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______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

Lesson Content

What Standards (national

or state) relate to this

lesson?

(You should include ALL

applicable standards. Rarely

do teachers use just one:

theyd never get through

them all.)

Essential Understanding

(What is the big idea or

essential question that you

want students to come away

with? In other words, what,

aside from the standard and

our objective, will students

understand when they finish

this lesson?)

teaching?

(Student-centered: What will

students know and be able to

do after this lesson? Include

the ABCDs of objectives:

action, behavior, condition,

and degree of mastery, i.e.,

"C: Given a sentence written

in the past or present tense,

A: the student B: will be able

to re-write the sentence in

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.

less?

solving scenarios.

Student will be able to explain thinking as to why a set is greater than

another.

Student will be able to explain thinking as to why a set is less than another.

______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

in tense or tense contradiction

(i.e., I will see her

yesterday.)."

Note: Degree of mastery does

not need to be a percentage.)

Rationale

Address the following

questions:

Why are you teaching this

objective?

Where does this lesson fit

within a larger plan?

Why are you teaching it

this way?

Why is it important for

students to learn this

concept?

Evaluation Plan- How will

you know students have

mastered your objectives?

Address the following:

What formative evidence

will you use to document

student learning during

this lesson?

What summative evidence

will you collect, either

during this lesson or in

upcoming lessons?

I am teaching this so that students can identify sets that are greater than/more than a

given set.

Students need to be able to identify sets that are less/fewer than a given set.

This helps students learn to know the difference between groups and sets and be able to

identify real world scenarios.

It is important for because students first learn to match objects in the two groups to see

if there are any extra and then to count the objects in each group and use their

knowledge of the count sequence to decide which number is greater than the other.

Students will need to compare number later in their math years and they correlate with

number lines.

Summative Assessment:

Students will draw a line from each object in the first set to an object in the

second set. Which set has MORE objects? Circle the set that shows more.

Draw a line from each object in the first set to an object in the

second set. Which set has less objects? Circle the set that shows

less.

Formative Assessment:

______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

Class read aloud discussion and their answers to the hot questions.

Students need to know the number names and the count sequence.

Students need to know the relationship between numbers and quantities.

Students might get confused with objects that are bigger and think there is

more in the group.

Another problem is that the word "greater" may not be familiar to students.

It's not used in everyday language so it may come off as "better." They may

is necessary for a teacher

to teach this material?

What background

knowledge is necessary for

a student to successfully

meet these objectives?

How will you ensure

students have this

previous knowledge?

Who are your learners?

What do you know about

them?

What do you know about

their readiness for this

content?

What misconceptions

might students have about

this content?

______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

start to think "which number is better?" To clarify, the words "greater" and

"fewer" can be added to a vocabulary list. The students can write about

them in literacy and eventually learn them.

Children are not sure if a number is greater or less than the other right off

the bat. They are still trying to figure out what numbers look like so it may

take them some time to grasp this concept.

Lesson Implementation

Teaching Methods

(What teaching method(s) will

you use during this lesson?

Examples include guided

release, 5 Es, direct

instruction, lecture,

demonstration, partner work,

etc.)

Step-by-Step Plan

(What exactly do you plan to

do in teaching this lesson? Be

thorough. Act as if you needed

a substitute to carry out the

lesson for you.)

Where applicable, be sure to

address the following:

Time

5-10

Whole group activity with manipulatives. (Demonstrations)

Partner practice still on the carpet.

Individual work at desk. (Evaluation)

Who is

responsibl

e (Teacher

or

Students)?

whichever plan is appropriate for the content taught in this lesson.

For example, in science, you would detail the 5 Es here

(Engage/Encountering the Idea; Exploring the Idea;

Explanation/Organizing the Idea; Extend/Applying the Idea;

Evaluation).

Hook:

______________

Grade Level Being Taught: Subject/Content: Math

K

What Higher Order

Thinking (H.O.T.) questions

will you ask?

How will materials be

distributed?

Who will work together in

groups and how will you

determine the grouping?

How will students

transition between

activities?

What will you as the

teacher do?

What will the students do?

What student data will be

collected during each

phase?

What are other adults in

the room doing? How are

they supporting students

learning?

What model of co-teaching

are you using?

min

Group

Size: 13

23, 2015

Teacher

Read Monster Knows More Than, Less Than (Monster Knows

Student

10

min

Teacher/St

udent

have used big screen projector)

Hot Question Throughout the book: Who has more ______? How

do you know? Call on two students

Have student get into the carpet group. We will use

manipulatives Counting cubes and kitchen food to

demonstrate how to use matching strategies to see which

group has more items.

Students will all be give counting cubes variety of colors

Ask students if you like oranges put an orange cube in the

middle If you like apples put a red cube in the middle.

Teacher will use the chart to compare if more students like

apples or oranges? Hot question How do we know that more

students like apples or oranges?

Ask students If you like chocolate ice cream put a black or

brown cube in the middle, if you like vanilla put a blue or white

cube in the middle. Teacher will compare if more students like

chocolate or vanilla ice cream using the matching strategy.

Hot question How do we know that more students like

Chocolate or vanilla? ( the Concept was good but didnt go as

well as I was thinking it would.

Do a good job cheer with the students

______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

sheet I can compare the sets show the set has less.

an object in the second set. Which set has less

objects? Circle the set that shows less.

compare the sets and show which set has more.

first set to an object in the second set. Which set

has MORE objects? Circle the set that shows

more.

______________

Grade Level Being Taught: Subject/Content: Math

K

What will you do if

Group

Size: 13

23, 2015

I will have anchor chart from our class discussion for reference

They can work on who has less than worksheet.

needs as people and as

learners

If applicable, how does this lesson connect to the interests and cultural

backgrounds of your students?

Allowing them to be able to count and know how many people leave in their

how vs. their neighbor.

If applicable, how does this lesson connect to/reflect the local community?

Teaching students to compare more less in the community.

How will you differentiate instruction for students who need additional

challenge during this lesson (enrichment)?

I will give them a worksheet where they can cute out the greater than or less than

worksheet

They will count the shaded windows on each house. Cut and paste the alligator

mouths below to show which house shows more shaded windows.

______________

Grade Level Being Taught: Subject/Content: Math

K

Group

Size: 13

23, 2015

How will you differentiate instruction for students who need additional

language support?

I will translate the work into Greek for my student who home language is Greek.

Accommodations (If

needed)

(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!)

N/A

Anchor Chart

Worksheets

Counting cubes

Markers

Book: Monster Knows More Than, Less Than (Monster Knows Math) Kindle Edition

by: Lori Capote Aloud on carpet.

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