Teaching Work Sample 1

Teaching Work Sample
Tiffany Plummer
Counting Quantities Comparing Lengths
Terry Redlin Elementary School
Kindergarten
10/09-10/27
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TABLE OF CONTENTS
CONTEXTUAL FACTORS
Community
District/School
Classroom
Implications for Instruction
STANDARDS AND OBJECTIVES
TIME LINE AND LESSON PLANS

Time Line
Lesson Plans
Reflection Log
ASSESSMENT
Pre-Assessment
Ongoing Assessment
Post Assessment
Student Work Document (All student work examples should be in a
separate folder with each document properly labeled)
DATA ANALYSIS AND RECOMMENDATIONS

Individual students
Whole Class
SUMMARY OF STUDENT PROGRESS

Example: Letter to parents
Example: Website posting regarding unit
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CONTEXTUAL FACTORS
Return to ToC
Community
Terry Redlin Elementary School is located on the eastern side of Sioux Falls, SD. The
community is urban with many possible opportunities for students. The population in 2014 was
approximately 168,500 people that live in the community, over 23,000 of them in the Sioux Falls
School district. The average household size was about 2.4 people in 2015, 83% of the population
was White. The remaining 17% of the population consisted of African Americans, Hispanic,
Asian, and Native American, and others. There are about 137 different languages spoken in
Sioux Falls. The Whittier neighborhood which is close Terry Redlin is home to 80 different
languages. As of September 2015, the unemployment rate in Sioux Falls is about 2.6% and those
living in poverty is about 13.9%. The population over 25 years old had 90% high school degree,
33.5% had bachelor’s degree, and 3.2% are unemployed. The Sioux Falls crime index in 2015
was 309.5 which is higher than the U.S index of 286.7. The three most common occupations are
Production, construction and extraction, and sales. In the year of 2010 the most populated
religions from most populated to least where None, Mainline Protestant, Catholic, Evangelical
Protestant, Orthodox, Black Protestant, and other. Sioux falls is home to Falls Park, Great Plains
Zoo, The Empire Mall, Washington Pavilion, and many other fun attractions. There are also
many Colleges and Universities close by and in Sioux Falls. Sioux Falls has a very diverse
population as compared to other cities in South Dakota, there are also very many opportunities
near for all the residents.
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District/School
The Sioux Falls School District consists of 23 elementary schools, 5 middle school, 3 traditional
high schools, 3 other high schools. In the 2016-2017 school year Terry Redlin Elementary had
approximately 478 students attending. Of those students, 29.5% are White, 20.7% are Black,
26% are Hispanic, 4% are Asian, 11% American Indian and the remaining percent are of lesser
represented ethnicities. 100% of the student body are eligible for the free lunch program. In the
2016-2017 school year there were 106 students with disabilities, 116 students enrolled in ELL,
437 Title 1 students, 7 gifted students, and 6 migrant education students. The overall
Performance for state testing is low with 30% passing in math and 33% passing in ELA. In the
years of 2015-2016 the school also had a high rate of absenteeism with 20% of students missing
15 or more school days. The school offers several programs to help the students enjoy school.
They have been given a grant by fuel up to play that allows every student to have a free and
balanced breakfast every morning. The school has in place a Community Eligibility Program for
K-5 Students where all students are given free breakfast and lunch. All students are also given a
free snack at the end of the day. Attendance is also very much a problem, so they have put in
place a program where each week if students are there every day one student from each class is
awarded a small prize to get something free from a local business, also each week one student
from the school is awarded a $50 gift card to Walmart. At the end of the year students who have
not missed any school will be awarded a free bike or an iPad if they have won previous years.
The 2016-2017 school year the average daily attendance was 94.5% so attendance is already
increasing. There are also things put in place where teachers can put students and family’s names
into a basket who may need a little more help with money so the school can help them out. Terry
Redlin also has the Rise program in place at the school where students with some little more
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severe disabilities can get extra help from trained teachers more one on one. The students who
are in rise are also assigned a home room where they go interact with a classroom every morning
for breakfast. This school is in a low-income neighborhood compared to other schools in the
district, so data varies extremely according to the school/location.
Classroom
At Terry Redlin, in my Kindergarten class we currently have 20 kids all day and 1 kid
from the rise program in the morning. Our class contains a very diverse population with 10
African American students, 6 Caucasian students, 3 Hispanic students, and one Nepalese student.
The class routines differ a little bit each day, but consist of reading, math, handwriting, vocab,
social skills, and sometimes social studies and science. Throughout the week students will attend
specials that include art, music, library, and PE. Students will have 3 recess’s every day unless
they had PE then they will only have 2. At the end of the day right after snack we have center
time which allows students to be social and play with their peers. The classroom arrangement has
7 separate tables with at least 2 students at each one. The chairs consist of a lot of flexible seating
such as: Stools, cushions on floors, wiggle seats, balls in boxes, box chairs, and hug chairs. Our
classroom is given 8 student iPads issued to us that students will share. The only other
technology really used is the smartboard in our classroom. Our classroom also has its own
bathroom, drinking fountain, and sink for the students to use. In our class we have one student
who is on an IEP for all subjects and has been on a behavior intervention plan in early childhood.
6 of our students are a part of the ELL program at our school, and 3 of our students are in the
speech program with a few more being tested now. Overall are classroom is a very diverse group
compared to many other kindergarten classrooms around the district.
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Implications for Instruction
The students at Terry Redlin are very diverse and require different forms of instruction
and management for each student. Students in the ELL program are pulled from the class to work
in groups on specific subjects, some even learn the class material before the class learns it.
Students who are in the ELL program require slower pace lessons and may need additional help.
Students who are in speech are taken out of the classroom to work on speech, but within the
classroom we are working on communication. We take our time with those students and allow
them alternative assignments or give them extra help with communication activities. For our
student who is on an IEP the teacher pushes in and comes in the classroom during the subjects
that he struggles with to give him additional help and keep him involved. The skill level is very
widely ranged, from below basic to proficient. Are school has in place a math intervention time
for students who are struggling with specific aspects in math to get the extra help they need.
They are using the Tiered learning approach and it helps those students who are behind move
ahead. Students are also placed in groups for reading to get more of the specified instruction
needed whether that means harder level or easier lessons taught. Many of our students come
from Multilanguage households, with some families speaking 2 or more languages. Some
students will qualify for the ELL program but not all of them do. To ensure successful
communication, we check in with all our students to make sure they are doing what is asked and
to correct them if they did not understand. With our student’s hands on learning approaches may
be the best route to go, due to many of our students being highly active this tactile learning may
work. The use of technology in the classroom will very much benefit our visual learners who
may need video or pictures to understand. Few of our students are very auditory learners, at least
not for a long period of time so we must be very cautious of our whole group lessons.
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Some of our students struggle with understanding the behavior that is expected of them.
This is difficult due to it being the first time for many of them being in a place where rules and
routines must be followed. Because different behaviors may be expected of them at home than
are expected at school we are in the process of teaching them appropriate behaviors that are
expected of them at school. If students are doing well in our classroom they will earn points for
good behavior that they will later cash in for a reward of their choice. At our school our
discipline consists of many corrective strategies to help change the behavior, then other actions
are taken place. If the behavior continues students will earn time to practice the correct behavior
during a time they enjoy. If the behavior continues after that assistance will be called and the
need for a referral may be considered.
7
Bibliography
(n.d.). Retrieved November 05, 2017, from http://public-schools.startclass.com/l/81102/Terry-

