Beruflich Dokumente
Kultur Dokumente
Lesson Content
MAFS.K.CC.3.6 Identify whether 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.
Students will understand that numbers on a number line follow the same order as when
we count verbally.
What formative
evidence will you use to
document student learning Also I have looked at their recent unit tests and talked with my CT and have discovered
a mathematical need in the class that is directly tied in with this lesson. Looking at
during this lesson?
those test scores, as well as daily observations during math time, and research I have
What summative
decided that this lesson will be the most effective.
evidence will you collect,
either during this lesson or
in upcoming lessons?
What Content Knowledge is A teacher must know how how to teaching counting in a way that is effective for
necessary for a teacher to students at this grade level.
teach this material?
What background
A student must know counting 1-10.
knowledge is necessary for
a student to successfully
meet these objectives?
I have seen their rest test and have observed their math lessons.
Lesson Implementation
Teaching Methods
(What teaching method(s) will I will be using guided release. I will call students to the carpet in a sitting circle and
you use during this lesson?
show them the number line and explain what it is. I will then show them I have 10 sticky
Examples include guided
notes and I need to number them and stick them in the right stop. I will do a couple
release, 5 Es, direct instruction, numbers and then release them with their partners to do their own number lines.
lecture, demonstration, partner
word, etc.)
Who is
responsible
(Teacher or
Students)?
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to their interests because they like to work in pairs and
they also like active learning. They will use 1-10 counting their entire lives.
If applicable, how does this lesson connect to/reflect the local community?
I will ask students what are some different things they can count 10 or more
of in their homes and outside.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will be encouraged to show me the number line in a different way by
going from greatest to least. If students need support I will ask their partners
to help them and also to look around the room to see if there is anything that
can help them count.
How will you differentiate instruction for students who need additional
language support?
No students in this class need language support, however if they did I would
have these students first count out the numbers in their native language and
then with the help of their partner say the numbers in english and begin the
activity.
Accommodations (If
One student may need the directions explicitly explained to him individually after the
needed)
whole class has been instructed.
(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!)