximatetime
10minutes
INSTRUCTIONALPROCEDURE/METHOD/ACTIVITIES
BesuretoincludeContentAreaLiteracyStrategiesandESLStrategies
Theteacherwill
Teacherwillexplaintheactivitytothestudentsanddemonstrateittwicefor
them.Teacherwillthenhelpthosewhomaynotbegraspingtheconcept
quiteyet.
Thestudentwill
Typeofformative
assessment
Approximatetime
Studentswillbeworkingwithpartnerstoplaythecomparingnumbersgame.
Eachpairofstudentswillreceiveanumberline,twoclothespins,andadeck
ofnumbercards.Thestudentswillthentaketurnsdrawingacardfromthe
deckandplacingtheirclipontheirnumberlinetorepresentthenumber
drawn.Oncetheyhavebothplacedaclothespinontheirnumberlinethey
willthendeterminewhosenumberismoreorless.
Teacherwillobservestudentsastheyparticipateinthepumpkinnumberline
withtheirpartners.Teacherwillbeobservingwhetherthestudentsare
comparingnumberscorrectly.
15minutes
CLOSURE
keepthisshortsummarizethelesson,&focusonimportantskillslearned)
Theteacherwill
Theteacherwillrecapmorethan,lessthan,andequaltobyshowavideo.
Teacherwillalsopassoutaquickpostassessmentforstudentstocomplete.
https://youtu.be/4LctQ_30sJ0
Thestudentswillcompletequickpostassessmentafterwatchingafun
Thestudentwill
youtubesongaboutcomparingnumbers.
Typeofformative
assessment
TeacherObservation
ComparingPumpkinsworksheet
Approximatetime
5minutes