Redlin-Elementary-11#Key%20Facts&s=4qN59B
Sioux Falls, South Dakota. (n.d.). Retrieved November 05, 2017, from http://www.city-
data.com/city/Sioux-Falls-South-Dakota.html
Terry Redlin. (2017). Retrieved November 05, 2017, from

http://www.sf.k12.sd.us/schools/elementary-schools/terry-redlin#data-information
Walker, J. (2014, September 23). S.F. to celebrate all 137 of its languages. Retrieved November
05, 2017, from http://www.argusleader.com/story/news/2014/09/23/park-unfurl-poetry-
languages-spoken-sioux-falls-one-time/16087175/
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STANDARDS AND OBJECTIVES
Return to ToC
Standards:
 K.CC.A.1
o Count to 100 by ones and by tens
 K.CC.A.3
o Write Numbers from 0-20. Represent a number of objects with a written numeral
0-20 (with 0 representing a count of no objects)
 K.CC.B.4a
o When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and
only one object
 K.CC.B.4b
o Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in
which they were counted.
 K.CC.B.5
o Count to answer “how many?” questions about as many as 20 things arranged in a

line, a rectangular array, or a circle, or as many as 10 things in a scattered
configuration; given a number from 1-20, count out that many objects
 K.CC.C.6
o 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 (Include groups with up to ten objects)
 K.CC.C.7
o Compare two numbers between 1 and 10 presented as written numerals.
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 K.MD.A.1
o Describe measurable attributes of objects, such as length or weight. Describe

several measurable attributes of a single object.
 K.MD.A.2
o Directly compare two objects with a measurable attribute in common, to see

which object has “more of”/ “less of” the attribute, and describe the difference.
 K.MD.B.3
o Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count. (Limit category counts to be less than
or equal to 10)
Unit Objectives:
 Given two objects of a different length students will be able to determine which is longer.
 Students will be able to use the following words to describe and compare length.
o Long, longer than, short, shorter than, the same, equal to
 Given 12 objects students will be able to count and keep track of the amount
 Given 10 objects and a ten frame, students will establish one to one correspondence
between equal groups.
 Given two quantities students will be able to determine which is greater.
 Given two quantities students will be able to use the following words to describe and
compare quantities.
o More, greater, less, fewer, most, greatest, least, fewest, same, and equal to
 Given 10 objects students will be able to count and keep track of the amount.
 Given two quantities (objects)students will be able to determine which is greater (longer).
 Given an even number of materials, students will be able to make an equivalent set.
 Given two different materials of the same amounts students will be able to understand
that they are equal or the same amount.
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 Given two or more quantities students will be able to determine which is greater.
 Given multiple quantities students will be able to order them from fewest to most.
Lesson Standards & Objectives:
Lesson 1:
 Standards
o K.CC.A.1 o K.CC.C.6
o K.CC.A.3 o K.MD.A.1
o K.CC.B.4a o K.MD.A.2
o K.CC.B.4b o K.MD.B.3
o K.CC.B.5
 Objectives
o Given two objects of a different length students will be able to determine
which is longer.
o Students will be able to use the following words to describe and compare
length.
 Long, longer than, short, shorter than, the same, equal to
o Given 12 objects students will be able to count and keep track of the
amount
Lesson 2:
 Standards
o K.CC.A.1 o K.CC.B.4b
o K.CC.A.3 o K.CC.B.5
o K.CC.B.4a o K.CC.C.6
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o K.MD.A.1 o K.MD.B.3
o K.MD.A.2
 Objectives
which is longer.
length.
amount
Lesson 3:
 Standards
o K.CC.B.5
 Objectives

which is longer.
amount.
o Given 10 objects and a ten frame, students will establish one to one
correspondence between equal groups.
Lesson 4:
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 Standards
o K.CC.B.5
 Objectives
amount.
o Given two quantities students will be able to determine which is greater.
o Given two quantities students will be able to use the following words to
describe and compare quantities.
 More, greater, less, fewer, most, greatest, least, fewest, same, and
equal to

which is longer.
Lesson 5:
 Standards
o K.CC.B.4a o K.CC.B.6
o K.CC.B.4b o K.CC.B.7
 Objectives
amount.
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equal to
Lesson 6:
 Standards
o K.CC.B.4b o K.MD.A.2
 Objectives
amount.

which is longer.
Lesson 7:
 Standards
 Objectives
amount.
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o Given two quantities (objects)students will be able to determine which is
greater (longer).
o Given an even number of materials, students will be able to make an

equivalent set.
o Given two different materials of the same amounts students will be able to
understand that they are equal or the same amount.
Lesson 8:
 Standards
 Objectives
amount.

equivalent set.

greater (longer).
Lesson 9:
 Standards
 Objectives
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greater (longer).
equal to
length.

equivalent set.
Lesson 10:
 Standards
 Objectives

greater (longer).
equal to
length.
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equivalent set.
Lesson 11:
 Standards
o K.CC.B.5
 Objectives
o Given two or more quantities students will be able to determine which is

greater.
equal to
o Given multiple quantities students will be able to order them from fewest
to most.
Lesson 12:
 Standards
o K.CC.B.5
 Objectives
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o Given two or more quantities students will be able to determine which is
greater.
o Given multiple quantities students will be able to order them from fewest
to most.
equal to
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TIME LINE AND LESSON PLANS
Return to ToC
Timeline
Date: 10/09/17 Day 1

Given two objects of a different length students will be able
Objective to determine which is longer.
Students will be able to use at least 2 words to describe and

compare length. (Long, longer than, short, shorter than, the
same, equal to)
Given 12 objects students will be able to count and keep
track of the amount
Introduction Comparing towers
Content Delivery Whole group work, small group stations, independent work
Closure What they did at their stations, Check for understanding
Teaching Strategies Whole group, individual work, collaborative
Form of Assessment Activity Sheet Thumbs Up and thumbs down.
Approximately length of time 55 min
Date: 10/10/17 Day 2

Students will be able to use the following words to describe

and compare length. (Long, longer than, short, shorter than,
the same, equal to)
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track of the amount
Introduction Apples or Grapes Chart survey
Content Delivery Measuring objects in workshop, counting, inventory, I pad

math
Closure Review work and what they did
Teaching Strategies Direct, Independent
Form of Assessment Students worksheets and observing and talking with students.
Date: 10/11/17 Day 3


track of the amount.
Given 10 objects and a ten frame, students will establish one

to one correspondence between equal groups.
Introduction Slides or swings chart
Content Delivery Counting objects
Closure Review measuring objects
Teaching Strategies Direct, independent
Form of Assessment Students who finished their activity worksheet, observation
Date: 10/12/17 Day 4

Objective track of the amount.
Given two quantities students will be able to determine

which is greater.
Given two quantities students will be able to use the

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following words to describe and compare quantities. (More,
greater, less, fewer, most, greatest, least, fewest, same, and
equal to)

to determine which is longer.
Introduction Review grab and count activity
Content Delivery Introduce grab, count, and compare. Workshops
Closure Ten frame and pennies
Teaching Strategies Independent, direct
Form of Assessment Observations, and activity sheets
Date: 10/13/17 Day 5


which is greater.

equal to)
Introduction Talk about comparing numbers
Content Delivery Comparing card number game intro and playing
Closure Talk about the words they used and how they did
Teaching Strategies Direct, group, games
Form of Assessment Observations, checking if they are using the words and know
their numbers
Date: 10/16/17 Day 6

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which is greater.

to determine which is longer.
Introduction Discuss how we have been measuring objects that are longer
and shorter.
Content Delivery Explain to students that they will be sorting the objects by
longer, shorter, and equal to and placing them in a spot to
easily find. Then students will work on different activities at
their table spot.
Closure Going over what students placed in each section
Teaching Strategies Direct, small groups, independent work
Form of Assessment Observations and paperwork from other projects
Date: 10/17/17 Day 7

Given two quantities (objects)students will be able to

determine which is greater (longer).
Given an even number of materials, students will be able to
make an equivalent set.
Given two different materials of the same amounts students
will be able to understand that they are equal or the same
amount.
Introduction Reading the book Chrysanthemum- book about a long name
Content Delivery Talk about counting the letters in a name and then that they
will be counting letters in their name and then using cubes
with letters to build their name. While some do these others
will work on other stations
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Closure Discuss if they could find their name and how well or not
well they were working on their own
Teaching Strategies Direct, small group, independent work
Form of Assessment Paper showing how many letters are in their name.
Observations
Date:10/18/17 Day 8


determine which is greater (longer).
Introduction Students take a survey on whether they ride or walk to school

and write their first letter of their name down.
Content Delivery I will have the name chrysanthemum written out on cubes
and pulled apart in a jar. Then I will have the name written on
the card. I will explain how to do the game and then some
students will work on this others on other activities and some
in a small group with me
Closure Talk about how well they worked on their own and that they
need to work the whole time.
Teaching Strategies Direct, independent, small group
Form of Assessment Observations, and worksheets from activities
Date: 10/24/17 Day 9

Objective determine which is greater (longer).

