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# Lesson​ ​Plan

## Level​ ​2​ ​Field​ ​Participant’s​ ​Name:​ ​ ​Loretta​ ​Campbell​ ​(Kraling)

Mentor​ ​Teacher’s​ ​Name,​ ​School​ ​Name:​ ​Amanda​ ​L’Heureux
Date:​ ​April​ ​4,​ ​2017
Lesson​ ​Topic​ ​Title: Identifying​ ​Dozen​ ​and​ ​Half​ ​Dozen
Mentor​ ​teacher​ ​‘s
recommendations,
curriculum​ ​unit,
students​ ​needs​ ​and
interests
Learning​ ​Goals: ➢ Students​ ​will​ ​be​ ​able​ ​to​ ​classify​ ​objects​ ​by​ ​the​ ​dozen​ ​and​ ​half​ ​dozen.
Observable,
measureable,​ ​DOK,
Aligned​ ​to​ ​standard(s)
Standards: K.MD.B.3

Classify​ ​objects​ ​into​ ​given​ ​categories;​ ​count​ ​the​ ​numbers​ ​of​ ​objects​ ​in​ ​each
category​ ​and​ ​sort​ ​the​ ​categories​ ​by​ ​count.

## Pre-Assessment​ ​Data: ➢ Students​ ​understand​ ​how​ ​to​ ​count​ ​by​ ​2’s

What​ ​do​ ​students ➢ Students​ u​ nderstand​ ​that​ ​12​ ​is​ ​the​ ​double​ ​of​ ​6.
already​ ​know? ➢ Students​ h ​ ave​ ​worked​ ​with​ ​different​ ​types​ ​of​ ​measurement.

Types​ ​of​ ​Assessments: Formative:​ ​I​ ​will​ ​ask​ ​questions​ ​in​ ​regards​ ​to​ ​how​ ​many​ ​make​ ​up​ ​one​ ​dozen​ ​and​ ​how
Formative/Summative many​ ​make​ ​up​ ​a​ ​half-dozen.
Students​ ​will​ ​be​ ​guided​ ​through​ ​a​ ​class​ ​practice​ ​worksheet,​ ​as​ ​well​ ​as,​ ​allowing​ ​for
some​ ​individual​ ​work​ ​in​ ​regards​ ​to​ ​information​ ​taught​ ​that​ ​day​ ​(bottom​ ​of​ ​the
worksheet)
Differentiation: For​ ​students​ ​who​ ​are​ ​unable​ ​to​ ​count​ ​by​ ​2’s,​ ​I​ ​will​ ​provide​ ​additional​ ​one-on-one
Supporting​ ​student support​ ​to​ ​aid​ ​in​ ​the​ ​process.​ ​This​ ​can​ ​be​ ​done​ ​through​ ​modeling​ ​using​ ​the​ ​egg
needs​ ​by​ ​content, cartons.
process,​ ​product For​ ​those​ ​students​ ​who​ ​need​ ​enrichment,​ ​I​ ​will​ ​ask​ ​the​ ​students​ ​what​ ​other​ ​items
come​ ​in​ ​dozens.​ ​ ​I​ ​will​ ​allow​ ​those​ ​students​ ​to​ ​draw​ ​and/or​ ​write​ ​about​ ​those
items.
Management: Transitions:​ ​Following​ ​ ​the​ ​math​ ​board​ ​and​ ​fact​ ​practice,​ ​I​ ​will​ ​redirect​ ​students
Expectations, back​ ​to​ ​the​ ​math​ ​board.​ ​ ​I​ ​will​ ​go​ ​over​ ​my​ ​expectations​ ​for​ ​behavior​ ​that​ ​I​ ​want​ ​to
Transitions encourage​ ​during​ ​my​ ​math​ ​lesson.
Expectations:​ ​Raise​ ​your​ ​hand​ ​when​ ​you​ ​have​ ​something​ ​important​ ​to​ ​say,​ ​listen​ ​to
each​ ​other,​ ​sit​ ​bottom​ ​and​ ​walk​ ​quietly​ ​back​ ​to​ ​their​ ​tables.
Plan​ ​to​ ​Motivate ➢ Hands-On​ ​Activity
Learning: ➢ Working​ ​With​ ​Partners
Building​ ​interest​ ​in ➢ Self-guided​ ​practice​ ​with​ ​colored​ ​eggs/game
the​ ​lesson

