Mrotzek 1

TCNJ Lesson Plan

Mathematics - Topic 2 Opening
10:00 - 10:40

Student Name: Amanda Mrotzek

School Name: Beverly City School
Grade Level: Kindergarten
Host Teacher’s Name: Mrs. Shockley

Guiding and/or Essential Questions:

- How can we compare groups of objects?
- Which group has more? How do you know?
- Which group has fewer? How do you know?
- How do you know if two groups have the same amount?

Pre-lesson Assignments and/or Student Prior Knowledge

- Students have had practice with counting and one-to-one correspondence.
- The past topics, 13 and 14, have introduced the concepts of comparing objects and
sorting groups of objects by using the attributes of size, shape and color. This will help
the students understand how to compare the two groups.
- In topics 1 and 3 they learned how to count objects in groups from 1-10 and have
practiced writing those numbers.

Standards:
CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).
CCSS.MATH.CONTENT.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, e.g., by using matching and counting strategies.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to answer the questions Students will circle the correct answer in their story handouts.
in Anna’s story and identify which item has Teacher will visually assess for correct answers and review
more or fewer. them with the class as they read.
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Students will be able to identify whether
they have more or fewer bears than their
buddy.
Students will roll their dice to determine how many bears
they should take out of their cups. They will compare their
amounts and decide whether they have more or fewer bears
than their buddy. Teacher will walk around the classroom and
look at the students’ answers making sure they are on track,
following directions and identifying if they have more or
fewer bears. Teacher will assess for correct use of vocabulary
during closure activity where they share one of their answers
aloud.

Materials/Resources: (List materials, include any online or book references and resources)
- Smartboard
- Projector
- Computer
- enVision Common Core Teacher’s Guide
- enVision Common Core Student’s Edition worksheet pages
- Visual Learning video
- Pencils
- Clipboards
- Crayons (favorite color)
- Highlighters
- Cups (one per student)
- Dice (one per student)
- Plastic Bears (6 in each cup)
- Dice worksheets
- Paper mat for bears
Plan for set-up/ distribution/ cleanup of materials:
- The computer, online version of the teacher edition and interactive video,
projector and smartboard will be set up prior to the beginning of the lesson. The
clipboards and student story handouts will be clipped together and placed on table
2 ready for the students. The pencils and crayons will be on the tables in the blue
bins.
- The teacher will call the students to the rug to view the Interactive math, “I am
Anna” story on the smartboard. The students will be called to receive their
clipboards and story handouts along with a pencil or favorite color crayon.
- The students will place their stories into their mailboxes when completed. They
will go with their buddy to a new space in the classroom and will receive a cup of
bears, a worksheet to go on their clipboards and a mat to place their bears on.
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- When completed with the activity, they will place their cups of bears onto the
kidney shaped table and will place their worksheets in the completed work bin to
be reviewed later by a teacher.
Step by Step plan:
1. Lesson Beginning: The teacher will introduce the new topic and ask the students if they
know what the words more and fewer mean. Then the teacher will play the interactive
video on the smartboard for the students. The students will echo read the story along with
the teacher. The teacher will ask the students the corresponding questions as they appear
and will have them circle the correct answer on each page as they go. Teacher will call
on students for responses. The teacher will then play that page on the video on the
smartboard to have the students check their answer and see if they were correct.
2. Activity: Before beginning the activity, the teacher will model how the game works so
that the students are ready to play. The students will be assigned partners and told to
choose a location either on the rug or at a table to complete the activity. The students will
each receive a cup of plastic bears, each cup containing 6 bears. The partners will receive
different colored bears. They will also have a paper mat with a line down the middle to
place their bears on and a worksheet where they will record their answers and compare
the number of bears they have. The students will roll their dice, place the corresponding
number of bears on their mat, write their number in the correct space on the chart and
then circle which number was bigger and therefore represented more bears.
3. Closure: For the closure I will ask each student to choose one of their turns to share out
loud. They will say the number they rolled, the number their partner rolled and if they
had more or fewer bears than their partner did. Each student will get a turn to share out
loud to the class before returning their materials to the appropriate places.

Key Questions
- Which item do you see more of?
- Which item do you see fewer of?
- Do you have more or fewer bears than your buddy?

Key Vocabulary
- More
- Fewer
- Same as

Logistics:
Timing:
- Lesson Beginning: 10-15 mins
- Activity: 15-20 mins
- Closure: 5 mins
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- Extra activity if time allows: Coloring their “I am Anna” story to take

home.
.Transitions:
- Students will be sitting on their cloud spots on the rug for the interactive
video and story completion. Students will be called to grab their
clipboards and writing utensils and will return to the rug. After completing
the story, students will be assigned partners and will choose a place in the
room to work on their activity. Students will stay in those spots to share
one of their turns aloud to the class.
Classroom Management:
- Teacher will use the clip chart to reward students with proper behavior
during the lesson.
- If students are losing focus, teacher will use call and response including
“Macaroni and cheese...everybody freeze” and “Hocus pocus...everybody
focus”.
- Students who are not sitting correctly on the rug will be reminded to do a
“body check” and make sure they are sitting criss cross on their cloud.
- Mr Vespe, the paraprofessional will be stationed near students who need
extra teacher direction during the lesson.
- Cloud spots are previously assigned to students based on their specific
needs and they will remain in those spots for the lesson.
- Teacher will walk around the classroom and manage behavior during the
partner activity.
- During the closure the students will be reminded to not have any materials
in their hands and listen to their friends who are sharing.

Differentiation Notes
- Mr Vespe, the paraprofessional will be stationed near students who need extra teacher
direction during the lesson.
- Students that need extra guidance will be given directions multiple times or individually
as needed.
- Student seating arrangements were previously given according to their specific needs.
- If students are excelling they may be used as helpers to their peers.
- Students will complete as many rolls as they can in the time provided.