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equal to)
the same, equal to)

Introduction Talk about how we made our name towers and how we are
going to use them.
Content Delivery Discuss how to do the name comparing activity. Place them
into groups where I can help each group complete while
others may do other activities that do not need help.
Closure Discuss how they compared the names and what it may have
looked like.
Teaching Strategies Direct, small group, independent work
Form of Assessment Observation and name comparing worksheet
Date: 10/25/17 Day 10

Objective determine which is greater (longer).

equal to)
the same, equal to)

Introduction Remind them of when they made towers and that this time
the towers are already made
Content Delivery Students will be taught how to grab three towers and
compare them and then place them in order from shortest to
longest
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Closure Go over how to place them in order from shortest to longest
again.
Teaching Strategies Direct groups, independent work
Form of Assessment observations
Date: 10/26/17 Day 11

Given two or more quantities students will be able to
Objective determine which is greater.

equal to)
Given multiple quantities students will be able to order them

from fewest to most.
Introduction Students will be working on the same workshops as the day

before and during this time I will be coming around and
asking questions
Content Delivery Formal assessment through small activities and discussions

with kids while others work on activities
Closure Talk about how well they did working on their own while I
was working with others
Teaching Strategies Discussion, Independent, formal assessment
Form of Assessment Post Test
Date: 10/27/17 Day 12
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Given two or more quantities students will be able to
Objective determine which is greater.
Given multiple quantities students will be able to order them

from fewest to most.

equal to)
Introduction Students will be working on the same workshops as the day

before and during this time I will be coming around and
asking questions
Content Delivery Formal assessment through small activities and discussions

with kids while others work on activities
Closure Talk about how well they did working on their own while I
was working with others
Teaching Strategies Discussion, Independent, formal assessment
Form of Assessment Post Test
Lesson Plans: Day One
Dakota State University

College of Education
26
Name: __Tiffany Plummer______________________
Grade Level: _Kindergarten __________________
School: _Terry Redlin Elementary School_____________
Date: __10/09/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students did well on their measuring and knowing which is
longer and which is shorter however students seemed to be a little confused about how to hold
the objects to compare them. So, I need to make sure to remind them to place the objects and line
them up at the bottom on the long edge.
Lesson Goal(s) / Standards:
o K.CC.A.3
o K.MD.A.1
o K.CC.B.4a
o K.MD.A.2
o K.CC.B.4b
o K.MD.B.3
o K.CC.B.5
Lesson Objectives:
Materials Needed:
 Connecting Cubes (separated by color?)
 2-3 Measurement collection (1 tower of 10 cubes and 10-12 items shorter, longer, equal)
 Counting Jar (12 pennies) and books
 Inventory Bags (bags or boxes with different number of objects (draw/ represent number)
 T10 worksheet longer or shorter
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Contextual Factors/ Learner Characteristics:
A. The Lesson
1. Introduction (5min)
Today we are going to stay at the circle to talk about measuring objects.
Have you ever measured, or watched someone measure, an object, or a person? Why do people
measure things? What do they measure? What do they do when they measure?
2. Content Delivery (45min)
 Okay class I want you to look at this box of pencils. What could I measure about this
box?
o I could measure how tall it is: trace height with finger
o I could measure how wide it is: trace width with finger
o I could measure the distance around the box.
o I could also measure how heavy it is
o Or how many pencils fit in the box.
There are a lot of ways to measure objects but today we are going to thing about how long or
how tall something is.
Sometimes, to see how big something is we compare it with something else. So, if I have ____
and _____ student stand next to each other we can see who is taller. Who do we think is taller?
Today we are going to use a tower of 10 cubes and compare objects to measure them. Here is our
measurement collection who sees something that looks longer than the tower? (Pick student)
 Why do you think this is longer then my tower? How can we know for sure?
Who sees something that looks shorter than the tower? (Pick Student)
 How can you compare them to see which is longer?
Today in our math workshop we will have our inventory bags and counting jar. We will also be
having a new activity. I will also incorporate technology by having them use their iPad and play
some math games on it.
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Teach before splitting into groups: Students will first and create a tower using 10 cubes of the
same color (model tower will be available)
 Students will then be given the worksheet where students will color the tower with 10
blocks the same color as their blocks. (I will have students first count to see which tower
has 10 blocks then I will tell them and count together and have them color)
 Then I will explain that one column in for pieces that are shorter than the cubes and one
is for objects that is longer than the tower.
 Then students will begin to go through their collection and compare objects to the tower
and draw a picture in the column labeling it if it is longer or shorter.
 Then I will stop students and have them count to see how many objects where in each
column and write the number.
3. Closure (5 min)
Clap: Okay so now I want you to raise your hand and share with the class what you did today at
your math station. Give me a thumb up or a thumb down if you understood what you were doing
at the measuring station. Now I would like you to begin to clean up your station.
B. Assessments Used
Informal: Students will give me a thumb up or thumbs down if they understand. I will
observe and listen to their questions and answers.
Formal: The students work sheet will also work as a way of assessment to see if they
understand it.
C. Differentiated Instruction
 Intervention: Students who have trouble counting 10 cubes I will show them how to
compare their tower to their model and encourage them to add or remove cubes
 ELL: I will repeat and clarify what longer and shorter would look like using other cube
towers.
D. Resources
Pearson Investigations 3 Grade K Unit 2
Lesson Plans: Day Two

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Date: __10/10/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students did well on measurement they needed a little help
knowing which spot on the chart to place it in. It was also difficult to read and know what the
object was in each category. So instead of just reading off their paper to assess it may be
important to meet and watch each student complete one. Students loved the interactive aspect of
measuring their friends and talking about it. Some students had a hard time counting out ten
cubes, so I will have them count out 10 again to keep practicing. If that is easy for them I will
have them start a new sheet and have them use either less or more blocks to compare.
o K.CC.A.3
o K.MD.A.1
o K.CC.B.4a
o K.MD.A.2
o K.CC.B.4b
o K.MD.B.3
o K.CC.B.5
Lesson Objectives:
Materials Needed:
 Chart for today’s question
 T10 Worksheet
 Measurement collection bins
 Counting jar (12)
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 Inventory Bag
A. The Lesson
1. Introduction (10 min)
Today we are going to take a survey to see who would rather eat apples or grapes, so I would like
you to come up and write the letter F on the section you like the most. Next, we are going to
count all the answers and write the number next to the section. Now which group has more, and
which has fewer.
Next, we will be splitting into our workshops to work on counting and comparing lengths
2. Content Delivery (35 min, Workshop)
Students Will work on their Measurement collection that we taught the other day and I will walk
around checking to see if students are placing them in the right group and I will document
whatever I see. I will then stop the group 1 minute before we switch and have the students talk
about how they compared the lengths and separated them into longer/shorter.
Students will also continue working on their inventory bags and will count how many objects are
in them and then draw a representation of how many objects were in the bag then they will right
the number.
Students will also be completing the counting jar activity where they will be counting the objects
in the jar in multiple different ways and recording how many objects are in the jar.
Other students may be working on IPads doing some math games.
3. Closure (10 min)
Okay I would like everyone to pick up their materials and join me at the green rug. Here I have
our tower of ten cubes and our measurement collection. We are going to talk about how we
compared our tower to the objects.
So, I would like you to raise your hand if you can share one way you compared your tower to
one of these objects?
How did you decide if your tower was longer or shorter?
Is there a different way we could compare the two objects? Can someone show me?
I noticed that some of you placed the object at the bottom of the tower and lined them up. Who
can tell me why it is important to line them up
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B. Assessments Used
Informal: I will walk around observing students and I will write down what the students
are able to do and what they still need help on. I will also write down which students were able
to answer my questions accurately or with little help
Formal: Students who have completed the worksheets this time I will see what they
know
 ELL: Students will discuss at the end of the activities what they did to compare the
lengths and I will be there to help them use the words longer and shorter to show the
comparison.
D. Resources
Pearson Investigations 3 Kindergarten Unit 2
Lesson Plans: Day Three

Date: __10/11/17_________
Time: __8:40-9:35_________
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Reflection from prior lesson: Students did a good job of listening and participating in the
opening activity, so I need to make the opening very interactive, so students will want to
participate. Students also were very good at participating in the group activity and measuring. I
need to still remind students to count the objects that they have in each spot and right the
number. I also may need to remind them where they can look to know how to write the numbers.
I also may need to check in with the counting jar groups and make checks on students who can
do it.
o K.CC.A.3
o K.MD.A.1
o K.CC.B.4a
o K.MD.A.2
o K.CC.B.4b
o K.MD.B.3
o K.CC.B.5
Lesson Objectives:
 Given 10 objects and a ten frame, students will establish one to one correspondence
between equal groups.
Materials Needed:
 T11 Ten Frame
 Counting jar 10 pennies
 Inventory bag
 Measurement collections
 T10 Worksheet
A. The Lesson
33
Today we are going to do another survey quick because I know we can learn a lot from each
other by doing this. So, for today I am going to have you pick between slides and swings on
the playground. You need to mark your favorite one with an E.
2. Content Delivery (30 min, direct)
So now that everyone picked if they liked slides or swings better we are going to see how many
of our friends like each thing. (Do)
Now when we go to our measurement station today I want you to count your objects in each
square and write the number in a marker next to the box, so we know how many things are
longer and how many things are shorter
Now where can you look to figure out how to write your numbers?
So, during this time when you are at measuring I want you to count first and then continue to
measure objects. You do not need to write them down anymore. I just want to see you measuring
and see what you know.
the number.
Students will also be completing the counting jar activity where they will be counting the objects
in the jar in multiple different ways and recording how many objects are in the jar. (10)
Other students will be working with IPads
Sub/I will be seeing what they know about 10 frames and if they know if 10 pennies will fill up a
ten frame. I will try to check during breakfast or before if possible. (once done we will observe
the counting jar activity stations and check in with the others to see what they know)
Students clean up station after 25 min or right after 30 min.
10 min
Today we are going to talk a little more about our counting jar activity. Who can share with me
one way they counted the objects in the jar? Who else did the same thing? Who did something
different?
34
I want to show you this picture here is a ten frame. Now What if I put the pennies from the jar on
the ten frames. What do you think it would look like?
Okay so there are 10 squares on our ten frame lets count 1, 2, 3…, 10. And we know there are 10
pennies in the jar. So, let’s try placing a penny in each square. Look we have one penny in each
square and there are ten squares so there must be 10 pennies.
3. Closure (5 min)
Okay students I really liked how we all worked during work time I saw a lot of friends
measuring and counting. Who can tell me one thing they did today at their work station?
B. Assessments Used
Informal: Observing what students know about ten frames