Instructional 1. Following​ ​the​ ​math​ ​board​ ​and​ ​fact​ ​practice,​ ​redirect​ ​their​ ​attention​ ​to​ ​me
Plan/Sequence​ ​(step asking​ ​students​ ​to​​ ​“find​ ​a​ ​seat​ ​back​ ​on​ ​the​ ​floor​ ​near​ ​the​ ​math​ ​board.”
by​ ​step) 2. Review​ ​classroom​ ​expectations.
3. Sit​ ​facing​ ​the​ ​children​ ​in​ ​the​ ​purple​ ​chair,​ ​holding​ ​up​ ​an​ ​egg​ ​carton.​ ​ ​Once
students​ ​have​ ​settled​ ​down,​ ​“Today​ ​you​ ​will​ ​learn​ ​to​ ​identify​ ​dozen​ ​and​ ​half
dozen.”​ ​ ​“Can​ ​anyone​ ​tell​ ​me​ ​what​ ​we​ ​buy​ ​that​ ​comes​ ​in​ ​this​ ​type​ ​of
container?”​ ​eggs​​ “​ Where​ ​do​ ​you​ ​find​ ​eggs​ ​in​ ​a​ ​store?”​ ​usually​ ​in​ ​a​ ​cooler
with​ ​dairy​ ​products​​ ​“Does​ ​anyone​ ​think​ ​they​ ​know​ ​how​ ​many​ ​eggs​ ​would
be​ ​in​ ​an​ ​egg​ ​carton​ ​like​ ​this?​ ​Please​ ​be​ ​sure​ ​to​ ​raise​ ​your​ ​hand​ ​if​ ​you​ ​think
you​ ​have​ ​the​ ​right​ ​answer.”​ ​Allow​ ​time​ ​for​ ​children​ ​to​ ​answer.​ ​12
4. “​Using​ ​the​ ​name​ ​sticks,​ ​I​ ​am​ ​going​ ​to​ ​put​ ​you​ ​in​ ​pairs​ ​to​ ​work​ ​together.
Each​ ​pair​ ​of​ ​students​ ​will​ ​be​ ​given​ ​a​ ​pretend​ ​egg​ ​carton,​ ​as​ ​well​ ​as,​ ​other
things​ ​that​ ​we​ ​will​ ​need​ ​later​ ​in​ ​the​ ​lesson.​ ​ ​After​ ​I​ ​have​ ​finished​ ​putting​ ​you
into​ ​pairs,​ ​please​ ​find​ ​a​ ​place​ ​somewhere​ ​in​ ​the​ ​room​ ​to​ ​sit​ ​with​ ​your
partner.”​ ​Distribute​ ​bags​ ​containing​ ​pretend​ ​egg​ ​carton,​ ​eggs,​ ​marker,​ ​and
glue​ ​stick.​ ​“When​ ​you​ ​find​ ​a​ ​spot​ ​with​ ​your​ ​partner,​ ​please​ ​only​ ​take​ ​out​ ​the
pretend​ ​egg​ ​carton.​ ​ ​Leave​ ​everything​ ​else​ ​in​ ​the​ ​bag.”
5. “With​ ​your​ ​partner,​ ​count​ ​to​ ​see​ ​how​ ​many​ ​eggs​ ​you​ ​will​ ​need​ ​to​ ​fill​ ​your
carton.​ ​Now,​ ​talk​ ​to​ ​your​ ​partner​ ​about​ ​another​ ​way​ ​that​ ​you​ ​could​ ​count.”
Counting​ ​by​ ​1’s,​ ​Counting​ ​by​ ​2’s
6. “Today​ ​we​ ​are​ ​going​ ​to​ ​fill​ ​our​ ​egg​ ​carton​ ​with​ ​pretend​ ​eggs.​ ​ ​Why​ ​do​ ​you
think​ ​we​ ​won’t​ ​use​ ​real​ ​eggs?”​ ​Allow​ ​time​ ​for​ ​children​ ​to​ ​respond.​ ​Real
