Lesson Design Template: MAT/Certification Elementary

Candidate Name: Katrina Lee Monta Host Teacher Name: Karlyn Thomas
School: Point Higgins Elementary Grade Level: Kinder # of Students: 17
Date & Time of Lesson: 9/24/2018 @ 1330 Length of Lesson(s): 30 minutes
Topic of Lesson: Lesson 2-6: Model with Math Content Area: Mathematics

Materials: Include all materials including types of technology used:

Pencils, colored pencils, EnVision workbook pages 121-124 (See attached images), (5) blue and (4) red unifix cubes for each student,
brown paper bag

ALASKA CONTENT STANDARD

Alaska Mathematics Standards Grades K-2:

K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in
another group (e.g., by using matching, counting, or estimating strategies).

TRANSFER GOAL(S) (transferability)

Students will be able to use prior knowledge of counting quantities in math to compare groups of manipulatives. The
groups will be compared to as greater than, less than and equal to other groups.

STAGE ONE – Essential Questions and Enduring Understandings (meaning)

Enduring Understanding(s): What Essential Questions will be Considered?
Students will understand that….
What are some ways to compare different groups with
Groups of manipulatives or objects can be compared as varied numbers in each group? (I.E. How can we compare
greater than, less than or equal to another group. two groups?)

STAGE ONE: Objectives STAGE TWO: Assessments

Evidence of Learning/Accountability -
Formative/Summative/Performance

Knowledge - What students should know…. Assessment(s)/Other Evidence:

K.1 – Students should know how to experiment  Students will be asked to complete the
with models to assist in solving Independent Work section and Performance
mathematical problems in Assessment after the main instruction of the
comparison situations. lesson and Guided Practice sections.

Skills – What students should be able to do……. Assessment(s)/Other Evidence:

S.1 – Students should be able to use the concepts of
visual learning and use the
manipulatives to model
mathematical problems in section
2-6.
 Students will be asked to use a type of model
to answer the questions in the Independent
Work section and the Performance
Assessment section: drawing,
manipulatives, comparing methods, etc.
STAGE THREE: Opportunities to Learn (Acquisition)

Lesson #1: Envision Lesson 2-6

Introduction/Hook
The students and I will begin the lesson with a visual review of what has been learned over the past
week. Comparison of two groups (greater than, less than or equal to) has been discussed and the “one-
to-one” comparison method has been taught. To begin we will look at the apple trees and compare
Tree 1 and Tree 2, to see if the trees have an equal amount of apples or if one tree has more apples.

The review will be done with the above reusable model and apple stickers. Using this model will give
another example for students to use to solve problems.
Processes and products for Learning Strategies for Differentiation/ Multimodal
Opportunities Instruction/Universal Design for Learning
Differentiation will come in the forms as follows:
The main portion of the lesson will be taught using  The students will have a choice of how to use
similar wording as prescribed in the EnVision text. models to solve the problems in the Independent
Practice section. By choosing what they choose to
The instructions for the lesson are also printed on
use will be self-differentiating themselves on how
the student worksheets (See wording in the complex their understanding is for comparing
following images): Pages 121-124. The students groups using models.
will be guided through the Solve and Share, the  Students may be pulled into small groups or
Review and Guided Practice sections. independently for further reteach if required.
 Also modifications within the lesson may be seen
to accommodate the needs of students.
On page 121 (See image on previous page) the
teacher will be using a model with the students to
solve the problem. Each student will be paired with
his or her table partner to use the model. The
model will be a brown paper that contains red and
blue unifix cubes. The cubes will be taken out of the
bag at random to figure out which group has more
cubes (red or blue). The students will find that
there will be more blue cubes than red cubes.

Closure:
This chapter has introduced us to comparing
groups of objects to each other. We will be using our
knowledge of the “one-to-one” method as well as the
model method to solve problems on the upcoming
test this week. All of the hard work has prepared
you with tools to answer the assessment questions.
Examples of questions for prior to the lesson:

 What is the objective of the lesson? How will you know if the students have met the
objective? 
 The objective of the lesson is to use models to help compare groups of objects with
each other. The students will be provided with different methods of comparison and
asked to use different models at one time. 
 What provisions are you making for faster and slower learners? 
 Provision that can be made for this lesson include additional assistance through the
initiation of the student, as well as providing enough time for students to finish the
Independent Practice and Performance Assessment. 
 How do you integrate local knowledge and cultural content? 
 Local knowledge of having materials available in our classroom will be key to use
during math time where models can help solve problems. The cultural knowledge of
the students can be tapped into when using models to represent items that they are
familiar with, such as stuffed animals and stickers. 
 How do you use (or not use) technology wisely? 
 Technology can be used with this lesson, to visualize how models can be used (there
is a software program that goes along with the EnVision workbooks). But
technology was not used in this lesson, since actual model materials were available.
Hands on learning can be beneficial for students who have little to no prior
experience using models to solve problems. 
 How does this lesson fit into the overall curriculum? 
 The EnVision math program is standard in the Ketchikan Gateway Borough School
District (KGBSD) and falls directly into the provided curriculum and standards. 
 Have you changed the lesson plan at all? 
 I have added a visual review to the beginning of the lesson (usually this model could
have been used in extra teaching or RTI, as prescribed by the EnVision text). But I
wanted to go over a review, as the lessons that we have been doing lately have been
very similar in structure, to ensure that students are understanding what we are
asking of them when we are comparing groups to one another (in the forms of
greater than, less than and equal to). 

Examples of questions for reflection after the lesson: 

 How did the lesson go? 

 The lesson went well for the most part. The students’ behavior was different during
this time than they usually are during math time. I attribute that to cupcakes, as it
was someone’s birthday, but that is life in teaching. We were able to over come the
busyness and were able to finish the lesson. 
 Did the students meet the objective? How do you know? 
 Yes, the students met the objective as they were able to complete the independent
practice, and we were able to complete the additional homework problems to ensure
the students were getting the concept.
 Were there any unexpected events? How effectively did you respond? 
 Yes, the students were quite busy and rowdy. I was able to pick up the pace of the
lesson and review to be able to keep the students’ attention. 
 Comment on one student who did particularly well and one who did not meet your
expectations. Why did this happen? What can you do to follow up with the student who did
not do well? 
 Almost all students met the objective, as the students were able to compare groups
of objects and relate them to being greater than, less than or equal to another
group. Some students were distracted due to their behavior, but were able to still
complete the objective but took a few more minutes to complete it. But at least it
was done and the students proved that they knew the comparison techniques. 
 Are there any changes you would make in this lesson if you could do it again? Why? 
 Time management. Even though the section with the paper bags was good for the
students to work together with their tablemates to solve some problems, it did take
some time and that delayed my lesson. I ran over time without being able to let
them have some outside time before their next reading group. I have a problem with
talking too much and not letting the students explore. 