Formal: watching student’s papers to see how they are improving at each station.
 Extension: Students who have sorted all the objects may sort again using a cube tower of
a different length of either 5 or 15 and ask students what they notice about how their
groups change
D. Resources
35
Lesson Plans: Day Four

Date: __10/12/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Some students really seemed to struggle with counting the objects
that they had in each section I do not know if that was because they were lacking in counting or
if it was because they did not understand. Students are beginning to use the words longer, but I
have not been hearing much of shorter I hear more taller and smaller than anything else. Over all
the lesson from the other day went very well and the students seemed to all be involved.
o K.CC.A.3
o K.MD.A.1
o K.CC.B.4a
o K.MD.A.2
o K.CC.B.4b
o K.MD.B.3
o K.CC.B.5
Lesson Objectives:
compare quantities.
36
Materials Needed:
 G10 worksheet
 T10 worksheet
 Assessment Checklist
 Measurement collection bins
 Inventory bins (12)
 Grab and count blocks
A. The Lesson
Okay class I would like you to gather around the circle to learn a new activity we will be doing
for math. This activity is like our other grab and count activity but a little bit different we are
going to be comparing our grabs to each other.
Here I have two bins of cubes (different colors) if I ask () to grab a handful of these how many
do you think he/she will be able to grab? what makes you think so?
I will set out a pile of five cubes then I will have one student grab a handful.
So, we know this pile has five cubes because I counted them all out. How many do we think are
in the pile that () grabbed? Give me a thumb up if it looks like more than five give me a sideways
thumb if it looks like 5 or is equal. Give me a thumb down if it looks less than 5
Okay now let’s count them together.
If I put both piles together do, we know which one has more or if they are equal?
Today you’re going to compare two handfuls. So, I will have () come and get another handful.
How many do you think he will grab. (Student then grabs cubes)
I will line up the towers side by side and ask students what they notice then prompt after
Which tower has more cubes? Do they have the same or fewer? How do you know?
(Make sure there is an example that has more and one that is equal.)
37
When you do this activity, yourself you will use this sheet to record or write your answers. There
are two towers on this side of the paper and we have two towers. so, we are going to color in the
squares with the same color as our tower
How can I double check that I colored the right number?
After I double check I will write the number of cubes on the line below each tower.
Once you finish you will circle the tower that has more.
Now you will go back to your table and I will pass out the supplies.
the number.
Others may play math games on the I pad.
The last section will work on grab count and compare that was taught earlier today.
3. Closure (8 min)
I will gather the students on the circle at the end and we will go over what objects are hard to tell
and how we can figure it out if they are longer or shorter than the tower we have created.
Students will then give me a thumb up or a thumb down if they know how they can decide if it is
longer or shorter. If they cannot I will know what that student needs to work on.
B. Assessments Used
Informal: I will walk around observing students as they are completing the activities.
The thumbs up and thumbs down at the end will also show me if they understand.
Formal: The student’s worksheets will show me if they understand or if I need to work
on things more.
 Intervention: Fold the grab and count sheet in half so it is easier to see and focus on.
 ELL: Have students all use the comparison words more, fewer, or same number to
describe towers then reinforce in a sentence. May be good to place words on board with a
visual.
38
D. Resources
Lesson Plans: Day Five

Date: __10/13/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students do well with the survey and seem to really enjoy it.
Students do not know what the word compare or greater than means. Students have a hard time
doing multiple steps. They need to have a practice play time with cards, so I can see how they do
and check in with them stop after 5 or 10 minutes.
o K.CC.B.4a
o K.CC.B.6
o K.CC.B.4b
o K.CC.B.7
Lesson Objectives:
compare quantities.
39
Materials Needed:
 Today’s question Chart Sunny/rainy
 Primary number cards
A. The Lesson
Today we are going to see if more people in our class like rainy or sunny days. Up here I have a
chart and I am going to have you come up to the board and mark on it if you like rainy or sunny
days by drawing a circle on the type of day you like the best.
Now let’s see which group has more and which has fewer.
Today we are going to play a little game to see what numbers are bigger and smaller.
The game we are going to play is called compare.
Only two people will play the game together and the players will have to split the cards in half. ()
can you come up and be the second person with me.
To separate the cards, you will take a card and say one for me then hand one to your partner and
say one for you. Watch as we do it.
Once they are split the object of the game is to decide which of two cards shows more.
You will need to sit next to each other like this, so we can both see the cards. And then you will
both turn over the top card.
I turned over the card () and she/he turned over the card () which is more? How do you know?
How else can you figure out who has more?
In the game the person who has more will say me so who do you think will say me.
If both players have the same number, you will turn over the next two cards.
Play 2-3 more rounds until they understand.
40
Now students will be split up into groups of two and begin to practice playing the game.
3. Closure (5 min)
Now we will all join on the circle and talk about how we did completing the game. Let’s talk
about what I noticed when we were playing. Noise, good partner, good sport, being helpful,
dealing cards, and taking turns, etc.
B. Assessments Used
Informal: Observing the students playing the game and how well they did.
Formal: Taking notes on how well they can compare the numbers and the strategies they
use.
 Intervention: work with students in a small group if they do not understand and
encourage them to play the game slower and take time to count. Students may also build
a cube tower to show the number and then compare the height of the towers. Other
students may need to be limited to only a few cards like cards 1-6 or so.
 ELL: have students think aloud Say I will decide which number has more. () is more than
(). When I count () is more than (). Students can then explain their reasoning to their
answer.
D. Resources
41
Lesson Plans: Day Six

Date: __10/16/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students seemed to understand picking the bigger number and I
think they were all able to do so. They struggled using the words greater then and less than when
alone but could when asked. Student also need to use the cubes to build towers and then compare
the towers. I think a mini discussion may be needed with this as well at some point.
o K.CC.A.3
o K.CC.B.6
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
Lesson Objectives:
42
Materials Needed:
 Tower of 10 cubes
 T10 worksheet
 Primary Number cards
 G10 worksheet
 Counting cubes
 Inventory bags
A. The Lesson
Today we are going to be doing a longer shorter hunt, so I would like you all to join me at the
circle, so we can talk about what you need to do.
We will be finding things from our measurement collection that are longer and shorter than your
tower. On this table the card says shorter than my tower and this table says longer than my tower.
Your goal is to look at the objects in the collection and find 3 things each that are longer and 3
things that are shorter than the tower. Once you find your three objects you will write them on
this sheet or draw a picture of the item in the longer or shorter column.
Today we will have 4 activities going while some of us do this. Others may be doing the
compare card game that we learned yesterday while others may be doing the grab and count
compare activity, and iPad as well. Today I will have some smaller items to grab so we can get
more items at a time to compare.
3. Closure (20 min)
We have worked with our inventory bags before so today we are going to talk about comparing
our inventory bags. I have two bags right here one has pencils and this one has some teddy bear
counters how can we find out which bag has more?
We could count the items so let’s do that but first let’s use a strategy I have seen some of us use.
We lined all the things up and count them.
Now I want you to look at the pencils and teddy bear counters we are going to make a prediction.
What do you think, are there more pencils or teddy bear counters?
One of our friends said that the pencils are longer than the teddy bears raise your hand if you
agree. My question was about the number of pencils and the number of teddy bears. Which
group do you think has more items in it?
43
Now students will count the items for themselves to determine how many there are. We can also
have students pair up one bear for one pencil.
B. Assessments Used
Informal: I will observe students as they complete the activities and as they answer
questions to the discussion
Formal: I will use their student activity sheets to see how much they know and learned
as they were working.
 ELL: have a display of a tower and a marker and write the tower is longer than the
marker. The marker is shorter than the tower. Then students must use the sentence stem to
talk and discuss about the other objects the _______ is (longer than/shorter than) the
_______.
 Extension: The player who turns over the card with the lesser number will say me to see
who can is listening and knows what the word less than means. Students can also then
play in groups of three, so they will have to compare three numbers and the player with
the greatest number says me this time. Students who are ready for harder grab and count
activities can use smaller items and record how many they grabbed, and which had more.
D. Resources
44
Lesson Plans: Day Seven

