LESSONPLANforCONTENTMETHODSSEMESTER

Name:
KatelynNormanWatkins
Section:
05

Subject:
Math
GradeLevel:
Kindergarten

TitleofLesson:
HalloweenNumberCompare

LESSONPLANTEMPLATE

EstablishingtheLessonFramework

TexasEssentialKnowledge&Skills:
(K.2)Numberandoperations.Thestudentappliesmathematicalprocessstandardstounderstandhowto
representandcomparewholenumbers,therelativepositionandmagnitudeofwholenumbers,and
relationshipswithinthenumerationsystem.Thestudentisexpectedto:
(E)generateasetusingconcreteandpictorialmodelsthatrepresentsanumberthatismorethan,
lessthan,andequaltoagivennumberupto20
(G)comparesetsofobjectsuptoatleast20ineachsetusingcomparativelanguage

Objective(s):
Studentswillgenerateandcomparesetsofobjectsthatrepresentanumberthatismore
than,lessthan,andequaltoagivennumber.

Rationaleforteachingthislesson:
Studentswillusecomparingnumbersthroughouttheireverydaylives
aswellastherestoftheirmathematicaleducation.Theywillbegintocomparenumberswhengrocery
shoppingastheygetolderandhelptheirparentswithshopping.Theywillevenusecomparingnumberin
futurecareerchoiceiftheygointoaccounting.

ContentAreaLiteracyStrategy/Rationaleforchoosingaspecificstrategy:
Thecontentarealiteracy
strategyIchoseisThinkpairshare.Thestudentswillbepairedupattheirtablegroups,andwillbegiven
theopportunitytoworktogethertodeterminewhichnumberismorethanorlessthan.Theywillbe
collaboratingandsharingideasthroughoutthepartneractivity.

EnglishLanguageProficiencyStandards(ELPS):
(3)Crosscurricularsecondlanguageacquisition/speaking.TheELLspeaksinavarietyofmodesfora
varietyofpurposeswithanawarenessofdifferentlanguageregisters(formal/informal)usingvocabulary
withincreasingfluencyandaccuracyinlanguageartsandallcontentareas.ELLsmaybeatthe
beginning,intermediate,advanced,oradvancedhighstageofEnglishlanguageacquisitioninspeaking.In
orderfortheELLtomeetgradelevellearningexpectationsacrossthefoundationandenrichment
curriculum,allinstructiondeliveredinEnglishmustbelinguisticallyaccommodated(communicated,
sequenced,andscaffolded)commensuratewiththestudent'slevelofEnglishlanguageproficiency.The
studentisexpectedto:
(E)shareinformationincooperativelearninginteractions

EvaluationStrategies

PreAssessment:
StudentswillcompletetheHalloweenCountingworksheetandthendiscussitwith
theirtablecolorspriortothelesson.Thiswilldetermineiftheyarefamiliarwiththetermsmorethan,less
than,orequalto.

FormativeAssessment(s
):

Teacherwillobserveasstudentsworkindividuallyduringlesson,aswellas
duringpartnerwork.

Summative/PostAssessment:
StudentswillcompletetheComparingPumpkinsworksheetandhand
intotheteacher.

DesigningSupportiveLearningEnvironments

TEACHERUSE
STUDENTUSE
Materials
Halloweenworksheet
Halloweenworksheet
Comparingpumpkins
ComparingPumpkins
worksheet
worksheet

PumpkinNumberline
Clothespins
NumberCards
GreenandOrangeCrayon
SortingMats
Counters

Resources
Teacherspayteacher

Technology
Projector

(justifywhyneeded
Youtube
ornotneeded)

SETTING
Classroom
Studentsareseatedingroupsof4and5percoloredtable.
Arrangement

Materials
Eachtablehastheirownmartialsbasketwherestudentskeeptheirglue,pencil
Management
boxes,scissors,etc.

StudentGrouping
4to5studentspertablegroup,withtheexceptionofbehaviorstudentswhoare
satbythemselves.

TechnologyNeeds
Projecttoplayclosuremathvideo.

SafetyConcerns
Safetyconcernswouldpossiblybestudentspinchingtheirfingerswith
clothespins.Teachercouldpossiblysubstitutewithpaperclipsinstead.

StudentNeeds/Adaptations

STUDENT
CONTEXTUALFACTOR
STUDENTNEED/ADAPTATION

StudentA

Beahavioralissues

StudentB

ADD

Studentdoesnotdopartnerworkwell,and
hasaspecificbehavioralplanthatallows
himtoworkalone.Thisstudentwillbeable
tohavehisownnumberlineandclothespins
tocompletethepartneractivityonhis
own.
Thisstudentisunabletofocuswhen
workingwithornearotherstudents.Iwill
adapthisassignmentbyprovidingallofthe
materialsneededforhimtocompleteit
alone.Hewillhavetheoptiontoworkwith
apartner,butwillbeallowedtoworkalone
ifdesired.

