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    Greater Than or Less Than

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    Name: ____Christina Allen Group Size: 13 Date of Lesson: Wednesday 23, 2015 This math lesson teaches kindergarten students to compare sets and identify which set has more or less objects using matching strategies. The objectives are for students to apply matching strategies to problem solving, explain their thinking about why a set is greater or less than another set. The lesson uses a book read aloud, manipulatives like counting cubes, and worksheets for formative and summative assessment. Students will match objects in sets to see if there are extra objects and count the sets to determine which has more or fewer objects. The teacher uses guided release and demonstrations to teach the concepts.

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    Greater Than or Less Than

    Uploaded by

    api-276656028
    654 views8 pages
    Name: ____Christina Allen Group Size: 13 Date of Lesson: Wednesday 23, 2015 This math lesson teaches kindergarten students to compare sets and identify which set has more or less objects using matching strategies. The objectives are for students to apply matching strategies to problem solving, explain their thinking about why a set is greater or less than another set. The lesson uses a book read aloud, manipulatives like counting cubes, and worksheets for formative and summative assessment. Students will match objects in sets to see if there are extra objects and count the sets to determine which has more or fewer objects. The teacher uses guided release and demonstrations to teach the concepts.

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    greater than or less than

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    Name: ____Christina Allen Group Size: 13 Date of Lesson: Wednesday 23, 2015 This math lesson teaches kindergarten students to compare sets and identify which set has more or less objects using matching strategies. The objectives are for students to apply matching strategies to problem solving, explain their thinking about why a set is greater or less than another set. The lesson uses a book read aloud, manipulatives like counting cubes, and worksheets for formative and summative assessment. Students will match objects in sets to see if there are extra objects and count the sets to determine which has more or fewer objects. The teacher uses guided release and demonstrations to teach the concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    654 views8 pages

    Greater Than or Less Than

    Uploaded by

    api-276656028
    Name: ____Christina Allen Group Size: 13 Date of Lesson: Wednesday 23, 2015 This math lesson teaches kindergarten students to compare sets and identify which set has more or less objects using matching strategies. The objectives are for students to apply matching strategies to problem solving, explain their thinking about why a set is greater or less than another set. The lesson uses a book read aloud, manipulatives like counting cubes, and worksheets for formative and summative assessment. Students will match objects in sets to see if there are extra objects and count the sets to determine which has more or fewer objects. The teacher uses guided release and demonstrations to teach the concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 8
    At a glance
    Powered by AI
    The key takeaways are comparing sets to determine which has more or less and applying matching strategies to solve real-world problems.

    The lesson is about comparing sets to identify which set has more objects using matching strategies.

    The materials that will be used are an anchor chart, worksheets, counting cubes, markers, and the book 'Monster Knows More Than, Less Than'.

    USF Elementary Education Lesson Plan Template (S 2014)

    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    Lesson Content
    What Standards (national
    or state) relate to this
    lesson?
    (You should include ALL
    applicable standards. Rarely
    do teachers use just one:
    theyd never get through
    them all.)
    Essential Understanding
    (What is the big idea or
    essential question that you
    want students to come away
    with? In other words, what,
    aside from the standard and
    our objective, will students
    understand when they finish
    this lesson?)

    Objectives- What are you


    teaching?
    (Student-centered: What will
    students know and be able to
    do after this lesson? Include
    the ABCDs of objectives:
    action, behavior, condition,
    and degree of mastery, i.e.,
    "C: Given a sentence written
    in the past or present tense,
    A: the student B: will be able
    to re-write the sentence in

    MAFS.K.CC.3.6 Counting and Cardinality Compare numbers: Identify 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.

    How can we use matching strategies to determine which set is greater or


    less?

    Student will be able to apply matching strategies in real-world problem


    solving scenarios.
    Student will be able to explain thinking as to why a set is greater than
    another.
    Student will be able to explain thinking as to why a set is less than another.

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    future tense D: with no errors


    in tense or tense contradiction
    (i.e., I will see her
    yesterday.)."
    Note: Degree of mastery does
    not need to be a percentage.)
    Rationale
    Address the following
    questions:
    Why are you teaching this
    objective?
    Where does this lesson fit
    within a larger plan?
    Why are you teaching it
    this way?
    Why is it important for
    students to learn this
    concept?
    Evaluation Plan- How will
    you know students have
    mastered your objectives?
    Address the following:
    What formative evidence
    will you use to document
    student learning during
    this lesson?
    What summative evidence
    will you collect, either
    during this lesson or in
    upcoming lessons?

    I am teaching this so that students can identify sets that are greater than/more than a
    given set.
    Students need to be able to identify sets that are less/fewer than a given set.
    This helps students learn to know the difference between groups and sets and be able to
    identify real world scenarios.
    It is important for because students first learn to match objects in the two groups to see
    if there are any extra and then to count the objects in each group and use their
    knowledge of the count sequence to decide which number is greater than the other.
    Students will need to compare number later in their math years and they correlate with
    number lines.

    Summative Assessment:

    Students will draw a line from each object in the first set to an object in the
    second set. Which set has MORE objects? Circle the set that shows more.

    Draw a line from each object in the first set to an object in the
    second set. Which set has less objects? Circle the set that shows
    less.

    Formative Assessment:

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    Class read aloud discussion and their answers to the hot questions.

    Students need to know numbers 0 to 20.


    Students need to know the number names and the count sequence.
    Students need to know the relationship between numbers and quantities.