Date: __10/17/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students seemed to understand how to do the longer and shorter
hunt and where quickly able to do. Most of the activities they seem to have a good grasp on. A
few students struggle with using the words still, but they are doing a lot better. I need to use the
word compare more when I ask questions and ask them to use the words greater, less than, longer
than, and shorter than.
o K.CC.A.3
o K.CC.C.6
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
Lesson Objectives:
 Given two different materials of the same amounts students will be able to understand
that they are equal or the same amount.
45
Materials Needed:
 The book Chrysanthemum or Rumpelstiltskin
 Student name cards
 Counting cubes
 Dot sticker letters
 T10 worksheet
 Primary Number cards
 G10 worksheet
A. The Lesson
Today we are going to read a book called chrysanthemum someone with a long name. How many
letters do you think are in that name? how could we find out.
In the book, count letters on the book, write name and then count
As we do all three I will ask how many letters they think there are on the board.
This is what we are going to do today we are going to make our own name towers.
We are going to need to figure out how many words are in your name how could we do that.
Today there is going to be a new activity the first thing you are going to do is figure out how
many letters there are in your name. you can use any way you want but I want you to double
check with your name card. First you are going to use these cubes using one cube as each letter
of your name. Then you are going to use the letter cubes I have laid out that all have letters on it,
but you need to make sure that you count the right number of cubes so that your name is spelled
right. You can double check by placing it next to the tower you just made. As students do these
others will be doing the longer shorter hunt, the compare game, iPad, and the grab and count
activity.
3. Closure (5 min)
I will use this time to discuss any errors that I have found students doing during this day
otherwise I will discuss ways we can work with classroom management better.
B. Assessments Used
46
Informal: I will observe as students are creating their names and see how they are doing
counting their names and using cubes.
Formal: I will use their completed name towers as evidence that they were able to count
the letters in their name.
 Intervention: instead of counting the letters in their name students will make a cube tower
that is the same length as their name on the card. Compare how many letters are in each
name to how many cubes there are and see if there are enough cubes for each letter of
their name
 Extension: ask students about their middle and last names and see if they know which
name is longer or shorter as compared to their first name. then they can figure out how
many letters are in their full name. can the students show the information on paper?
 ELL: Teach them the sequence of what is to be done. Make a chart if needed. First, count
the number of letters in your name. build a cube tower. Put your name on the tower with
stickers.
D. Resources
47
Lesson Plans: Day Eight

Date: __10/18/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Looking back there were many students who seemed to struggle
with the name activity and the Grab and count and compare activity. I think I need to pull a few
of those students aside and work individually or in a small group with them to help them
understand.
o K.CC.A.3
o K.CC.C.6
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
Lesson Objectives:
Materials Needed:
 Counting jar
 Name towers
 T10 worksheet
 G10 worksheet
48
 Counting cubes
 Walk or ride to school chart
 T12 worksheets if needed
A. The Lesson
Students I would like you to join me on the green run we are going to be doing another today’s
question. I have two options for you to choose from. Do you walk to school or do you ride to
school? Once you have put the first letter of your name on the board we will count how many
letters there are on each side.
Which one has more?
Does anyone remember the story we read the other day with the long name? Well I made a name
tower for the person chrysanthemum and I placed it in our counting jar. This will be a part of one
of our counting activities. If you take apart the name tower I have also included a card with the
name written on it, so it can help you put the tower back together.
Today there will be five activities available the counting jar with the long name, making their
name towers, iPad, the compare game, and the grab and count: compare activity.
I will work in a group with those who need more help on the highlighted activities
3. Closure (5 min)
Who can tell me what you did in today’s workshop?
Give me a thumb up or a thumb down if you could do your activity on your own and understand
it.
Talk about any other difficulties.
B. Assessments Used
Informal: Observations of activities, thumbs up and thumbs down

Formal: Check list of what students can complete or cannot complete
49
 Intervention: count together with students with the long name in the counting jar.
Demonstrate touching each cube as I count or move each cube that has been counted to a
pile or even using two ten frames to organize the materials
D. Resources
50
Lesson Plans: Day Nine

Date: __10/24/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Some students were still struggling with the grab and count
activity, so I will have them either re-do it or finish their work today. I also need to talk about
what it means to compare and use the word a little more. I also want to do a pre-test to see if my
students can tell what is longer and shorter easily and use the words greater and less than.
o K.CC.A.3
o K.CC.C.6
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
Lesson Objectives:
compare quantities.
51
Materials Needed:
 Name cubes
 T10 worksheet
 Pg. 42 student activity book
A. The Lesson
I would like you to join me at the circle because today we will be comparing the names that we
have created to other student’s names.
Over the last two days, everyone made a name tower. Today you are going to find names that
have more letters than your name, names that have fewer letters, and names with the same
number of letters. Here is one of the towers (medium length) whose name tower is this? Which
of the other towers has more letters then it? How can you tell? Does anyone have a different way
to tell?
Which tower do you think has fewer letters than it? Why do you think so?
What do you think about this tower? How could we compare it with the first on? Do you think it
will have more letters? Fewer? The same?
During our workshop you will compare your name to other classmate’s names.
First you will write how many letters are in your name so let’s pretend that this is my paper I
would write 7 in the blank and then in the other sections I will write the names that are longer,
shorter, or the same as me. To write the name you only need to copy the letters from the name
tower.
During the writing workshop student s will be working on Comparing names, the counting jar,
the longer shorter hunt, and the compare game.
3. Closure (14 min)
During this time, we will look at the objects found on the longer shorter hunt and we will
measure them to see if they are in the right spot. By using the tower of 10 cubes. Why do you
think they were placed in the wrong group?
52
B. Assessments Used
Informal: I will observe the students during their activities and during closure when we
are looking at the longer shorter hunt.
Formal: I will use the students name sheets to see if they are getting the names in the
right spot.
 Intervention: Give students only a certain number of name towers to work with so they
only have 3 or 4 names to compare with.
 Extension: if students have a very short name or a very long name help them try to
investigate what would happen if they compared a nickname to their classmates or a
middle name.
 ELL: Have partner talk Whose name is shorter than yours? Whose name is longer than
yours? Whose name has the same number of letters as yours?
D. Resources
53
Lesson Plans: Day Ten

Date: __10/25/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students did not work very hard on some of these tasks while I
was working in a small group of others. So today it may be better to have students all work on
the same activity or similar activities, so I can walk around the whole time and observe and have
conversations with the kids. The students completed and worked hard on the activities in the
small groups but when I was not working with them they did not do as well
o K.CC.A.3
o K.CC.C.6
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
Lesson Objectives:
compare quantities.
54
Materials Needed:
 G12 worksheet
 Connecting cubes
 Paper for comparing names
 Counting jar
A. The Lesson
I would like you to join me on the circle, so we can talk about another new activity we are
learning to do.
Today we will be using different towers of cubes and comparing them. You will take three towers
and place them order from shorter to taller.
Which tower has the most cubes? How do you know?
Do any have the same number of cubes? Are any equal?
Which tower has the fewest cubes? How do you know
Now we are going to put the name in order. Who can tell me what it means to put things in order:
what if I wanted to put them in order from smallest handful to largest handful How might I do it?
What would we do first?
Today’s workshops will be Grab and count ordering, comparing names, counting jar, and the
compare game.
3. Closure (14 min)
Today we will look at some of the name comparing sheets and why some of them may look
different. Like why do some of our friends not have any names in the shortest section and why
do some friends not have any in the longest section. Do you see anything different from your
partners paper?
55
B. Assessments Used
Informal: I will be observing students and keeping track of what students can and cannot
do.
Formal: I will also be looking at all the students work and seeing what they have
completed.
 Intervention: ask students to order fewer or more towers so have students first compare
two towers and then choose a third and see where it should go.
 Extension: Have students figure out where they would place an additional handful while
keeping the other towers in order.
 ELL: Encourage the use of in order, smallest to biggest, and the same as. Use guided
questions like Which tower is the smallest? Which tower is the biggest? And let’s put the
towers in order from smallest to biggest. Explain that it is the same as ordering them from
fewest to most. Have students point to the smallest and to the biggest tower.
D. Resources
56
Lesson Plans: Day Eleven