eggs​ ​are​ ​fragile​ ​and​ ​may​ ​break,​ ​causing​ ​a​ ​mess.
7. “Today​ ​we​ ​will​ ​pretend​ ​that​ ​our​ ​paper​ ​eggs,​ ​that​ ​you​ ​will​ ​find​ ​in​ ​the​ ​bag,
are​ ​real​ ​eggs.​ ​ ​How​ ​many​ ​eggs​ ​will​ ​you​ ​need​ ​to​ ​fill​ ​your​ ​egg​ ​carton?”​ ​12
8. “Does​ ​anyone​ ​know​ ​another​ ​name​ ​for​ ​twelve​ ​of​ ​something?”​ ​dozen
9. “​When​ ​we​ ​have​ ​twelve​ ​of​ ​something,​ ​we​ ​say​ ​that​ ​we​ ​have​ ​a​ ​‘dozen.’”
10. “If​ ​you​ ​have​ ​not​ ​already,​ ​take​ ​your​ ​eggs​ ​out​ ​of​ ​our​ ​bag​ ​and​ ​fill​ ​your​ ​egg
carton​ ​with​ ​a​ ​dozen​ ​pretend​ ​eggs.”
11. “​How​ ​many​ ​eggs​ ​are​ ​in​ ​a​ ​dozen?”​ ​12​​ “​ Count​ ​your​ ​eggs​ ​by​ ​2’s​ ​to​ ​check.”
12. Walk​ ​around​ ​and​ ​ask​ ​the​ ​students,​ ​“​What​ ​do​ ​you​ ​notice​ ​about​ ​the​ ​eggs​ ​in
you​ ​carton?​ ​ ​How​ ​many​ ​green​ ​eggs​ ​did​ ​you​ ​and​ ​your​ ​partner​ ​use?​ ​6​ ​“How
many​ ​orange​ ​eggs​ ​did​ ​you​ ​and​ ​your​ ​partner​ ​use?”​ ​6
13. Hold​ ​up​ ​the​ ​half-dozen​ ​egg​ ​carton​ ​up.​ ​ ​“Eyes​ ​on​ ​me​ ​please”​ ​What​ ​did​ ​I​ ​do​ ​to
my​ ​egg​ ​carton?​ ​Allow​ ​children​ ​time​ ​to​ ​respond.​​ ​“I​ ​divided​ ​my​ ​egg​ ​carton​ ​in
half.​ ​We​ ​call​ ​this​ ​a​ ​‘half​ ​dozen.’​ ​ ​How​ ​many​ ​eggs​ ​do​ ​you​ ​think​ ​are​ ​in​ ​a​ ​half
dozen?”​ ​6​ ​ ​ ​“With​ ​your​ ​partner,​ ​fill​ ​your​ ​egg​ ​carton​ ​with​ ​a​ ​half-dozen​ ​of
either​ ​green​ ​eggs​ ​or​ ​orange​ ​eggs.​ ​ ​How​ ​many​ ​eggs​ ​will​ ​you​ ​use​ ​for​ ​a​ ​half
dozen?”​ ​ ​6
14. “Now​ ​fill​ ​the​ ​other​ ​half​ ​of​ ​your​ ​carton​ ​with​ ​another​ ​half​ ​dozen.​ ​ ​How​ ​many
eggs​ ​will​ ​you​ ​use​ ​in​ ​the​ ​other​ ​half​ ​of​ ​your​ ​carton?”​ ​6​ “​
15. “This​ ​next​ ​step​ ​is​ ​kind​ ​of​ ​tricky,​ ​but​ ​a​ ​lot​ ​of​ ​fun.​ ​ ​Let’s​ ​pretend​ ​that​ ​we​ ​all
work​ ​at​ ​the​ ​grocery​ ​store​ ​and​ ​we​ ​want​ ​to​ ​be​ ​able​ ​to​ ​sell​ ​your​ ​dozen​ ​eggs,
even​ ​though​ ​they​ ​are​ ​funky​ ​colors.​ ​So,​ ​I​ ​want​ ​you​ ​and​ ​your​ ​partner​ ​to​ ​work
together​ ​to​ ​put​ ​your​ ​eggs​ ​into​ ​a​ ​cool​ ​pattern​ ​on​ ​your​ ​paper​ ​carton.​ ​ ​When
