MTT 202 Lesson Plan

1. Title of the Lesson: The Game of Compare - Kindergarten

2. Lesson Essential Question(s): How can mastering the skill of counting help to develop
other mathematical concepts such as categorizing and identifying specific quantities?

3. Standards: CCSS - M:
- KK.CC.A.1 - Count to 100 by ones and by tens
- K.CC.B.4 - Understand the relationship between numbers and quantities; connect
counting to cardinality
- K.CC.C.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
- K.CC.C.7 - Compare two numbers between 1 and 10 presented as written numerals
- K.MD.B.3 - Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count

4. Learning Goals and Assessment:

Learning Goal 1: Students will be able to compare two given quantities to determine which
is more.
Learning Goal 2: Students will begin to develop language for comparing quantities (more,
greater, less, fewer, most, least, fewest, same, and equal to).

Learning Objectives Assessments

Learning Goal 1: Students will be able
to compare two given quantities to
determine which is more.
Before the lesson: Teacher will ask
students about their knowledge of
comparing numbers in the morning
meeting.
During the lesson: While the
students are playing the game,
teachers will walk around the
classroom and observe the students.
Teachers will make note of any/all
questions asked.
After the lesson: Teachers will look
at the worksheets completed to see if
they were completed accurately.
 Learning Goal 2: Students will begin
to develop language for comparing
quantities (more, greater, less, fewer,
most, least, fewest, same, and equal
to)
Before: Teachers will give examples
of having more or less, and ask
students to compare quantities and to
verbally express said comparisons.
During: While playing the game,
teachers will listen to the words the
children use while discussing the
quantities.
After: Students will have a wrap up
discussion as a whole class about the
results they found and will discuss
the quantities they compared.

5. Materials:
● Primary number cards (1-10)
● Connecting cubes
● Worksheet for recording results

6 . Pre-lesson assignments and/or prior knowledge:

Students should have the ability to count up to 10 with no struggle. Furthermore, they should be
able to recognize all digits and have some basic understanding that all numbers are made up of
the ten standard digits, (i.e. a 10 is a 1 and a 0). The students should be able to identify quantities
of objects by counting. Students also should have some background knowledge that some
quantities are larger or smaller than others that comes from the real world (such as being
bigger/taller or smaller/shorter than someone). Students all have had daily review of numbers
throughout each daily math lesson, as well as through review of the date during morning
meeting. This lesson should not be totally new to them and should come to them without
struggle.
7. Lesson Beginning: We will introduce the activity by gathering the class on the carpet.
We will show them the primary number cards and review each card. We will talk about
comparing numbers and relate the concept to the comparing the class does every morning during
morning meeting (each morning the teacher puts a yes or no question on the whiteboard and the
children check off which answer is relevant to them, and they then compare which has more).
We then will indicate that we will be playing a game in pairs about comparing. This should take
less than 5 minutes.

8. Instructional Plan:
*Questions throughout indicated by italicized words
*Classroom management is indicated by underlined words
*Transitions indicated by bolded words
 A. After the discussion we have as a whole class, we will introduce the game and it’s rules.
The game is called “The Game of Compare”. The objective of the game is to decide
which of the two cards shows more. The first thing you need to do is split the pile of
cards in half so each partner has the same number of cards. The rules are that each child
takes their pile of cards and makes sure they are face down and will take turns to flip over
the card on the top of their pile. After they flip over their own card, they will say the
number that is on the card. Then the other child will do the same. After they have both
said their numbers they will discuss to figure out which card is more. Once they have
determined which is more, they will record it on the worksheet. Who can tell me what the
first thing you need to do is with your partner? Who knows what to do after you have
both said the number on your card? The game is over once you have turned over all your
cards. Once your game is over please have one partner raise his/her hand and wait for the
teacher to come give further instructions.
B. We will bring up a pair of students to demonstrate two or three rounds of the game. Once
they have both flipped over their cards, Which number has more? How do you know?
What might be another way to figure it out? Indicate that the desired language we would
like to hear is children saying that A is more, bigger, or greater than, B. Also indicate that
if A is bigger than B, that means B is smaller than A. Explain what happens if both
partners turn over the same number by stating that when this happens, they will state that
the numbers are equal or the same.
C. After the demonstration, state that you will call each pair up to collect the materials
and once they have gotten their materials they may find a spot in the classroom
away from other groups. One partner will take the cards, the other will take the
worksheet. Indicate they will need to get one pencil from the tables in order to write on
the worksheet.
D. Once all the students are in their pairs across the classroom, we will walk around and
observe and answer any questions they may have. We will consider the following
questions for assessment purposes: can students read and interpret the numerals on the
cards or do they count the objects on the cards to figure out the numbers? Can students
count the objects on the cards correctly? What strategies do students have for determining
which number is greater?
Lesson introduction and sections A through C should take roughly 10 minutes
Section D (game play) should take about 15-25 minutes