Date: __10/26/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students did very well working on assignments as I was walking
around. However, I do not think I planned enough activities to keep them busy. I want to be able
to walk around the whole time but for this lesson I will be walking around and asking questions,
so it might still help. I need to check in with the students constantly.
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
o K.CC.B.5
Lesson Objectives:
compare quantities.
 More, greater, less, fewer, most, greatest, least, fewest, same, and equal to
Materials Needed:
57
 Assessment checklist (Count and count out a set of up to ten objects) (A3)
o Ten Cubes
 Assessment Checklist (Describe length and decide which of two objects is longer) (A5)
o Ten Cubes
o Objects to compare
 Assessment Checklist (Compare two quantities up to 10 to determine which is greater)
(A6)
o Primary Number Cards
A. The Lesson
Today we will be working at two math workshop locations and I will also be meeting with some
of you to practice some math. While we are doing this if you have a question you need to ask
three other friends before you ask me.
During this time, I will be assessing students while all the others will be working on grab and
count: ordering, and playing the compare game
3. Closure (10 min)
During this time, I will be talking with students about management problems and what we should
be doing during that time.
B. Assessments Used
Informal: I will be seeing how well all the students are working on their own and seeing
what management skills I need to teach
Formal: During this day I will be formally working with all the students and testing each
one.
 ELL: restate questions using simpler language as needed
D. Resources
58
Lesson Plans: Day Twelve

Date: __10/27/17_________
Time: __8:40-9:35_________
Reflection from prior lesson: Students did well working on the activities while I was walking
around and asking questions for their assessment. Students did need a lot of corrections on
behavior because they were not doing the activities correctly. For this day I am going to need to
pull kids aside, so I may need to stop the students periodically to redirect them on how to do the
activities.
o K.CC.B.4a
o K.CC.C.7
o K.CC.B.4b
o K.MD.A.2
o K.CC.B.5
Lesson Objectives:
59
compare quantities.
Materials Needed:
 Assessment checklist (Count and count out a set of up to ten objects) (A3)
o Ten Cubes
 Assessment Checklist (Describe length and decide which of two objects is longer) (A5)
o Ten Cubes
o Objects to compare
 Assessment Checklist (Compare two quantities up to 10 to determine which is greater)
(A6)
o Primary Number Cards
A. The Lesson
I would like you to join me on the rug for right now because Today we will be doing the same
thing as we did yesterday but first we need to remember what we need to do at each station and
how we act at each of these places.
Go over management issues that need to be talked about.
During this time, I will be working with students and testing them while all the others will be
playing the grab and count/ ordering game or the compare game.
3. Closure (10 min)
We have been working a long time on our name towers and today we are going to order them
from the shortest name to the longest name How could we do that? As we build the tower I will
occasionally ask which is shorter? Which is longer? And how do you know?
What can you tell by looking at all the names in an order like this?
B. Assessments Used
60
Informal: I will observe students to see how they order the group tower at the end and
see if they know what to do.
Formal: Assessing each student one by one during this time on what they can and cannot
complete.
 ELL: restate questions using simpler language as needed
D. Resources
Reflection Log: Day 1
Date: 10/09/17
Lesson # 1
The students were learning how to measure objects to determine which is longer. Students really
enjoyed seeing their friends as something we can measure to see who is longer or shorter
although some of them did not quite realize what the words meant they explained their thinking
and they were right. Students were then taught to hold the objects so that the ends line up. Then I
showed them the baskets they would be using and that they would use the cubes to create their
towers to compare. The students understood well but needed a little extra help to understand the
worksheet. Overall, I think they understood the words longer and shorter a little more.
Summary of student progress (data analysis, Were lesson objectives met?

what went well)
I think a few of them were met such as students
The students were really involved and could compare two objects to see which was
interested in the beginning of the lesson when longer. However not much word use from the
we were talking about measuring objects and I students was used. Counting objects and
had them measure their classmates. Students keeping track of them they did well however
struggled a little with counting out their cubes some still struggle with it. However, these
and some had a hard time understanding what objectives will continue throughout the unit as
spot the objects needed to go on depending on well.
if they were longer or shorter. Students after a
while really seemed to understand the concept.
Instructional decisions (were students Include in tomorrow’s lesson:
engaged; how will you remediate difficulties
61
or problems from this lesson?)
I will make sure to go over that the picture and
Students were very engaged in the beginning the cube tower are not the same size, but both
of the lesson I think because it was interactive have the same number of cubes. I also may go
and quick to the point they really liked it and over a few more of the words that students can
learned from it. Students seemed to get off task use when we ask about them comparing things.
a little when put into groups, but many students We did not have time to count and write the
were very engaged and where trying their best number of objects in each spot, so I may add
at the activity. For my next lesson I will make that on to a later lesson.
sure simple problems are fixed so I can focus
on the students and their work and not helping
find pencils or papers.
Date: 10/10/17
Lesson # 2
The students did great with the survey and really enjoyed seeing their work up on the chart. The
groups also went very well, and all the students seemed to be kept busy. Most of the students
could work and understand what was expected of them during that time. I think this lesson went
well other than I let the groups go a little too long, so I did not have much time for a closure. But
this was more of a review lesson.

what went well)
Students are meeting most of the objectives
The students were very involved at the and can compare the two objects. Many
beginning and loved the survey. Students students are now able to count to 12 objects
seemed to understand what they needed to do and relay how many are in the jar. The use of
at the measurement station and even came up longer than and shorter then are still lacking so
and asked about objects that were the same I may introduce this and have them keep up the
size, so I think students are starting to see how work on that.
to measure. Some students still cannot tell me
correctly if the one object is shorter or longer
but if I ask which one is longer they can do
that.
or problems from this lesson?) For tomorrows lesson I want to bring the kids
together and talk about what it looks like to
Students were really engaged for this lesson measure. Like lining the edges up and making
and did very well. I think the students sure it is the long edge. Students are not ready
62
remembered how to do the activity so there to count the number of objects in their square,
was not much confusion. I was also able to but I may introduce that again to see if they can
walk around and help those who needed it do it.
without constantly getting interrupted.
Date: 10/11/17
Lesson # 3
The students did great with the survey and really enjoyed seeing their work up on the chart again.
Today I introduced that they would be counting the objects in the squares that they already drew
for the measurement activity like we counted in the survey. Students didn’t quite understand
what I told them but when I met with them individually they understood a little better. Group
work went well it was a little hectic but they all worked hard. When I gathered the group at the
end and went over measuring students were getting restless but seemed to understand what they
learned.

what went well)
I believe most of the objectives were met.
Students did well counting the data we Students could count 12 objects in the counting
collected. As I walked around some students jar. Students are also doing very well
were still struggling with lining objects up and measuring objects and seeing which one is
counting the objects they placed in their longer and shorter. However, are ten frame
square. However, as I continued to explain they objectives was not yet taught so I will need to
seemed to understand. The counting jars seem do that tomorrow and check again.
to be doing better and kids are beginning to
double check.
or problems from this lesson?) For tomorrow’s lesson I need to include in the
ten frames because I went around yesterday to
63
Most of the students were very engaged in the check their knowledge on it because I had not
beginning however I had a few students who been able to assess them on that until then. So,
were not listening but more behavioral issues. I we will talk about how many squares of a ten
think I needed to explain and demonstrate frame ten pennies will fill up.
counting the objects in the squares on the paper
they were using so they understood a little
better.
64
Date: 10/12/17
Lesson # 4
The students did a pretty good job of listening to directions and understanding what was
supposed to happen with their grab and count activity. The grabbing and coloring in the squares
was a concept most of them got it was the last two steps they struggled with. Finding the number
of squares in each tower and circling the tower that contains the most items.

what went well)
Students can determine which tower is longer.
Students are doing a lot better with measuring Most students can count 12 objects. (some can
they are using the words equal and telling me still not recall the number). Students have not
which objects are longer. Students are also yet been using the words greater than or less
having to double check counting so they than yet. But the word more. Starting to
continue to stay busy. The grab and count compare numbers not quite ready or there yet.
activity are just starting, and I think a few of
the students have a lot to learn but over all the
students are doing pretty good with progress I
think
or problems from this lesson?) For tomorrows lesson I really need to introduce
the word compare and talk about using words
Students were pretty engaged at the beginning like greater than, less than, equal and so on.
because I kept them talking and being This way they can start using those words right
interactive. Towards the end I was rushing a away. If time I want to go over using longer
little with the ten frames, so I think I need to than, shorter than, and equal too.
remember to give more time. But overall the
workshop went great I would maybe give the
counting jar group to activities because they
seem to finish early
65
Date: 10/13/17
Lesson # 5
The students did a really good job of listening to the directions of how to play in the beginning.
However, I think I should have told them to just split the deck in half rather than count one for
you one for me because it took too much time. Students lacked the use of the words we were
using but got the point of looking for the bigger number. Students also needed to use the towers
to compare a little more.

