Somerset County Public Schools General Lesson Plan Subject: Math Grade: Pre-K, Kindergarten Teacher: Kronewitter

Lesson Title ! Standards

PK"Kindergarten Standards Math Counting and Cardinality Com#are numbers K$CC$% Compare numbers from 1 to 10 using concrete materials and pictures K$CC$& Compare numbers from 1 to 10 represented as numerals Students will: Compare numbers up to 10 in order to determine which is greater than, less than or equal to Use technology to help them enhance their learning and retain the information learned. By the end of the week, each student will be asked to demonstrate what they have learned by 1. !aking and passing the "odule # unit assessment $. !aking ob%ects, sorting them in to a larger&small group and then e'plaining which is greater, less than or equal -ntroduction .ideo -ntroduce new website 4 e(en more #ractice 5a(e students continue to use all three websites

'utcome"'bjecti(es- )hat will the student be able to do*

+ssessment ,ormati(e"Summati(e

)arm-u# /escri#tion o0 +cti(ities:

1Chec2 i0 -ncluded3 68#licit -nstruction 1M,GP,-P3 Technology 5igh Cogniti(e Tas2s ,le8ible Grou#ing Connections )riting 5igh Le(el 9uestioning

o Practice * * * * o More Practice o 6(en More Practice Com#lete +nimal ,un lesson 7se math journals along with little #eo#le toys Students will be gi(en an o##ortunity to #air u# and share what they learned today 4 then students will share with the classroom their learning !here will be a three group rotation set up. !he first group will work with me. !he second group will work in centers completing the same tasks as yesterday in order to gain more practice. !his second group will also begin to sort the little people with the help of my assistant so that they would have had a preview of today(s lesson. !he third group will be on the computer. !he groups will rotate every $0 minutes for )0 minutes.

Lesson ,our: +nimal ,un +n small group 1. $. +n the middle of the table, + will make a pile with all of our farm animals, ,oo animals, and wild animal toys. + will then have students sort the animals into three categories. -+ will not tell the students how to sort the toys. + will %ust tell them that there needs to be three piles when they are done. !he students will be asked to describe how they sorted the toys.. + will then hand the students three baskets and have them put their sorted groups in to the basket. 0tudents will be given three paper plates that are labeled more, fewer, and same. 0tudents will count each basket and determine which basket should be placed onto which paper plate. 0tudents will then choice one basket and sort that basket into three smaller groups, four legs, two legs, etc1 -as long as students can e'plain how they sorted the animals, it does not matter which groups they create.. 0tudents will then count each of the animals in the smaller groups and determine which group is more, fewer, or the same. !hese animals will be placed on the appropriate paper plate. !his will continue until all baskets of animals have been sorted into smaller groups and placed on the more, fewer, and same paper plates. 3uring center time, students will use their math %ournals and our little people toys. 4gain, students will sort our little people into three categories using the paper plates labeled more, fewer and same. !hen students will draw three big circles in their math %ournals labeling the circles with more, fewer, and same. 5ithin each big circle, students will draw smaller circles. 6ach smaller circle will represent one little person. + will collect the math %ournals to see if students were able to apply what they are learning by using representation. 0tudents will receive hand over hand if needed. 0tudents will use technology when needed. "ath 7ournal 8 + will collect each student9s %ournal daily. !he following day, + will re8teach, in small group, what was not understood or e'pand upon that which was clearly understood. !his will allow me to meet the needs of all my students. :bservations 8 3uring small group and centers, + will observe what the students understand and what is still causing them to struggle. + will take notes to help with my reflection at a later time. ;air&3iscuss&0hare 8 4t the conclusion of each lesson, + will have students pair up with a partner, discuss what they learned and then each student will e'plain to the group what they learned and provide a small demonstration of their learning. "odule # Unit assessment from :<+=:, "aryland9s math curriculum.

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+ccommodations"Modi0ications" +lternati(e Methods o0 #resentation, interaction, or assessment 0or di(erse learners :e(iew and closure