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# GENERIC LESSON PLAN (Liberal Studies Level)

INSTRUCTIONAL UNIT:
TEACHER
Gaby Cervantes
COURSE
Instructional Approaches to
Math
DAY
Online
CAMPUS
La Verne
K
SUBJECT
Math

LESSON TITLE
Who has the same, more and
feer!
LENGTH OF LESSON
"# minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES
SUBJECT STANDARD
\$%&' (tudents understand the relationship beteen
numbers and )uantities *i&e&, that a set of ob+ects
has the same number of ob+ects in different
situations re,ardless of its position or
arran,ement-.
\$%&% Compare to or more sets of ob+ects *up to
ten ob+ects in each ,roup- and identify hich set is
e)ual to, more than, or less than the other&
\$%&/ Count, reco,ni0e, represent, name, and order a
number of ob+ects *up to 1'-&
\$%&1 Kno that the lar,er numbers describe sets
ith more ob+ects in them than the smaller
numbers have&

Lin,uistic, Interpersonal, Visual,
GOAL O UNIT
2or students to understand more or less than
concept&

OBJECTI!E O LESSON
3W(4A3 identify )uantities of the same, less than
and more than usin, 1 different types of counters,
ith %''5 accuracy&

ASSESSMENT
STRATEGY FOR ASSESSMENT
3eacher observation, student6s responses to )uestions durin, class activity and results
from homeor7&

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
I have provided manipulatives for those, hich need to touch and feel ob+ects& I have also provided
number cards for those students that are unable to rite& 3hey can paste the numbers instead&
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
4oo7\$89ust :nou,h Carrots;
<ry :rase 4oards
<ry :rase Mar7ers
Assi,nment sheet
=encils
=aper 4a,s
>umber cards
2ruit counters
=eanut counters
Candy counters

STEPS THROUGH THE LESSON
INTO (Orienai!n"
3eacher ill say, 83oday I brou,ht some mini
carrots to share ith you, but I need to find out if I
brou,ht enou,h for all of you& Let6s find out? What
can e do to find out if there is enou,h!; Once
students have su,,ested countin, e can be,in
countin, the children and carrots& We ill then
determine if e have more, less or enou,h carrots& I
ill then introduce the boo7, 89ust :nou,h Carrots&;
(tudents ill be as7ed, 8Who do you thin7 ill eat
more carrots you or the rabbit!;
RATIONALE
I felt that ,ivin, students a concrete problem and
applyin, it to real life is a ,ood ay to reel
students in& I also felt that I anted to as7
)uestions related to the story so students are
introduced to the concept of more, less or e)ual to&
T"ROUG" (Pre#enai!n, Sr\$%\$red Pra%i%e, G\$ided
Pra%i%e"
\$@ead, 89ust :nou,h Carrots&; <urin, the story
students ill be as7ed to dra on an individual dry
erase board their anser to )uestions such as ho
has feer peanuts! Who has less carrots! Ao do
you 7no this!
\$(tudents ill then be ,rouped in pairs and ,iven a
ba, of fruits, peanuts and candy counters*no more
than %/ items in total-& (tudents ill be as7ed to
dra and rite ho many of each item they have&
3hen students ill be ,iven a fe minutes to find
someone ith feer peanuts than them and have
that child rite their name on their paper neBt to the
ord feer& 3hen students ill be as7ed to find
someone in the class that has the same then more
than them& 3hey ill do this for each ,roup&
(tudents ill share ith a partner ho had same,
feer, more and ho they 7no&

RATIONALE
I chose to read this store because I li7ed the ay
the concept as introduced& I also ant to ma7e
sure that students are as7ed )uestions throu,hout
the story to ensure students understand the
concept& It also allos the teacher to see if
students are understandin,& (tudents are ,iven a
tas7 to find someone ho has more, less and the
same as them so they become involved and
en,a,ed& At the end, students are to share their
findin,s and eBplain hy& I did this so I ould be
able to see hat students came up ith and peers
can also a,ree or disa,ree& 3his allos students to
rationali0e and support their reasonin,& Wor7in,
in pairs also help students understand others ay
of thin7in,& I am able to assess and see hat
students understand&
BE#OND (Inde&enden Pra%i%e"
(tudents ill be ,iven a list of numbers and as7ed
to find somethin, in their house ith that amount&
2or eBample, find somethin, in your house that you
have 1 of& (tudents ill dra a picture of it& 3hen
they ill find somethin, else that they have more
of& 3hey ill then dra or rite the name of that
item and rite the amount they have of that item&
(ee attached sheet&
RATIONALE
2or the beyond piece, I chose for students to loo7
for thin,s at home& I thin7 this ill be eBcitin, for
children because it is relates to their life& I also felt
that this helps students relate the understandin, to
the real orld&