Senior Practicum Daily/Formal Lesson Planning Template Winter 2017

Name: Autumn Bybee Formal Unit Lesson # _____ or Daily Lesson# _____Lesson Date: 3/09/2017
Lesson Sort Sorting Cards and Compare Criteria Descriptors:
Element
Lesson type Direct Instruction, Discovery/Inquiry, Cooperative Learning, or Self Directed
Standards CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
Bloom’s and The students will be evaluating the shapes. They will also be analyzing the shape to decide whether it meets
DOK the criteria. Students will remember previous shapes they have learned to compare how the shapes are the
same or different. The students recall knowledge (DOK lvl 1).
Objective Students will be able to sort sorting cards and compare and order the categories
Assessment During the exploration period I will walk around and make a list of interesting ideas they are doing to share
Plan with the class.
Materials Need Workbooks, sorting cards (found in workbooks).
Key Compare: To see if the numbers in the group are the same or if one group has more than or less than another.
Vocabulary More
Fewer
Expectations I expect the students to be active participants in the class. As the students get off topic I will do my best to
relate what they are saying to the topic or to make a quick reply and move on as Mrs. Swainston has
demonstrated.
Anticipatory p.117 We will discuss what shapes the find in each column (examples are square, circle, triangle, rectangle).
Set We will discuss how there are big and little shapes. Finally we will discuss how some shapes are red and some
shapes are blue.
The students will each be given their own sets of cards. There will be an open exploration period for them to
sort and explore them.
Modeling First we are going to sort the shapes by colors, all the red shapes will go on the right and all the blue shapes on
the left.
We will compare the shape colors next to each other to see if there are more shapes of one color. Show the
students how to compare the two cards by lining them up next to each other.
Instructional Count the number of red shapes how many are there? 8
Inputs Count the number of blue shapes how many are there? 8
Are there more shapes of one color than another?
After guided practice ask the following questions:
How many large circles are there? (2) How many small squares are there? (2) How many shapes are green?
(0) How many triangles both large and small are there? (4) Which of these shapes have 4 sides? (square,
rectangle). How many are there altogether? (8) Are there more triangles or more shapes with 4 sides? (more
shapes with 4 sides). How can we check? (compare the shapes, count the shapes).
Guided Place all the shapes together in one pile. We are now going to find the pairs of identical shapes. Put them on
Practice top of each other so at the end you have 8 piles. In each pile make sure the large shape is on top and the small
shape is on the bottom. Say questions written in instructional inputs.
Independent Show page 119 on the board. What animals do you see on this page? Now I want you to sort them so
Practice / everything with 2 legs is on the left and everything with 4 legs is on the right. Count the number with 2 legs
Application and right the number there are next to the picture on the paper (correct answer is 8). Now place the people in
one pile and the birds in another. How many people are there? (3) How many birds? (3) (have them write this
on their paper). Let’s compare these numbers. Now count the animals with four legs (8). *write dog, horse, cat
on the board. Put the dogs in one pile, the cats in another piles, and the horses in another pile. Now lets count
them. Write on your paper: How many four legged animals are dogs? How many are cats? How many horses
are there? Are there more dogs then horses? Are there fewer cats or fewer dogs?