Maya Grady

EDUC 410
Winter 2015
Final Observation: Lesson Plan
I.

Content and Standards: This lesson is aligned with the

kindergarten math curriculum focused on numbers, data, and
space by Terc Investigations. The class is currently on Unit
Four of the curriculum and learning basic counting and

II.

measuring skills
Prerequisites: Before the start of the lesson, students will be
able to count up to 10 without assistance, be familiar with the
vocabulary words arrangement and pattern and how to create

III.

a math sentences.
Instructional Objectives: Students will understand how to
decompose numbers in different ways. Students will show this
by creating two different arrangements using the same
number of tiles and then writing out a math sentence for each

IV.

arrangement.
Instructional Procedures:
a. Before: Over the last two weeks we have been making
arrangements with our math tiles and sketching them on
our grid sheet. What have been our rules for these
arrangements? (All tiles must touch, first 6 and then 5-10
tiles). Today when we make arrangements we are going to
still use our arrangement rule. Each tile has to be touching
each other. We are also going to use our sixtile rule. So
how many tiles will be in each arrangement? (6). We are
also going to add a new rule to the game! Today we will be
making two arrangements on our grid paper! Now both
arrangements are still going to follow our other rules. What
are they? (All tiles must touch, only 6 tiles). I have already
created my arrangements and traced them on my grid
paper. Id like you all to study my arrangements and quietly

think of what you notice. Maybe think about how the tiles
are arranged, is there a pattern, or maybe if the tiles are
grouped a certain way. When you notice something give
me a thumbs up. Ok, now Id like everyone to turn to their
neighbor and share what you noticed. (Complete Think
Pair Share and refocus students) Great! I am going to
choose three friends to share with the class what they
noticed. (Call on students, discuss that the arrangements
both have 6 tiles but they look different, how tiles are
grouped) So it looks like this arrangement is broken up
into groups of 2, and the second one is broken up into
groups of three. (Circle groupings on paper) But do both
arrangements have the same amount of tiles? (Yes) How
could we describe these arrangements with numbers?
Could we write out a math sentence? What would it look
like? (Work as a class on creating a math sentence for
each arrangement). Great, now each of you are going to
create your own arrangements are your tables. But before
we do, Id like you all to notice one more thing about my
arrangements. Did I trace my tiles anywhere on my grid
paper? Do you think I used these grid squares to help me
trace my arrangement? I noticed last time we traced
arrangements some of us had problems properly tracing
our arrangements. So today, I am going to add one more
rule to our game. When you create and trace your
arrangement, I want you to use the grid squares to help
you. (Model this to students). So when we go back to our
desks, what should we do first? Second? Third? And what
are our arrangement rules today? When you are done with
your arrangement, I want you to go sit on the rug with your

grid paper and pencil. (GO through steps, answer

questions, and send students back to tables)
b. During: Students return to their seats and complete
activity. Teachers circulate the classroom to observe and
assist students as needed.
c. After: Call students back to rug with their grid sheets and
a pencil. Model grouping of arrangement using one student
as an example. Then use Think Pair Share to have students
discuss their own groupings and then have them circle
each group on their own sheets. If time permits, practice
V.
VI.

writing out math sentences for each type of grouping.

Materials: square tiles, inch grid paper, pencils, crayons
Assessment: Students will be assessed on the lesson
objective through their completed activity sheet and their
ability to circle each number groupings.