USF

Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19


Part 1: Lesson Content
Title of Lesson Comparing Numbers 6-10 using the Less Than Sign

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners Many of my students are enthusiastic about mathematics and so I can use that enthusiasm to create
interest in the lesson. Also, I incorporated math games into the stations with will engage students into
the content.

How does this lesson connect to/reflect the local community?
Students will need to be able to use the skill of identifying the lesser number for real life scenarios
such as picking the least expensive option at the store or when counting groups of objects.


What Standards (national or
MAFS.K.CC.3.6 - Identify whether the number of objects in one group is greater than, less than, or equal
state) relate to this lesson?
to the number of objects in another group, e.g., by using matching and counting strategies.
(You should include ALL applicable
standards.)
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?

Not Applicable. There are no math Pre-K standards according to cpalms.

Trace the standard to the next grade level. What will students learn next related to this standard?

MAFS.1.MD.3.4 - Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how many more or less
are in one category than in another.

Or

MAFS.1.NBT.3.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.

Students will later be required to apply their knowledge of the less than relationship to other ares
of math such as organizing data and the use of mental math.

1
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

Students may have misconceptions regarding the following:
What misconceptions might • The difference between the greater than sign (>) and the less than sign (<).
students have about this • The correct language used “less than” rather than “smaller than.”
content? • Confusion between greater than and less than.

Objectives- What students will
know or be able to do after the
instruction – the learning
outcomes
Content (WHAT students are
learning- look to the standard) Students will be able to accurately identify which numbers are less (are the least) using the “less than”
Action (HOW students will show it- symbol with numbers 6-10.
there might be clues in the
standard)
Measure (HOW WELL they need to
do it)
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called

for in the standard? The standard calls for students to “Identify whether the number of objects in one
group is greater than, less than, or equal to” which would be at the application level of bloom’s taxonomy
as students would need to apply their knowledge of greater than, less than, and equal to.

Which level(s) of thinking is/are called for in your objective? My objective calls for students to
“accurately identify which numbers are less.” So, it is also asking for the application level of thinking.

Why did you choose this level(s) of thinking? I chose this level of thinking to remain consistent with
the standard as well as to hold high expectations for my students.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered • Students will be assessed by way of teacher observation
your objectives? • Also, worksheets will be collected and used to determine levels of students’ achievement of the
objective.

2
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

Is your assessment formative or summative? Why did you make that assessment decision?
• My assessment is formative as it is evaluative of the current student understanding as this lesson
is not meant to wrap up the unit on numbers 6 –10. Also, this was the chosen assessment as
students’ tasks will vary and an evaluation assessment will allow for equitable evaluation for all
students, not dependent on their individual assignments as it is based on a rubric.

How does it align with your objective?
It aligns with my objective as it looks for students’ ability to identify the lesser number when
comparing numbers which related to my objective and standard.

Assessment Scoring/Rubric
What are the criteria for how you 0 points 1 point 2 points
will assess student
Student does not attempt to Student attempts less than Student is able to accurately
learning/student work? If you’re
solve the less than problem. problem(s), but is unable to less than problem(s), meaning
using a rubric, include your rubric
solve. they can identify the lesser
here. number


Part 2: Lesson Implementation
Management & Environment
(integrated throughout your • Location: Students will begin by completing the Engage question at their desks. Following the
step-by-step plan): group lesson on using their Engage question worksheet and teach prompting of information,
• How will you arrange students will gradually be released into group work. There will be four groups, one at the teacher
yourself and the students table, and each of the other groups will be a separate round tables.
(location in the classroom,
seating)? • Processes/Procedures: We will be using group work. This will be explained to students before
• What processes & it is time to split up. The different activities for each group will also be gradually explained. This
procedures will you use? will be done by demonstrated by Mrs. Rodriguez or myself.
How and when will you
communicate those to • Expectations: Students are expected to be focused on their work at their seats and raise a “quiet
students? hand” when answering questions. This will be communicated by highlighting a student who is
• What expectations will you following expectations as they work on the engage question. Raising quiet hands will be
have for the students? How reinforced when a student does so. Expectations for group work include that they will be focused,
and when will you respectful, and quiet. This will be done before any groups are dismissed.

3
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

communicate those to
students? • Not Meeting Expectations: Students not meeting expectations will be addressed first by
• What strategies will you use highlighting students who are meeting expectations. Also, students with behavior charts will be
if students do not meet your reminded to meet their goals. Lastly, students who are often off task will be in their own group
expectations? Are there working with a teacher.
specific students who
require a more extensive • Early Finishers: Students who finish early will be given a worksheet that requires them to fill in
management plan? What the greater than sign (>), less than sign (<), or equal sign (=) which would connect this lesson to
will that consist of? the lesson conducted the day before.
• What will students do if
they complete the task
quickly?


Materials 1. Whiteboard & Marker
(What materials will you use? Why
did you choose these materials? 2. PowerPoint Slides
Include any resources you used.
This can also include people!) 3. Mrs. Rodriguez

4. Laptops

5. Various Worksheets & associated materials

6. Decks of cards

7. Foam cubes with numbers 6-10 written on them.

4
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:
• Process - Because students will be in groups, they will all have different processes they use in
order to use less than word problems.
• Readiness – Students will be grouped according to readiness.
• Content – The content is being presented in an engaging manner that will include students in the
learning.

