Professional Documents
Culture Documents
Students will write their names Teacher will assess students individually and record
and identify each letter within observations. Teacher will look for correct identification
their name. Students will also of letters in the name, correct order, ability to write the
count how many letters are in letters, and ability to identify how many letters are in the
their own name. name.
Students will count the length of Teacher will assess student participation and take written
each name and compare the observations during whole group lesson. Teacher will look
length of names. for the identification of which name is longest, which
name is shortest, and use of the “math language”
(including more than/less than/same as).
Materials/Resources:
Tape, cube manipulatives (enough for each child to spell their name on them), chart paper,
markers
Logistics:
Students are familiar with how to act during small group and whole group activities. The other
teachers in the room will help with any behavior, or focus, issues during the whole group
activity.
Timing (approximate):
Day 1 and 2: Students write names on the math cubes. One letter will be on each cube.
Day 2 and 3: In small groups (about 2-3 students), we practice comparing the lengths of cubes
stuck together and introduce the language of “longest, shortest, most, equal to, the same as, ect.”
Day 4: During morning meeting, we compare our names to see who is the longest/shortest and
attach them to chart paper in order of shortest to longest.
Sept. 18th: Parents write their names on cubes during the “Back to School Meeting”.
Sept. 19th: During morning meeting, we will compare our parent’s names to our student’s.
Transitions:
Students will be pulled individually or in small groups, so they will be given time to put any
materials they were using away before the lesson. During the whole class activity, the students
will already be in a whole group setting for morning meeting.
Differentiation:
Some students will be able to copy their name from the “Who’s here today?” board, rather than
write it off the top of their head.
Some students will receive more probing and specific questions about quantity, while others will
be participate in a more inquiry-based way.
For ESL students, I will speak slowly and use more visuals to explain the concepts of more and
less.