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Victor Brancati

Professor Rosemarie Michaels

Liberal Studies Teacher Preparation: LS 4000

Mathematics Lesson Plan: Classify Objects

Grade: Kindergarten

I. Common Core State Standards & Math Practice Standards

K.MD.3 Classify objects into given categories; count the numbers of objects in each

category and sort the categories by count.

1. Make sense of Problems and persevere in solving them

4. Model with Mathematics

II. Unit of Study

This lesson will address the big ideas of classifying objects into different categories, as

well as comparing the number of objects in each of the categories.

III. Student Learning Outcomes

1. TLW be able to organize objects into categories.

2. TLW be able to explain what is different about the objects in the different categories.

3. TLW be able to distinguish which categories have the least/most by counting how

many are in each category.

4. TLW collaborate with classmates to put together small group totals of each category.

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IV. Assessment

1. TTW check the worksheet turned in by the students for organization of categories.

2. TTW ask the students to explain what is different about the objects in the categories.

3. TTW ask students which category has the most and which has the least number of

objects in it.

4. TTW assess collaboration by observing and listening to small group conversations.

V. Materials & Resources

- Projector with Microsoft excel (to make a class bar graph)

- M and M bar graph worksheet

- Bag of M and Ms

- Pencils

- Group bar graph worksheet

- small bowl to hold m and ms

VI. Implementation

1. Introduction to Lesson (Hook)

Now that everyone is sitting on the carpet we can start our next activity. I really love M

and Ms if you like M and Ms too raise your hand. Wow almost all of the class likes M and Ms

I think you would be the perfect people to help me with this problem that I have! I need to count

this bag of M and Ms that I have. We are going to use this paper chart to make a bar graph of

how many m and ms we have of each color. In my hand right now I have 3 red M and Ms so I

will color 3 spots above the red M and M on the paper. Does anyone have any questions? (Take

questions calling on students raising their hand) We will not be eating these M and Ms because

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everyone is going to touch them and they are going to get gross, but after the activity I will give

everyone some they can have. Once everyone in your group is finished with counting their own,

I am going to bring around this paper so that your group can see how many of each color you

have all together. Raise your hand when your group is finished and I will bring the papers

around. (Dismiss students from rug by table groups)

2. Sequence of Activities

1. TTW use the hook to grab the students attention and introduce the lesson.

2. TTW pass out papers and small cups of M and Ms with help from the helper of the day.

3. TLW count out each color M and M and then mark it on their paper Critical Thinking

4. TTW walk around the class while the students are working and ask what makes the objects in

the categories different.

4. TTW walk around the class and make sure students are on task.

5. TTW have students raise their hand when their group is done with their individual grouping, in

order to get the group category sheet to fill out.

6. TTW ask students which color M and M has the most and least amount of M and Ms in it

while passing out the group total sheet.

7. TLW work in their group to figure out the totals of how many of each color they have all

together. Collaboration

8. TTW make sure students finish their work as a group and no one is going ahead.

9. TTW let groups who finish make a design with their M and Ms on the table Creativity

10. Once all groups are finished TTW display Microsoft Excel on the Projector IMTS

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11. TLW gather at their group tables to watch the projector and help make a class count of how

many M and Ms are in each category.

12. TTW call on one student in the group at a time to tell the class how many of one color their

group counted.

13. TTW input the numbers in Microsoft Excel while the students call it out.

14. TTW display the bar graph and ask students to talk in their groups about something

interesting they noticed about the class graph. Communication

15. TTW call on students raising their hand to tell what they found interesting.

16. TTW use the closing statement to end the lesson.

3. Closure

Thank you everyone for helping me sort the M and Ms. Which color has the least

number of M and Ms? (call on students) Now which color comes after that? (keep going until

finished with all the colors) I know that if I had to choose I would pick the Red M and Ms to eat

because I would get the most from that group! Now that activity made me hungry. If you do not

want any M and Ms to eat you can line up for recess and if you do want M and Ms walk and

make a line in front of me please. (dismiss students for recess.)

VII. Grouping Strategies

1. Students work in whole group lesson in the beginning of the lesson and toward the end

in order to put all the sorted M and M charts together.

2. Students work in small groups and collaborate with their classmates in order to

combine their results from the M and M sorting that they did on their own.

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3. Students work independently in order to finish their personal worksheet of sorting the

M and Ms

VIII. Differentiated Instruction

1. Describe a student with special learning needs

A student in class has a mild hearing impairment. In order for her to follow the lesson she

sits closely to the teacher when at rug time. TTW walk by and check in at the beginning of the

student work time to make sure that she understands the lesson. If there is any confusion TTW

demonstrate the activity as an example.

2. Describe an English Learner (EL)

A student in the class has lived in the area their whole life, but speaks Spanish fluently

with his parents at home. Last year transitional kindergarten helped a lot with English

development. When teaching he is able to follow English instruction, but might need some

guidance if there is a part he did not understand. He loves to share in the class and does speak

English, but just takes some time to figure out what to say. TTW call on him when he wants to

comment or ask a question in the class, and TTW allocate extra time for him to think about what

he is going to say.

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