EDT 318E Field Experience Lesson Plan Format

(Your lesson should be detailed enough so that if you were absent anyone could complete the lesson with your plans. )

Date: 11/29/17 Grade: Kindergarten

Standard Form and Cube Match-Up

Title:

Loosely based off an activity from the Kagan Cooperative Learning for
Source: Engagement packet
K.CC.4.A
When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each
Content Standard(s) number name with one and only one object.
addressed:
(Write out) K.CC.4.B
Understand that the last number name said tells the number of objects
counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
I can use cubes and longs to count to numbers one through tne
Student objectives: I can match given cubes and long to their number in standard form
(Student will be able
I can draw out a number given to me in both standard form and in
to or I can statement
cubes and longs.
Cards provided
Materials/
Pencil
technology/
Paper Provided
resources: Cubes and longs
Cube, long, standard form, numbers 1-10.
Key academic
vocabulary

Have a class review cubes and longs and have students explain how
many cubes make up one long and that a long is used for 10. Ask
questions such as How many is this cube? students should answer
that that is one. How many of these make up one of these while
Warmup/Fluency:
holding up both long and cube. Students should answer ten. If students
answer incorrectly provide further explanation as to why a long equals
ten cubes such as these are ten cubes but together so it represents
those ten cubes so you dont have to count out ten cubes every time.

Identify and explain what standards of mathematical practice will be utilized in your
lesson
This lesson will contain the mathematical practice of using appropriate tools strategically. This
is because students will be using counters of cubes and longs to complete this lesson. The cubes
and longs are drawn on the cards during the main activity but also during the assessment cubes
and longs will be given to each student so they can model their numbers before they draw
them on their papers. This paves the way for the students to better understand place value and
the tens place and the ones place.

Learning Connections
The students have learned the values of a long and cubes, this puts the
Explain how this previous concept of the values into practice in order to match numbers
lesson connects to and then draw their numbers on their own.
past concepts/skills

Explain how this This acts as a Segway into the future concept of place value that they
will learn in the future because of different tens and ones place.
lesson connects to
future
concepts/skills

Teaching the Lesson

Have all the students at the carpet. Explain the directions thoroughly
to them and have them give thumbs up and thumbs down as
indicators that they understand. Directions: Today we will be playing
a game. I will have my helper, Branson; pass out all of the cards that
you see next to me when I am done giving directions. You each will get
one of these cards. Each of the cards has a number on it. Some of
these numbers are written in standard form. Who can tell me what
Launch standard form is? Student answers yes, standard form are those
numbers that you normally write out, so a two is, Air draw a two
Now some of the cards are going to have cubes and longs on them. We
already reviewed cubes and longs earlier. Now when I say go, you are
going to find the person that has the card that has the same number
that you have. Now if you have a number with cubes, then you will be
finding someone with standard form. If you have a number that is in
standard form, you will be looking for cubes and longs. Once you find
 your partner sit down on the carpet so we know that you are done.
Branson passes out cards. Alright everyone has a card and now go
find your match!

Using their prior knowledge of cubes and longs, they will be able to see
how cubes and longs are related to the standard form of numbers and
Conceptual
develop an understanding of the tens place.
Development

Students will search the carpet for their match. Once they have their
match they can sit down on the carpet so that the teacher knows that
they are done. Once finished the students will come up and present
Application
each of their numbers. The teacher will ask if these two are a match
and the class will give thumbs up or thumbs down depending on what
they think.

Students will then return to their seats where they will be given four
numbers. The students will write these numbers in standard form and
then draw the numbers out using cubes and longs on the mason jar.
Closure/Debrief

Differentiations
Different students can be given different numbers that are harder or
Content easier for them to match. Gifted could be given more 2 digit numbers
while the low group can be given all one digit.
During the assessment the students are able to solve the numbers by
Process using the manipulative tools (cubes and longs) or by any other method
they would like.
Give the gifted students double digit numbers that they have to solve
Product and the low group one digit.

Students that cannot participate well in large group activities can be

Learning
pulled out and do a matching activity on their own with the cards.
Environment
ELL students can be given a lower range of numbers that they are
ELL currently working with.
Assessment
That everyone found their proper match at the end of the activity,
thumbs up thumbs down at the end of activity
Formative

The mason jars that are filled out after the activity has ended that has
them doing given numbers 1-20 in standard form and in cubes and
Summative longs.