Which specific students will benefit, and why?
Group #1 – G, J, Z, and D will benefit from targeted & supervised instruction, as they are the “hyper”
group. They will benefit by working in a focused small group with Mrs. Rodriguez.

Group #2 – J, M, N, A, L, V will benefit from being in this group as they are students who are ready to be
challenged.

Group #3 – V, C, S, K, and J will benefit from being in the intermediate group as they do not need the same
level of support and are able to get the concept with an aspect of independence from the teacher.

Group # 4 – C, N, E, Y, and A will benefit most likely from being placed in a group that is more accessible.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual • Pre-Production Level: Students will be working with on the computer and in a group, this way
students (initials), and then explain they can have the math questions read to them.
the accommodation(s) you will
implement for these unique • Early Production Level: Students will have the opportunity to work with the teacher and in a
learners.) group.

• Speech Emergence Level: Students will be encouraged, but not required, to work independently
in a group.

• Intermediate Fluency Level: Students will be working independently from the teacher in a group.

5
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19


What accommodations will you make for students who have an IEP or 504 plan?
I do not have any students will specified IEPs or 504 plans, but students who meet those qualifications
will be pulled to the teacher table so that they may be engaged for more focused, engaging instruction.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
While I do not have any students currently identified as gifted, I would include them in the
independent group. They will be tasked with working independently and have early finishers provided
for them.

References (Planning of • Mrs. Rodriguez – Provided me the idea of the engage question for the worksheet.
instruction should be guided by • https://creativefamilyfun.net/exploring-greater-less-playing-cards/ - Less than card game.
research-informed
approaches. Acknowledge
references used to inspire lesson
ideas.) *Many of the other ideas were of my own.
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Math
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.)
guided/gradual release/etc.) Gradual Release

Where applicable, be sure to
address the following:
! What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
! How will materials be 12:30 - Students will begin at their seats. Grab student attention using an attention getter
distributed? such a “5,4,3,2,1, and 0.” Highlight and recognize students who are meeting expectations. During this
! Who will work together in time, Mrs. Rodriguez will be helping to monitor behavior.
groups and how will you
determine the grouping? 12:35 - Stand in front of the class and recite the learning objective with them. Say:
! How will students transition “Mirror/ I will identify / the lesser number / using the / less than symbol.”
between activities?
! What will you as the teacher 12:37 - Briefly discuss the concept with the students. Compare the greater than and less
do? than symbols by writing them on the board. Do the Engage Question worksheet with the students. Read

6
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

! What will you as the teacher the question and discuss the answer choices. This is found on the Engage worksheet. Help students to fill
say? in the self-monitoring checklist before beginning work on the question provided. A possible statement
! What will the students do? for the checklist could be “I can correctly use the less than sign” or more simply “I can use the less than
! What student data will be sign.”
collected during each phase?
! What are other adults in the • This would be done using the projector and stand in a manner that the
room doing? How are they students can still see the board.
supporting students’ learning? • Read the math statements first. Do this by using the choral reading
strategy where the students read the statements with the teacher so that
they have practice reading the less than statements.
• Think aloud and talk through the question, prompt student thinking to
determine which statement doesn’t belong. Draw out the number, in
circles.
• Wrap up the engage question by having students write out the answer “9
is not less than 6”

12:50 - Transition to group work. Do this by getting excited. Say: “Now we get to work in
groups! How exciting! Listen for your name and your group!” Have one PowerPoint slide per group and
include each students’ name on their group’s slide. Explain the group activities before you dismiss them.
Also, set up expectations for group work. Say: “when we work in groups we will be #1 –respectful to our
friends #2 – use our inside voices #3 – be focused.” Also, explain to students that they will be rotating
math stations. Address logistics when they are about to switch rather than giving them information
overload in the moment. Here is the order in which the group will be dismissed along with group
instructions:
• Group #1 – This group will be instructed to go to the teacher table with
Mrs. Rodriguez where she will explain their directions there. They will be
sorting less than statements based on whether they are true or false. (For
the rotation, they will be switching with Group #4)
• Group #2 – This is the independent group. They will be working
independently at the round table. Before being dismissed, I will explain
their directions. They will be playing a less than card game. Very similar
to the game “War” but the lesser number wins. They will pair up and
record their number combinations on their worksheet. (For the rotation,
they will be switching with Group #3)
• Group #3 – This intermediate group will be sitting at another round table.

7
USF Elementary Education Lesson Plan Template (rev. Sum19) Name: Taylor Bryan

Grade Level Being Taught: K Subject/Content: Math Group Size: 20 Date of Lesson: 10/2/19

They will be given the task to roll two dice (pre-made with the numbers 6-
10 written on them) and have to record and compare their numbers on
their worksheet. (For the rotation, they will be switching with Group #2)
• Group #4 – This group needs the most support and will be seated at the
laptop center. They will be working on splashmath.com where they have
been assigned a comparing numbers task. (For the rotation, they will be
switching with Group #1)

During group time I will be circulating the classroom to monitor learning. I will also have my checklist to
monitor student achievement of the objective.

12:50-1:15 - Group Work

1:15-1:20 - Wrap up. Have students return to their seats in order to reflect on the lesson.
Say: “What did we learn about today?” Prompt for the answer & repeat the objective: “I learned / how to
/ use / the less than sign.”