    Students might get confused with objects that are bigger and think there is
    more in the group.
    Another problem is that the word "greater" may not be familiar to students.
    It's not used in everyday language so it may come off as "better." They may

    What Content Knowledge


    is necessary for a teacher
    to teach this material?

    What background
    knowledge is necessary for
    a student to successfully
    meet these objectives?
    How will you ensure
    students have this
    previous knowledge?
    Who are your learners?
    What do you know about
    them?
    What do you know about
    their readiness for this
    content?
    What misconceptions
    might students have about
    this content?

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    start to think "which number is better?" To clarify, the words "greater" and
    "fewer" can be added to a vocabulary list. The students can write about
    them in literacy and eventually learn them.
    Children are not sure if a number is greater or less than the other right off
    the bat. They are still trying to figure out what numbers look like so it may
    take them some time to grasp this concept.

    Lesson Implementation
    Teaching Methods
    (What teaching method(s) will
    you use during this lesson?
    Examples include guided
    release, 5 Es, direct
    instruction, lecture,
    demonstration, partner work,
    etc.)

    Step-by-Step Plan
    (What exactly do you plan to
    do in teaching this lesson? Be
    thorough. Act as if you needed
    a substitute to carry out the
    lesson for you.)
    Where applicable, be sure to
    address the following:

    Time

    5-10

    Guided release short book on the carpet.


    Whole group activity with manipulatives. (Demonstrations)
    Partner practice still on the carpet.
    Individual work at desk. (Evaluation)

    Who is
    responsibl
    e (Teacher
    or
    Students)?

    Each content area may require a different step-by-step format. Use


    whichever plan is appropriate for the content taught in this lesson.
    For example, in science, you would detail the 5 Es here
    (Engage/Encountering the Idea; Exploring the Idea;
    Explanation/Organizing the Idea; Extend/Applying the Idea;
    Evaluation).
    Hook:

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K
    What Higher Order
    Thinking (H.O.T.) questions
    will you ask?
    How will materials be
    distributed?
    Who will work together in
    groups and how will you
    determine the grouping?
    How will students
    transition between
    activities?
    What will you as the
    teacher do?
    What will the students do?
    What student data will be
    collected during each
    phase?
    What are other adults in
    the room doing? How are
    they supporting students
    learning?
    What model of co-teaching
    are you using?

    min

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    Teacher
    Read Monster Knows More Than, Less Than (Monster Knows
    Student

    10
    min

    Teacher/St
    udent

    Math) Kindle Edition by: Lori Capote Aloud on carpet. ( could


    have used big screen projector)
    Hot Question Throughout the book: Who has more ______? How
    do you know? Call on two students
    Have student get into the carpet group. We will use
    manipulatives Counting cubes and kitchen food to
    demonstrate how to use matching strategies to see which
    group has more items.
    Students will all be give counting cubes variety of colors
    Ask students if you like oranges put an orange cube in the
    middle If you like apples put a red cube in the middle.
    Teacher will use the chart to compare if more students like
    apples or oranges? Hot question How do we know that more
    students like apples or oranges?
    Ask students If you like chocolate ice cream put a black or
    brown cube in the middle, if you like vanilla put a blue or white
    cube in the middle. Teacher will compare if more students like
    chocolate or vanilla ice cream using the matching strategy.
    Hot question How do we know that more students like
    Chocolate or vanilla? ( the Concept was good but didnt go as
    well as I was thinking it would.
    Do a good job cheer with the students

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    Have students go back to their desk and work on the work


    sheet I can compare the sets show the set has less.

    Draw a line from each object in the first set to


    an object in the second set. Which set has less
    objects? Circle the set that shows less.

    If students finish early they can work on the worksheet I can


    compare the sets and show which set has more.

    Students will draw a line from each object in the


    first set to an object in the second set. Which set
    has MORE objects? Circle the set that shows
    more.

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K
    What will you do if

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    a student struggles with the content?


    I will have anchor chart from our class discussion for reference

    What will you do if

    a student masters the content quickly?


    They can work on who has less than worksheet.

    Meeting your students


    needs as people and as
    learners

    If applicable, how does this lesson connect to the interests and cultural
    backgrounds of your students?
    Allowing them to be able to count and know how many people leave in their
    how vs. their neighbor.
    If applicable, how does this lesson connect to/reflect the local community?
    Teaching students to compare more less in the community.
    How will you differentiate instruction for students who need additional
    challenge during this lesson (enrichment)?

    I will give them a worksheet where they can cute out the greater than or less than
    worksheet
    They will count the shaded windows on each house. Cut and paste the alligator
    mouths below to show which house shows more shaded windows.

    USF Elementary Education Lesson Plan Template (S 2014)


    ______________
    Grade Level Being Taught: Subject/Content: Math
    K

    Name: ____Christina Allen


    Group
    Size: 13

    Date of Lesson: Wednesday


    23, 2015

    How will you differentiate instruction for students who need additional
    language support?
    I will translate the work into Greek for my student who home language is Greek.

    Accommodations (If
    needed)
    (What students need specific
    accommodation? List
    individual students (initials),
    and then explain the
    accommodation(s) you will
    implement for these unique
    learners.)
    Materials
    (What materials will you use?
    Why did you choose these
    materials? Include any
    resources you used. This can
    also include people!)

    N/A

    Anchor Chart
    Worksheets
    Counting cubes
    Markers
    Book: Monster Knows More Than, Less Than (Monster Knows Math) Kindle Edition
    by: Lori Capote Aloud on carpet.

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