Rutherford, Heather EDSE 444 Lesson Plan More, Less, Same - 1

Lesson Plan
Teacher Candidate: Heather Rutherford
Title of Lesson: More Less Same
Grade Level(s): 1st Grade
Subject Area: Math
Location of the lesson (specify if in general or special education class): ILC Classroom
Grouping (highlight: 1:1, small group, large group)

Preparing for the Lesson

1. Lesson Topic: What are the big ideas? How does this relate to what students are
currently learning in general education?
The students will learn to identify if a group of objects is more, less, or the same as
another group of objects.
2. What are your learning targets for the lesson (i.e., what are your primary and supporting
objective of instruction)? What do you want the student(s) to learn and be able to do at
the end of the lesson?
When given visual representation of two groups of objects, the students will be able to
identify which group has more, which group has less, and which groups are the same.
3. What Content Standards(s) and/or EEOs will this lesson address? How does this lesson
relate to the 21st Century skills?
Content Area: Mathematics
Standard: 1. Number Sense, Properties, and Operations
2. Number relationships can be used to solve addition and subtraction problems
EEO I. Identify more, less, or the same with respect to two groups of objects.

This lesson relates to the 21st Century Skills by allowing the student to use objects
associated with math.

4. List specific IEP goals that will be addressed during lesson:

Given targeted, focused, intensive instruction, the students will improve their
functional mathematical skills as measured by the ILC Math Rubric.
5. Describe Specific Strategies to be taught/modeled during the lesson. How will you
incorporate the strategies, which have been taught/modeled into the students content
courses (math, literacy, behavior).
I will be using prompting, both verbal and physical.
I will be using explicit instruction.
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Rutherford, Heather EDSE 444 Lesson Plan More, Less, Same - 2

I will be using math manipulatives and tactile learning

I will be using movement and kinesthetic learning
These strategies are used in all of the students content courses.

6. What background (prior) knowledge do the students need to have to be successful? If the
students do not have this knowledge how will they get it?
The students have prior knowledge of using manipulatives to group objects. The
students are familiar with counting objects in a group.
7. How will you address classroom and behavior management/grouping issues during the
lesson?
The students will be in a small group with the teacher and 2 3 other paras for
support. The students have a variety of language and processing abilities. I will
need to be cognizant of my verbal language and keep it short and to the point. The
use of the manipulatives, visuals, and movement should be a bigger portion than the
verbal directions.
8. Materials and Resources (What do you need? How/where will you get it??)
Math manipulatives: Counting bears, fruit, and dinosaurs
Alligator symbols for more and less. Equal sign symbol for same
White boards for students

Teaching the Lesson

1. Anticipatory Set
a. How will you get the student(s) attention?
o I will ask the students to join me on the rug. I will show them the math
manipulatives and give them each a handful.
b. Review and relate prior learning/lessons.
o I will ask the students to show me a group of x number of bears, dinosaurs, or
fruit. I will repeat these instructions three or four times.
2. Teaching: Is this an informal presentation or direct instruction? Please circle/highlight.
a. What are the specific steps you will follow when teaching this lesson. Be sure to
include the following:
i. what the teacher will teach or model,
I will write a number on a white board.
I will say the number and count, out loud, that number of bears.
I will repeat the above two steps to create another number and group
of that number.
The whiteboards and object groups will be placed on the floor. Each
object group below its respective number. There will be space
between the two groups.
I will self-talk, out loud, about the first group and if I think it has more,
less, or is the same as the second group. I will use the alligator or
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Rutherford, Heather EDSE 444 Lesson Plan More, Less, Same - 3

equal sign symbol to show if the first group is more, less, or the same
as the second group.
I will repeat these steps at least 3 times.

ii. how the students will be engaged in the lesson, and

I will ask a student to write a number on a white board and have the
student hold the white board.
I will have another student say that number and have him/her count
out that number with the dinosaurs, bears, or fruit.
I will repeat the above two steps with two other students. The numbers
will be different and will be between 1 and 10.
I will have the students put their whiteboards and manipulatives on the
floor in a column. There will be space between the two groups.
I will ask the students if they think the first group of objects is more,
less, or the same as the second group.
I will have the students place the appropriate sign between the groups.
I will repeat these steps at least 5 times.
iii. how the students will demonstrate their learning (Guided Practice)?
The students will move to a table.
Each student will create two groups of objects
The student will place the appropriate symbol between the object
groups.
The students will repeat the above steps multiple times with teacher
and para support.
3. What, if any, scaffolding and/or additional accommodations/modifications are needed for
specific student(s)?
The students in this group have been identified as having a speech/language or
autism disability. Verbal language is very limited with this group and I will have to
use prompting and wait time as needed. The students can become unfocused and offtask very easily. I will have to be cognizant of this and be prepared to
redirect/refocus the students often. The students will each have a token board.
During the lesson the students will earn tokens for being on task. When they receive
all 5 tokens, they will earn a preferred choice.
4. Checking for Understanding- How will you check for understanding? Using Blooms
Taxonomy, what questions might you ask your students?
Knowledge
o After writing a number on the whiteboard: Tell me the number I just wrote.
Comprehend
o Show me 5 bears.
Apply
o If I add one more to this group, will that change the symbol?
Analyze
o Use your alligator symbols to compare the two groups of objects.
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Rutherford, Heather EDSE 444 Lesson Plan More, Less, Same - 4

Synthesize
Evaluate

5. Re-teaching: What will you do differently if the student(s) do not understand the
concepts in the lesson?
I will have to see how the students respond to the lesson. I will then reflect on what
worked, and what did not work. With that information I can decide how I would reteach the lesson.
6. How/where will students integrate (generalize) this learning into future
lessons/activities? This is your PURPOSE (how will this relate to real life?).
In real life the students will use this concept when shopping, looking at wages for a
job, and creating a budget. The students will have to know if the amount of money
they make in their job is more, less, or equal to the amount of money they need to live.
7. Closure:
a. How will you review the content covered during the lesson so students can
demonstrate learning of the lesson concepts (this should be tied to the main
objective).
o The students will come back as a group and we will show an example of each
symbol again. We will discuss what they practiced at the table.
b. How will you formally END the lesson (e.g., Students show/tell what they
learned, answer an exit question as their ticket out the door, list 2 things you
learned, and one question you still have).
o The students will have earned their 5th token at the end of our group
discussion. This will be their time to transition to a preferred activity.
8. Independent Practice: What will this look like? Is there homework? Completion of a
product? Practice a skill learned in class?
o The students are at various independent levels. I will provide worksheets for
the students that can be independent. The other students will
demonstrate/practice their skills with the teacher and paras during math and
calendar times.
9. Evaluation: How will you evaluate/assess student learning (this must be more than
completing classroom work)?
o The next day, during calendar time, I will ask the students to demonstrate
more, less, and the same.

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