o Differentiation: If some students are struggling, we will call together a small group to play
collaboratively with our support and guidance. We will encourage them to play slowly and to
share the methods they are using to count and compare. We will offer the class cubes/counting
objects if they would like to use them to help compare their numbers. Additionally, some
students may benefit by only being given cards with numbers 1 through 6 rather than 1 through
9. For the students who finish early or excel at simply comparing the quantities, provide them
with an additional worksheet (or potentially more space on the given worksheet) to record the
difference between the numbers after they have completed the game.
Struggling - Level of support differentiation and difficulty differentiation
“Superstar” - Alternate goal differentiation
10. Closure: After the class has completed the game, or has at least went through the
majority of their pile, we will call the class back together to the rug. One of the teachers will
ask the class to raise their hands and explain what the game involved. We will also go around the
rug and ask each student to share any knowledge they gained from the game. We may ask them
if they learned a new strategy of counting, or how they made conclusions on differentiating
quantities? Another appropriate question to ask could be, how can these counting strategies assist
the students in real life? If time allows for it, we would ask for a pair to volunteer and
demonstrate how they interacted and came to conclusions while they played the game. Once all
questions have been addressed, if there is any, than the class can move onto the next task, or
pack up for the day depending on the time.

Rubric:
Uh-oh! Needs Meets Exceeds
Improvement Expectations Expectations

MLG 1 - Before Students will Students will Students will Students will
either not express they express that they express that they
express that they vaguely have previously have previously
previously done remember that done lessons on done lessons on
lessons on they have comparing comparing
comparing previously done numbers but numbers and
numbers or they lessons on additionally additionally
will express they comparing express that they express that they
have no memory numbers. feel insecure feel they could
of lessons on about comparing easily compare
comparing quantities. quantities.
numbers.

MLG 1 - Students will not Students will Students will Students will
During productively play the game of play the game of play the game of
play the game of compare with compare with compare with no
compare, are multiple very few (1-2) questions about
easily distracted, questions about questions about their results and
and do not their results and their results and complete more
complete more only complete 5- complete about than 10 rounds
than 2 rounds 6 rounds within 10 rounds within within the given
within the given the given time the given time. time.
 time.

MLG 1 - After Students only Students have 3 Students have 1- Students have no
correctly or more errors in 2 errors in errors in
identified and identifying and identifying and identifying and
circled the circling the circling the circling the
greater given greater given greater given greater given
quantity on their quantity on their quantity on their quantity on their
worksheet 1-2 worksheet. worksheet. worksheet.
times.

MLG 2 - Before Students do not Students will Students will Students will
listen to the listen carefully listen carefully listen carefully
teacher's to teachers to teachers to teachers
questions, do not questions and questions and questions and
listen to peers their peers’ answer at least will either
responses, and responses but one question the answer two or
do not respond will not answer teacher asks more questions
to any questions. any questions while using with previous
asked. vocabulary they vocabulary or
may previously will answer one
know such as question with
bigger or new/advanced
smaller. vocabulary such
as greater than or
less than.

MLG 2 - Teacher does not Teacher hears Teacher hears Teachers hears
During hear any some correct use students mainly students
comparative of comparative use comparative continuously
language during language during language during correctly use
game play and/or game play but game play with comparative
does not hear the hears multiple few errors, but language during
correct usage of errors and the the language game play with
comparative language is used is most no errors and/or
language. entirely basic basic (bigger, hears students
(bigger, more, more, etc.) and use advanced
etc.) not very language
advanced (greater than,
(greater than, most, etc.)
most, etc.)

MLG 2 - After Student did not Students speak Students speak Students speak
speak about their about their game about their game about their game
game play and play and the play and the play and the
the results they results they results they results they
found and found but either found by found by
additionally did do not correctly correctly correctly
not correctly use identify an identifying an identifying more
basic or example of one example of one than one
advanced quantities being quantity being example of one
comparative greater than the greater than the quantity being
language. other, or they do other; students greater than the
not correctly use additionally other; students
basic or consistently use additionally
advanced basic consistently use
comparative comparative basic and
language. language advanced
accurately and comparative
occasionally use language.
advanced
comparative
language.