what went well)
I think the lesson objectives were basically
Almost all the students understood what met. I do think a little more work on greater
number was bigger or how they could figure and less than would help the students because
out what object was greater. I think many of they would only use the words when I asked
the students new what greater than meant but them to do so.
did not use it.
or problems from this lesson?) Using greater and less then more when
comparing names and going over a little more
Students were very engaged with the game and of how to use the towers if there is time.
liked playing it. I should have told the students
beforehand that when they finished they
needed to start over. I also should have told
them beforehand how to use the towers and
how to build them.
66
Date: 10/16/17
Lesson # 6
Today we did the longer and shorter hunt. I did make it, so students only had to look through and
sort the baskets onto the papers that I had created. Students did well with this when they
participated. Students seemed to be struggling more with the grab, count, and compare activity
than anything else. I think students were getting bored of some of the activities today because
they were starting to act up a little more today.

what went well)
The lesson objectives were separated between
Students were doing a good job of placing the different groups. I could see that students
them into groups because when I came around were able to determine which objects where
they were placing the objects in the right longer and they were also able to determine the
group. I think students needed a little more of a greater number. I think students can now count
challenge, but students were doing a great job objects but keeping track is a little tougher
with this. I think the grab and count activity some seem to just round up one number.
did not go very well and students needed more
time on this.
or problems from this lesson?) Help more of the students with the grab and
count activity if there is time and check in with
I think I needed to review the grab and count the compare activity as well for comprehension
activity that they learned last week because and talk about the words more.
they seemed to have forgot how to do it.
Students were doing good at the longer shorter
hunt, but many kids were distracted and didn’t
want to do it and it may have been because it
was too easy. I think they would have benefited
from me stopping and going over the grab and
count activity instead.
67
Date: 10/17/17
Lesson # 7
I started to read the book Chrysanthemum but halfway through students got distracted so I made
sure to read the part that taught the information and quickly finish. I went over how we count the
letters and how it may look like there are more letters when we write it then when we read it, but
it is still the same. I think students seemed to understand what they were supposed but really
wanted to get to the part of finding the letters in their names with the cubes. Writing numbers
was hard but I had to remember that was not an objective, but they first had to figure out how
many cubes they needed. Students were doing okay with this but really struggling with grab and
count.

what went well)
Determining if two things are equal seems to
Many students understood how to write their be easy for the students now. They can make an
name and count the letters. However, a few of object that is equal and tell me it is equal and
them needed some extra help writing/ counting what equal means. Students can determine
the letters. Letters are a little trickier for some which number is greater and which object is
of our kids. Some students were easily able to longer.
make their tower while others struggled with
spelling their name and even getting the right
number of cubes. Some students did get the
right number of cubes but just spelled it wrong.
or problems from this lesson?) I will be separating some of the students into
small groups, so I could work individually with
I am glad I ended the story early because some of the lower students on the name
otherwise I would have many students not activity and the grab and count activity. I think
listening and done with everything. I think the students will really benefit from a more
activity being so personalized was good. individualized lesson.
Students really enjoyed this lesson and looking
for their letters in the basket. I think difficulties
with parts of the activity were mostly
academically same with the grab and count so I
will go over this in a small group tomorrow.
68
Date: 10/18/17
Lesson # 8
Today I introduced that the name Chrysanthemum was in the counting jar and today they were
going to count to see how many objects were in the jar. I placed each cube on the 10 frames and
asked how many we had. They I told them that some of them would be doing this activity during
counting jar time. Students were then split up and some were in a small group with me working
on the name towers and the grab/count/compare activity.

what went well)
Students are now doing great with determining
Students seemed to understand the 10 frame a if objects are equivalent and even creating
little better and that only 10 objects fit in one objects that are equivalent. Students are also
frame. Students were also understanding the able to know what objects were longer and
name towers and could build their names and shorter or which numbers where greater and
count them to make sure they had the right less than.
amount. Some of the students still need a little
extra help with grab and count but many are
almost all done with it.
or problems from this lesson?) I need to finish the grab and count group. And
then I think I need to split groups up in a way
I think students did a great job of where students who need the most help are in
understanding the counting jar activity and the one group, so I will be able to help them. And
10 frames from how I introduced the activity. then I will be able to see if they understand and
Students were very engaged in my small group what else I need to go over.
and were working hard. Students around the
room were also working on comparing their
numbers and doing a good job of working
together.
69
Date: 10/24/17
Lesson # 9
Students worked on their name towers and comparing them to other towers. Their job was to
write the other students name in a section that was comparing their tower to the others. There
was a longer, shorter, and equal to tower. While some students were doing these others were
work on other activities that they could do on their own, so I could work with the students who
needed help on the name tower.

what went well)
Students are using greater and less than when
Students were beginning to understand the asked to use those words. Students are using
difference between longer and shorter and longer and sometimes shorter. They are
equal to their tower. However, students were comparing the length and not as much the
struggling with writing the names, so the number in this activity but in others they were.
activity may have needed to be altered. For
them.
or problems from this lesson?) Encourage the use of longer and shorter,
Greater, and less than, and fewer and more.
When I was working in a group with the Talk about the meaning of comparing and what
students they were working very hard and you expect from them when you ask them to
engaged. However, in other groups where I compare.
was not helping as much they would get
distracted and off task. I think there needed to
be more name towers available, so students did
not have to wait for others to finish but with
only a limited number of names that is hard.
70
Date: 10/25/17
Lesson # 10
I first talked about with students how to compare objects and use those big words longer and
shorter and greater and less than. Then I talked about how the others would be working on
comparing numbers and some towers and how to do that. They all did well listening to the group
discussion. Then students worked at their tables on the activities.

what went well)
Students were doing better using those big
Student did very well putting them in order, but words but still needed a reminder because they
they did struggle with reading it from left to are used to those smaller words. They could
right but when they looked at it they point to order the towers, and some were able to order
the fewer one. Students seemed to struggle the numbers as well. Students seem to have
more with comparing numbers but still did a equal down very well and at least know it
pretty good job at it. means the same.
or problems from this lesson?) Remind students to work the whole time and
try their hardest. Tomorrows lessons will be
Students were engaged in the activities but still testing the students, so no new information will
needed constant reminders to stay on task. I be taught but discussing how to work.
think I needed a few more activities to keep
them interested. Students worked and listened
well at the beginning lesson but at the end
seemed to struggle more with paying attention
but still did very well.
71
Date: 10/26/17
Lesson # 11
Students were working on individual activities at their table comparing and ordering numbers
and towers. While I was walking around and formally assessing the students on what they have
learned so far by asking questions and having them complete specific activities.

what went well)
I think many students were meeting the lesson
Students almost all improved on their objectives as I was testing them. The only one
knowledge of the 10 frames. Many students many of them seemed to struggle with still was
improved on comparing towers to objects and remembering to use greater then and less than.
how to properly measure them.
or problems from this lesson?) Find ways to keep students busy and learning
while I am testing individual kids.
Students worked well at working on their own
but still needed some reminders to work and do
the right thing. Students worked and did not
have to interrupt to ask questions.
72
Date: 10/27/17
Lesson # 12
Students were supposed to be working on different activities that would switch throughout the
day. While they were doing the activity, I was testing individual kids.

