LessonPlanTemplate

MAED3224
Subject:Kindergarten,Math CentralFocus:DoubleCompare

CommonCoreObjective: Datetaught:2/27/17

K.OA.1Representadditionandsubtractionwith
objects,fingers,mentalimages,drawings2,sounds
(e.g.,claps),actingoutsituations,verbal
explanations,expressions,orequations.

2Drawingsneednotshowdetails,butshouldshow
themathematicsintheproblem.(Thisapplies
whereverdrawingsarementionedinthe
Standards.)
DailyLessonObjective:
Performance-Studentswilldeterminewhichnumberismorewhencomparingtwonumbers.

Conditions-

Criteria-Studentsareexpectedtoearn8outof9points.

Prerequisiteknowledgeandskillsneeded:Studentsneedtoknownumbersenseinordertojointogether
numberscorrectly.

Activity DescriptionofActivitiesandSetting Time
1.Engage Todaywearegoingtocomparetwodifferent 5-7min.
numbers.IwillaskastudenttobemypartnerandI
willhavenumbercardswithme.Theywillhaveboth
picturesandnumbersonthem.Wewillbothflipa
card,Iwillask,Whohasmore?Howdoyou
know?Didanyonethinkaboutitinadifferent
way?
Iwillthenaskstudents,Howmanyarethere
altogether?Iwillteachstudentstostartcounting
fromthelowernumberandaddingontothat.Iwill
modelthiswithbothpicturedrawingsandcounters.
Iwillalsoshowstudentshowtomodelthisasa
numbersentence.
Ex.Studentflips5teacherflips3.Studentwillsay
theyhavemore.Iwillaskthestudenttocount
themalltogetherstartingfrom5.Whiledrawingmy
 pictureIwillstartwith3circlesandjoin5moreas
thestudentsays4,5,6,7,8.

Iwillshowthisexample2-3timesonthecarpet.

2.Explore ForthisactivityIwillhavestudentsreturntotheir
(includingsolutionsofmajortasks) desksandworkinpartners.Iwillhandeachpartner
asetofcards.Thestudentswillmodelwhatthe
teacherandstudentdidonthecarpet.Iwillrepeat
thedirectionsthatbothpartnersneedtoflipacard
anddecidewhohasmore.Thestudentswillbe
abletodrawpicturesonwhiteboardsoruse
counterstodeterminethetotalamountonboth
cards.However,thestudentsshouldalwaysmake
annumbersentencetorepresenttheequation.
DuringthistimeIwillwalkaroundtheroom
assistingstudentscountingfromthehigher
numbercardandjoiningittogetherwithgusthe
plustothelowernumber.
3.Explain Iwillbringtheclassbacktogetherandaskafew
questions.Iwillask,
Howdidyouusecounterstodeterminewhethera
numberwasmore?
Howdidyouusepicturestodetermineifanumber
wasmore?
Howdidyouknowwhohadmore?
4.Elaborate/Extend Ifappropriate,Iwouldchallengestudentstonotuse
picturesorcounterstocountupfromthenumber
theystartedorwhilecomparingnumbercards.If
studentsarestillstrugglingIwillassistthestudents
inasmallergroupdiscussionshowingthem
exampleswithpicturesandcounters.
5.Evaluate Thestudentswillreceiveaworksheetwith"primary
(assessmentmethods) number cards", the student would have to circle the
one with "more", draw the total amount and write a
number sentence to represent the picture.
Summative:10pointstotal
3pointsforcirclingthecorrectnumber
4pointsforpicture
3pointsfornumbersentence

Materials/Technology:whiteboard,markers,counters,primarynumbercardsets