You are on page 1of 3

Lander University Teacher Education Lesson Plan Template

Teacher Candidate: Mary Catherine Dorn


Subject/Grade: Math/ K5

Rev. 2013

Lesson #: 1
Date and Time of Lesson: October 6 at 12:35

Learning Objective:
Students will use one-to one correspondence to identify a group that is greater than another group.
Alignment with Standards:
South Carolina Common Core Standard: K.CC.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.
Developmental Appropriateness or Cross-curricular connections:
Students should have prior knowledge in matching, counting object and saying number names in standard order
(counting 1-10), and they also should have prior knowledge pairing objects one by one. It is important for
students to understand how to count in order and pair because they will have to pair objects that are greater than
and equal to together. Students will be interacting through this lesson with one another.
Assessment(s) of the Objectives:
Lesson Objective(s)

Students will be able to


correctly identify numbers
between 1-10 that are
greater than and equal to
one another.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be assessed


three times during this
lesson.
Pre: Whole group
assessment- I will ask the
class to count 1-10 allow,
making sure they know how
to count in order.
During: Students will be
expected to be actively
engaged and fully participate
throughout the lesson. I will
assess students based on if
they know the answer to the
question when called on.
Post: Students will use
materials to practice
problems on page 51 from
their My Math workbook.

If students cannot
correct identify greater
than or equal to we will
do another hand on
activity. At the end of
the lesson students
should have a clear
understanding of greater
than and equal to.

Accommodations:
For the student who is ADHD, I will have to make sure is on task during instruction by giving him opportunities
to answer questions. During activity time I will have to make sure he stays on task but making the activity
interesting in order for him not to get uninterested. For my student who is who is an English language learning,
I will give him one on one help when the students begin their independent practice. For my students with autism

Lander University Teacher Education Lesson Plan Template

Rev. 2013

and Aspergers, I will give a short summary of what we will be doing sure our lesson, a detailed explanation
and finish with a summary of the lesson so that each one knows what to expect.

Materials:
Number 1-10 cards (on sticks)
Counters
Worksheets from their books
Smart board
Name popsicle sticks
Cubes

Procedures:
1. I will introduce the lesson and tell the student, Today we are going to be talking about greater than and
continue practicing equal to.
2. I will tell the student to count with me 1-10.
3. I will then have the students count 1-10 without my help (until it sounds like they are all comfortable if
they dont sound comfortable after one time).
4. After they have counted 1-10 comfortably I will pass out different number cards (1-10) to each student
and 10 cubes.
5. Once students have their numbers and cubes I will ask them to show me on the carpet in front of
them(with the cubes) their number.
6. Once each student has their number represented with the cubes, I will ask one student to come to the
front and hold up there number.
7. I will then ask that student to identify what number they have. I will ask everyone in the class to stand
up who has a number larger or greater than their classmate.
8. At this time I will explain that larger than is the same as greater than and from now on we are going to
say greater than.
9. They will take a trip around the rug and go back to their spot on the carpet. The way I will make sure
each student has a chance to take a trip around the carpet is by asking the student who has the number 0
to come to the front this way everyones number will be greater than or equal to.
10. After the class has demonstrated an understanding of greater than and equal to, I will take up the cards
and ask student to go to their seat (while we are doing our activity I will ask the assistant to pass out the
Explain and Explore worksheet and 10 counters to each student).
11. Once all students are at their seat, I will pull up the Explain and Explore worksheet (page 49-50) on the
Smart board.
12. I will have the class place counters on each of the animals they see in the picture and have them
describe the sizes of the two groups.
13. I will then tell students to take away the counters and trace a line from each animal to the other. Asking,
Does each animal in one group match an animal in the other group?
14. Once they have seen that they can use counters or just simply draw lines from each picture we will move
on the See and Show side of their worksheet. This is what they will do independently, but we will go
over each answer once each student is done.
15. I will call on the student whose popsicle stick I pick to have them come up to the board and show us
what they did on their paper.
16. I will explain that we are going to practice more during math exploration time.
17. After I explain I will invite students to come back to the carpet and let Mrs. Armstrong take back over.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

**During math exploration time I will have students complete their On My Own worksheet (page 51) at Mrs.
Armstrong and Mrs. Wills table based on the team they are on.**

Activity Analysis:
Activity 1: Students will be interacting with one another by standing and creating a line of greater than and
equal to numbers at the front of the classroom. This activity will allow them to become more fluent in numbers
1-10. I will be using interactive instruction for this activity, which will help all of my students but especially
those who have an IEP or learning disability.
Activity 2: Students will be allowed to come up to the board as called on by me to interact with the smart board.
This will give students the opportunity to do something different than they normally do. During this I will be
using interactive instruction and instructional skills, because they will be interacting with the Smart board but I
will also be questioning them to demonstrate the correct answer.
References:
Bailey, E. (2012, October 16). 23 Ways to Accommodate Autism and Asperger's Syndrome in the Classroom.
Retrieved September 26, 2014.
(2014). Mcgraw-hill my math. Columbus, Ohio: McGraw-Hill.

You might also like