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DATE: March 10, 2016

SUBJECT: Mathematics
CLASS: Kindergarten
DURATION: 45 minutes

SCHOOL: Mountainview

ADAPTATIONS Allow one of the students to sit in front on the place mat
(specifically in the green corner if needed) when explaining the
activity instructions. Remind the student to sit down correctly as
many times as possible so that all the students may see. The
student will most likely not sit correctly, be bouncing or looking
around the classroom. As long as he is not interrupting the
lesson and the rest of the students and that he is sitting quietly, it
is okay for this student to not always be looking forward if I know
that he is listening and understands the instructions and
expectations. The student has a small yellow stress ball that he
may manipulate when working or sitting down. He is allowed to
have it with him at all times as long as he is listening and staying
on task.
By the end of this lesson students will:
Learn a new vocabulary word estimate
Make comparisons between the size of their feet and a
Triceratops foot
Use critical thinking in order to guess(estimate) how many
kindergarteners feet fit in one Triceratops foot
Use critical thinking in order to guess(estimate) a
reasonable number of feet they think fits in the Triceratops
Compare the sizes of feet of different dinosaurs

GROUP SIZE Group size: 19 students

Triceratops foot
Individual triceratops foot handout for estimating
Colored construction paper

Competency 2: To communicate clearly in the language of instruction, both
orally and in writing, using correct grammar, in various contexts related to
-The activity instructions and expectations will be given in English. Also a new
vocabulary word, estimate, will be introduced in the lesson.
Competency 3: To develop teaching/learning situations that are appropriate
to the students concerned and the subject content with a view to
developing the competencies targeted in the programs of study.
-This activity is directly related to the dinosaur theme that we are following in
class. I will also provide and review information about the Triceratops.
Competency 4: To pilot teaching/learning situations that are appropriate to
the students concerned and to the subject content with a view to
developing the competencies targeted in the programs of study.
-The students will make connections to their own feet by and comparing their foot
size with a triceratops foot size.
Competency 5: To evaluate student progress in learning the subject
content and mastering the related competencies.
-The teacher will be evaluating the students critical thinking and judgment when
completing the handout and to see if their estimate is reasonable to the activity
and space needed to be filled in the triceratops foot.
Competency 6: To plan, organize and supervise a class in such a way as to
promote students learning and social development.
-I will make sure that the students are on task and staying on time. Remind the
students that they should be cutting away from themselves, write their name, and
using the writing lines appropriately.
Competency 7: To adapt his or her teaching to the needs and
characteristics of students with learning disabilities, social maladjustments
or handicaps.
-I will provide the steps of the activities in small chunks rather than giving them all
at once so that the students stay on task and know what they should be doing.
This will facilitate the working methods and be more effective for the students
learning. We will focus on one step at a time.
Competency 8 :To integrate information and communications technologies
(ICT) in the preparation and delivery of teaching/learning activities and for
instructional management and professional development purposes.

-I will be using the smartboard to show all the foot prints of different dinosaurs
and also to have a timer to pace the students while they are working.
Competency 1: To perform sensorimotor actions effectively in different
-The students will need to draw, write, cut and glue to complete the activity.
Competency 5: To construct his/her understanding of the world
-The students will make connections to their lives by comparing their foot size
with a triceratops foot size.
Competency 6: To complete an activity or project
-The students will first complete a handout and then as a class they will
participate in an activity to see how many kindergarteners feet actually fit in only
one Triceratops foot.
To exercise critical judgment
-The student must be critical with their estimates when completing the handout.
They should not estimate that only four childrens feet are equal to the
Triceratops foot if we put the teachers two feet in already and there is still a lot of
space to be covered.
Communicates effectively
-The students may ask questions and use the appropriate wording when asking
questions. Try to make the students use the new word they learnt, estimate



Start the lesson with a brief discussion on Triceratops.
minutes *The students already know about the triceratops attributes and
characteristics this is just to review before starting the activity.
Explain to the students that today we will be discussing dinosaur feet.
minutes We will be comparing our feet to the dinosaur feet.
Show samples of dinosaurs and their foot prints on the smartboard
Have a short discussion on the various types of foot marks and how


they are different.
Explain that today we will be focusing on Triceratops feet.
*Turn off the smartboard to avoid any distractions.
Bring the focus back on the teacher and show the size of a triceratops
*Have cut outs of kindergarteners feet ready to model the activity
Explain to the students that a Triceratops foot is 1 square meter.
*Have a meter stick to show them what a meter is.
Have one student come up to the front and measure them with the
meter stick. See if they measure a meter so that they can compare their
height to the size of a Triceratops foot.
Explain to the students that we will be estimating how many of our feet
fit into ones Triceratops foot.
Ask the student: Have you ever heard the word estimate? If so, what
do you think it means?
Explain to the students after the short discussion that estimate means to
guess or think very carefully.
For this activity tell the students that they need to try and guess how
many kindergarteners feet fit into one triceratops foot. Explain that they
may not choose any random number. This number must make sense so
they have to think of what number they want to choose before.
Remind them to think of a number in their heads.
Let them know that it cannot be a small number since the foot is very
big compared to the feet glued on the Triceratops foot.

minutes Development
Explain step one of the activity to the students
Step one: you will explain to the student that they will be completing a
handout. On this handout they must write their name and number using
the lines provided to write their estimate. Once they have written their
name and number, they must draw how many childrens feet it will take



to fill up the Triceratops foot. The number they wrote must match the
number of feet they drew. (When explaining the handout point to the
students what they should be doing, show them the lines where their
name should be and where the number should be: Model)
Turn the smartboard back on
Set a timer so that all the students complete at the same time (Set a ten
minute timer on the smartboard)

Once all the students have completed their handout, explain step two
minutes and three to the students.
Step 2: The students willbring their work to the teacher. Once the
teacher has checked their work, the teacher will give them a colored
sheet of construction paper and they will be need to trace their foot size
onto that sheet. Explain to the students that they must trace two feet
because we have two feet. Once they have traced their feet they will cut
them out. They must write their name on each foot so we can identify
which feet belong to whom.
After explaining this step ask them one table at a time to come and
hand in their paper and pick a color of construction paper for their feet.
Step 3: Come and glue their feet onto the Triceratops foot template
*If the student is done tracing and cutting out their feet they may come
to glue their feet on the triceratops foot which will be on the floor beside
the mats. (The teacher will be beside the triceratops foot to make sure
the students are gluing their feet in the correct places so that no space
is empty)
Once the students are done ask them to come sit down quietly on the
Step 4: Sit down on the mat as a class
*While the students are cutting and gluing their feet, the teacher must
create a graph of all the estimates and results of the students on a big
minutes poster.


minutes Step 5: As a class, look at the graph made by the teacher with all the


students estimates
Have a short discussion on the graph.
Step 6: Hold the triceratops foot in the air so that all students can see it
and tell the students Lets see if we were right and how many feet fit
(count the feet. If there is still place left have extra cut outs to see how
many more would fit and count them all.)
On the poster with the graph have a small blank space where the
teacher can write the actual amount of feet that fit into the Triceratops
foot to compare the students estimates to the final result.

Make sure the students have the same number of feet drawn and
written in the Triceratops foot handout. Also, make sure that their
estimates are reasonable. There cant be only four feet that fit if my two
feet are only taking up a small space compared to the whole Triceratops
foot. To do so, they must use their critical thinking and judgment.