you​ ​have​ ​your​ ​pattern​ ​the​ ​way​ ​you​ ​would​ ​like​ ​it,​ ​you​ ​may​ ​glue​ ​your​ ​eggs
onto​ ​your​ ​paper.​ ​ ​Make​ ​sure​ ​we​ ​are​ ​working​ ​together​ ​with​ ​our​ ​partners.”
Allow​ ​time​ ​for​ ​children​ ​to​ ​decide​ ​on​ ​a​ ​pattern​ ​and​ ​glue​ ​eggs​ ​to​ ​paper.
16. “Okay,​ ​here​ ​is​ ​our​ ​last​ ​step.​ ​ ​Using​ ​the​ ​marker​ ​that​ ​is​ ​in​ ​your​ ​bag,​ ​you​ ​and
your​ ​partner​ ​need​ ​to​ ​take​ ​turns​ ​writing​ ​a​ ​number​ ​on​ ​each​ ​egg.​ ​ ​How​ ​many
eggs​ ​make​ ​a​ ​dozen?”​ ​12​​ ​“12,​ ​that​ ​is​ ​correct.​ ​ ​If​ ​you​ ​need​ ​to​ ​use​ ​the​ ​number
line,​ ​please​ ​do​ ​so.​ ​ ​We​ ​are​ ​writing​ ​1​ ​through​ ​12​ ​on​ ​our​ ​eggs.​ ​ ​If​ ​you​ ​need​ ​to
see​ ​an​ ​example,​ ​I​ ​have​ ​drawn​ ​an​ ​egg​ ​carton​ ​on​ ​the​ ​board​ ​and​ ​I​ ​am​ ​walking
around​ ​with​ ​my​ ​carton​ ​completed.”​ ​ ​Allow​ ​children​ ​time​ ​to​ ​do​ ​this.
17. ​ ​“When​ ​you​ ​are​ ​finished​ ​gluing​ ​your​ ​eggs​ ​to​ ​your​ ​paper​ ​and​ ​writing​ ​the
numbers​ ​1​ ​through​ ​12​ ​on​ ​your​ ​eggs,​ ​please​ ​bring​ ​your​ ​dozen​ ​to​ ​me​ ​and​ ​I
will​ ​display​ ​them​ ​to​ ​sell​ ​at​ ​my​ ​funky​ ​egg​ ​grocery​ ​store.​ ​Put​ ​completed
cartons​ ​on​ ​white​ ​board.​​ ​ ​“Find​ ​your​ ​seat​ ​at​ ​your​ ​desks.​ ​ ​It​ ​would​ ​be
egg-celent​ ​if​ ​we​ ​could​ ​get​ ​started​ ​on​ ​our​ ​Guided​ ​Practice​ ​Worksheet.​ ​ ​I​ ​will
pass​ ​out​ ​the​ ​worksheets​ ​and​ ​rulers​ ​out​ ​to​ ​each​ ​of​ ​you.​ ​ ​Today’s​ ​worksheet
says​ ​to​ ​draw​ ​a​ ​3-inch​ ​line​ ​for​ ​your​ ​name.​ ​Remember​ ​to​ ​start​ ​the​ ​zero​ ​on​ ​the
dot​ ​and​ ​draw​ ​your​ ​line​ ​all​ ​the​ ​way​ ​to​ ​three​ ​on​ ​your​ ​ruler.”​ ​Distribute
worksheets​ ​and​ ​rulers.
18. Allow​ ​students​ ​time​ ​to​ ​draw​ ​their​ ​line​ ​segment.​ ​ “​ Here​ ​we​ ​go.”​ ​ ​Read​ ​the
directions​ ​for​ ​the​ ​problems​ ​on​ ​Side​ ​A​ ​(1-3)​ ​Allow​ ​time​ ​for​ ​students​ ​to​ ​write
19. Read​ ​problem​ ​4.​ ​After​ ​reading​ ​problem​ ​4,​ ​“If​ ​you​ ​get​ ​stuck​ ​on​ ​this​ ​one,​ ​you
can​ ​look​ ​up​ ​at​ ​our​ ​egg-straordinary​ ​display​ ​of​ ​egg​ ​cartons.”​ ​ ​Allow​ ​time​ ​for