what went well)
I think most of the objectives were met. The
Students did well with comparing numbers but ordering of numbers and objects still seemed to
many still seemed to struggle with ordering the be a little more of a struggle though.
numbers, but I think that was because they
seemed to not work as much on those activities
and be involved in them.
or problems from this lesson?) Finish testing those that I did not get to.
Students were not doing what they were

supposed to do, and they kept getting off task,
so it was hard to test all the kids, so I had to
stop and have them all take a break and pick a
new spot to sit where they could work and
work the whole time
73
ASSESSMENT
Return to ToC
Pre-Assessment: I made a checklist of what the students will be learning by the end of the unit.
This consisted of 19 Standards that they should know by the end of the lesson. I then went
through all the students to see if they could get checks on them or if they were not yet able
to do so. This helped me to see what parts of the lessons I needed to focus on the most.
Ongoing Assessment
Lesson 1: During the class I observed the students to see if they were using the measurement
station correctly. Checking to see if they built a tower out of ten cubes and seeing if they could
pick if the object was longer or shorter than the tower. I also checked their papers to see if they
were correctly placing the objects in the category
Lesson 2: I was also observing them to see how they are working in the groups to see if they
could independently work. During the class I formally assessed their work by walking around
and checking in with them to see if they were correctly placing their objects in the longer or
shorter category on their paper.
Lesson 3: I formally assessed students on ten frames before we work on them the next day as
well as seeing if the students could count the objects in the categories on their paper. I was
observing students to check their counting jar activity to see if they could count the objects and
remember
Lesson 4: I walked around and was checking in with kids to observe how they were doing with
the new grab and count activity to see what I need to add into my next lesson or what I need to
talk about with specific groups. As for formal assessments those who completed their activity
showed me that they understood or were starting to grasp the process.
Lesson 5: I was informally assessing the children to see if they could determine which number
was bigger and if they could figure out what each number was. I was also looking to see if they
were using the words I taught them to use.
Lesson 6: I observed the students doing the longer shorter hunt and was looking to see if they
sorted them correctly. Also, I used the students grab and count worksheets that they were doing
to see if they could do it as well.
Lesson 7: Each student had a paper where they wrote their name and counted the letters and
wrote the number down. Then I walked around and observed as students grabbed the right
number of cubes for their name and then put the letters in the right order.
Lesson 8: I used the grab and count activity sheet during this to see if my kids who struggled the
most could do it. I also observed the students as they used the ten frame activities.
74
Lesson 9: Students all completed the activity of sorting their name towers and placing then on a
paper to show if they were longer and shorter. This activity helped me to see what they already
knew. Walking around and observing other activities and looking for what students need more
help with.
Lesson 10: Observing students as they complete the ordering activities with cards and with
objects. And then seeing what the students need help with and talking with them individually to
see what they need to work on.
Post Assessment
The post-assessment will have the same checklist as the pre-assessment with the 19
standards/objectives being looked for. I will be looking to see if the students are now able to get
checks on what they were not able to do before the lessons were taught. I will then be able to
look to see if my instruction was taught to the best of my ability or if additional lessons may
need to be taught.
75
DATA ANALYSIS AND RECOMMENDATIONS
Return to ToC
Individual students
Number of Objectives Met 1
The graph above represents the scores for each student on the pre and post assessment. Twenty
students took both assessments over the unit on counting quantities and comparing lengths The
bar in ble is the pre-assessment score and the bar in purple is the post assessment score. Almost
all students showed some amount of growth only one student stayed the same. Some students
showed a very large amount of growth by more than doubling their score some even tripling their
score.
76
Whole Class
Whole Class Average Objectives Met Out
of 19
Prior to the unit, each student completed activities that would correspond to one of the 19
objectives we were trying to achieve. After 10 days, the same students took a post-assessment t.
that included those same activities. The 1st bar represents the pre-assessment data and the 2nd bar
represents the post-assessment data. As seen in the graph, the students made a significant amount
of growth. The class learned a total of about 6 new objectives over the course of the 10 days
Recommendations
Overall, I think that the unit went well. The students really enjoyed measuring, games, and surveys we
took throughout the week. They were highly motivated by the independent/small group work because
they could explore and learn with some guidance. In the large group setting many students were
participating and able to understand the activities. The independent work really helped me to visit with
students and find students who were struggling so I could pull them into a small group the next day to
work on those activities. The compare game was a great asset to my students, when used right students
were using communication skills to figure out numbers and how to compare them with a partner. I
decided to implement Dream Box as one of my activities, so students could get additional help or gain
harder problems. This was a great way to use the iPad and keep them engaged in learning. The amount of
time spent on this unit was good, because I had to follow the curriculum mostly I was not able to add or
take away days. However, if I could I would have stopped doing measuring and started on comparing and
ordering a lot sooner to have more time with them. I used the classes curriculum books as my resource,
because we had to follow it strictly I was only able to change a few things, but it worked well.
77
SUMMARY OF STUDENT PROGRESS
Return to ToC
Example: Letter to parents
Terry Redlin Elementary School
Sioux Falls, SD
October 30th, 2017
Dear Parent or Guardian of Student 3,
I am Miss. Plummer, a student teacher from Dakota State University, majoring in

Elementary Education. I had the opportunity to teach your student in math this quarter. I have
really enjoyed working with your child
I had the opportunity to teach Unit 2: Counting Quantities and Comparing Lengths. The
unit consisted of counting and counting out objects to 12, comparing the lengths of two objects,
comparing two numbers, ordering numbers, and ordering objects by length. Students were also
being taught many other things including math vocabulary like: longer, shorter, greater, less than,
equal, and fewer than. I used the data from the assessment to determine specific
objectives that would need the most instruction or small group attention. We spent
several days doing several individual and cooperative activities. The unit
ended with a post-assessment that was the same as the pre-assessment.
Student 3 showed growth and increasing confidence

throughout the unit, understanding what was to be done and completing it without questions.
He/she came to the lesson willing to work the entire lesson and using the materials appropriately.
Student 3 took well to individual conferencing and instruction and used those new vocabulary
words.
Student 3 understood 5 out of 19 objectives from the pre-assessment. At the end of the
unit, he/she understood 16 out of 19 objectives. This data shows great improvement and reflects
the hard work and attention Student 3 put all of Unit 3. Student 3 tripled the objectives he/she
already knew and that shows great growth He/she successfully achieved many of our goals for
the unit and showed us he/she is a hard worker and ready to learn a lot more. Student 3 was a
joy to work with and I look forward to watching him/her grow throughout the rest of the year.
Sincerely,
Tiffany Plummer
78
Example: Website posting regarding unit
Miss.
Plummer’s
Lightbulb News
K03 has completed Unit 2! The students mastered comparing numbers and
comparing lengths. They also learned counting objects through 12, ordering
numbers, ordering objects by length, and new math vocabulary. They also got
to use IPads to explore and use dream box, an app that challenged them on
math topics that are at their specific level. The students took a pre-assessment
and post-assessment to track their progress. The results of the class average
for both assessments are shown in the graph below.
79
The class learned 6 more objectives! This is a result of the hard work
and time each student put into mastering the objectives of unit 2.
80

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STANDARDS AND OBJECTIVES

TIME LINE AND LESSON PLANS

DATA ANALYSIS AND RECOMMENDATIONS

SUMMARY OF STUDENT PROGRESS

near for all the residents.

district, so data varies extremely according to the school/location.

compared to many other kindergarten classrooms around the district.

need for a referral may be considered.

(n.d.). Retrieved November 05, 2017, from http://public-schools.startclass.com/l/81102/Terry-

Terry Redlin. (2017). Retrieved November 05, 2017, from

o Count to answer “how many?” questions about as many as 20 things arranged in a

o Compare two numbers between 1 and 10 presented as written numerals.

o Describe measurable attributes of objects, such as length or weight. Describe

o Directly compare two objects with a measurable attribute in common, to see

o Long, longer than, short, shorter than, the same, equal to

 Given two quantities students will be able to determine which is greater.

Lesson Standards & Objectives:

 Long, longer than, short, shorter than, the same, equal to

 Long, longer than, short, shorter than, the same, equal to

o Given two objects of a different length students will be able to determine

o Given two quantities students will be able to determine which is greater.

o Given two objects of a different length students will be able to determine

o Given two quantities students will be able to determine which is greater.

o Given two quantities students will be able to determine which is greater.

o Given two objects of a different length students will be able to determine

o Given an even number of materials, students will be able to make an

o Given an even number of materials, students will be able to make an

o Given two quantities (objects)students will be able to determine which is

 Long, longer than, short, shorter than, the same, equal to

o Given an even number of materials, students will be able to make an

o Given two quantities (objects)students will be able to determine which is

 Long, longer than, short, shorter than, the same, equal to

o Given two or more quantities students will be able to determine which is

Date: 10/09/17 Day 1

Students will be able to use at least 2 words to describe and

Introduction Comparing towers

Closure What they did at their stations, Check for understanding

Teaching Strategies Whole group, individual work, collaborative

Form of Assessment Activity Sheet Thumbs Up and thumbs down.

Approximately length of time 55 min

Date: 10/10/17 Day 2

Students will be able to use the following words to describe

Given 12 objects students will be able to count and keep

Introduction Apples or Grapes Chart survey

Content Delivery Measuring objects in workshop, counting, inventory, I pad

Closure Review work and what they did

Teaching Strategies Direct, Independent

Approximately length of time 55 min

Date: 10/11/17 Day 3

Given 12 objects students will be able to count and keep

Given 10 objects and a ten frame, students will establish one

Introduction Slides or swings chart

Content Delivery Counting objects

Closure Review measuring objects

Teaching Strategies Direct, independent

Form of Assessment Students who finished their activity worksheet, observation

Approximately length of time 55 min

Date: 10/12/17 Day 4

Given two quantities students will be able to determine

Given two quantities students will be able to use the

Given two objects of a different length students will be able

Introduction Review grab and count activity