Sample Math Lesson

CCSS(s):
CC.K.CC.7 Compare two numbers between 1 and 10 presented as written numerals
Learning Targets/Objective:
Compare numbers 1 through 10 and identify if they are equal or not equal.
Write and represent number 1 through 10.
Rationale:
The skills learned in this lesson are important because it confirms the idea that we
can have different arrangements, but still have the same number. Knowing the
difference between equal and not equal is vital because it tells students whether or
not a number sentence is the same on both sides; is a basic concept that is built on in
higher grades. Also, reviewing how we write numbers 1 through 6. This skill is
important because it is the basis of mathematics throughout the duration of my
students academic careers. This lesson builds on the previous lesson by helping the
students learn relationships of number using 5-groups.
Overview of Lesson:
Activity 1: Counting Mat Activities with 5-groups
o Adapt Unit 1, L. 2 activity to using 5-penny strips for numbers 6-10
o Make a number on counting map
o Relate visual quantity to fingers, sounds, or body movements
o Practice visual imagery of number
o Students describe arrangements
o Change arrangement
Use the word equals and equal sign.
What does it mean to be equal?
Two things are equal if they represent, or show, the same
number
Children use equal and not equal tiles to show two numbers or
two groups as equal or not equal.
o Copy the arrangement of another person.
o Notice partners of a number in terms of different arrangements
Activity 2: Review Numbers
o Review writing the numbers 1 through 6.
Ask children if they remember how to write the number
Short whiteboard activity writing numbers and showing
teacher
o How can you tell the difference between a number 2 and a number 5?
o Distribute activity page 57
Practice writing 2 and 5 (model on ELMO)
Circulate room to monitor student work
Materials:
Student Activity Book pp. 55-58
+/- tiles and =/not equal tiles
5-penny strips
Counting mats
Number tiles 1-10
Pennies
White boards, markers and erasers
Plans for Formative Assessment:
Observation
o Activity 1
I will be circulating the room while students are working with
counting mats. Asking students about their arrangements, show me
with their hands the number displayed, and to count one-to-one. I
want students to be able to be able to explain their work to me.
o Make sure students are engaging in the penny counting mat task
Exit slip
o Review student work practicing numbers before allowing to move on
to the next task
Daily Refection:
This lesson was a very good learning experience for me. Being away from school on
Thursdays during this semester has made it so that I have not experienced all
mathematics learning with my class. To my surprise, this was only the second time
that students used the manipulatives and counting mats, and it was the first time
they heard the terms equal/not equal (in terms of mathematics). Even though I did
a ton of prep with my lesson plan, I felt like I was in over my head while teaching the
lesson. It was really hard for me to manage 24 kids each with a tub full of
manipulatives.
As a learning point for myself in this lesson, I would have spent more time talking
about each symbol. What does this symbol mean? When do we use it? Since it was
something entirely new to a majority of the class, I should have given them more
wait time to think about the symbol and if they have ever seen it before. I talked
about what it means to be equal, but I should have spent more time ensuring that all
of my students understood the concept and made my questions more explicit