ContentKnowledge

Whatcontentdoyou(
theteacher
)needtoknowinordertoteachthislesson?

Contentneededtoteachthislessonproperlyisnumbers610,howtocomparenumbers610.

Whatotherconnectionsdoyouneedtoknow?

Connectionstoknowbeforeteachingthislessonarethestudentsrecongitionskillsfornumerals
110.Teachershouldalsomakeaconnectiontopreviouslessoncomparingnumbers15.

Howwillyoumakethecontentclearandmeaningfultothestudents?

Thecontentwillbemadeclearandmeaningfultothestudentsbyhavingthemengageinthe
lesson.Theywillworkhandsonwithmaterialstohelpthemvisualthemathproblem.

Whataresomecontentrelatedresponsesyouanticipatefromyourstudents?

Whatpossibleerrorsormisconceptionscouldthestudentsmake?
Possibleerrorsstudentscouldmakearestudentspossiblyconfusing6and9,ornotunderstanding
theconceptofmorethanorlessthan.

Howcanyoucorrecttheseerrorsandmisconceptions?

Tocorrectthesepossibleerrorsteacherscouldstressthedifferenceofnumerals6and9,aswell
asexplainandcontinuetowalkaroundandredirectandcorrectmisuseofmorethanandless
than.

Whataresomeanticipatedstudentbehaviors/commentsasstudentsarelearningtheconcept/sor
skill/s?

Someanticipatedstudentbehaviorsarethestudentsmayusethecounterstodistract
themselves,insteadofusingthemtoworkoutthemathproblems.Thestudentsmayalso
becomedistractedwhileworkingwiththeirpartners
Howcanyoubeprepared?

Tobeprepared,theteachercantellthestudentswhatisexpectedofthemwhileworking,andshe
willtellthemabouttheconsequencesiftheycannotworkcorrectly.Steertheconversationback
todesiredtopic,andcontrolthediscussion.

InstructionalStrategies

Theinstructionalmodel(s)utilizedinthislessonis(are):

_____Inquiry
__X__DirectInstruction
__X__CooperativeLearning

_____DiscoveryLearning____Simulations
_____Other/specify________________

INTRODUCTION/FOCUS
Theteacherwill
Teacherwillintroducevocabularymorethan,lessthan,equalto.Shewill

explaintostudentsthatwewillbecomparingnumbers610today,justaswe

comparednumbers15previously.Teacherwilldemonstratehowtogenerate
numbers610asshecallsthemoutforstudents.Forexample:Teachercalls
out#7studentswillbuild#7ontheirsortingmats.Teacherwillbuild#7as
well,andwillchecktomakesureallstudentshavebuiltthenumbercorrectly.
Teacherwillthencallout#9andtheywillrepeatthesameprocessasbefore.
Theywillthencomparethetwonumbersontheirsortingmatanddetermine
whichnumberismore#7or#9.
Thestudentwill
Studentwillgeneratenumbers610usingcounters,andcomparethemon

theirsortingmatsattheirtablegroups.

Typeofformative
assessment

Teacherwillobservestudentsattheygeneratenumbersandcomparethemon
theirtablesorters.

Approximatetime

10minutes

INSTRUCTIONALPROCEDURE/METHOD/ACTIVITIES
BesuretoincludeContentAreaLiteracyStrategiesandESLStrategies
Theteacherwill

Teacherwillexplaintheactivitytothestudentsanddemonstrateittwicefor
them.Teacherwillthenhelpthosewhomaynotbegraspingtheconcept
quiteyet.

Thestudentwill

Typeofformative
assessment
Approximatetime

Studentswillbeworkingwithpartnerstoplaythecomparingnumbersgame.
Eachpairofstudentswillreceiveanumberline,twoclothespins,andadeck
ofnumbercards.Thestudentswillthentaketurnsdrawingacardfromthe
deckandplacingtheirclipontheirnumberlinetorepresentthenumber
drawn.Oncetheyhavebothplacedaclothespinontheirnumberlinethey
willthendeterminewhosenumberismoreorless.

Teacherwillobservestudentsastheyparticipateinthepumpkinnumberline
withtheirpartners.Teacherwillbeobservingwhetherthestudentsare
comparingnumberscorrectly.
15minutes

CLOSURE
keepthisshortsummarizethelesson,&focusonimportantskillslearned)
Theteacherwill
Theteacherwillrecapmorethan,lessthan,andequaltobyshowavideo.

Teacherwillalsopassoutaquickpostassessmentforstudentstocomplete.
https://youtu.be/4LctQ_30sJ0

Thestudentswillcompletequickpostassessmentafterwatchingafun
Thestudentwill
youtubesongaboutcomparingnumbers.

Typeofformative
assessment

TeacherObservation
ComparingPumpkinsworksheet

Approximatetime

5minutes