Elementary Unit:

Lesson 1: I would have the students sit in a circle and I would put a big and slightly colorful bag

in front of the students. I only want the bag to have two or three colors on it. They would look at

the bag for a little bit and look at all of the details. I will then talk to the students about what they

see. I will write down what the students say about the bag. Once they have named all of the

details on the bag, I will explain to the students these are the attributes of the bag. After, I will

have the students go around the room and focus on one attribute (color). They will find

something that has the same color as the bag. The students will come back to the carpet and

we will sort the objects found into categories based on colors and see what color is the most

popular.

Lesson 2: The next day we will continue our sorting lessons and this time I will have different

sorting and counting activities for the students. I will begin the class by explaining each station

and separating the students into groups. I will have one sorting activity where the students will

sort selected objects into cups and see which one has the most. Another sorting activity I will

have the students cut out pictures of animals and clothes, and the students will have to sort the

pictures into two different categories on a piece of paper. I will also have slips of paper, that

have a picture of cubes stacked, and the students will count the cubes on the piece of paper

and stack that many cubes, and count them to make sure they have the correct amount. The

students will spend 8 minutes at each station.

Lesson 3:

Rochester College
General Lesson Plan

Grade Level / Subject Area Teacher Candidate Date of Lesson

(Discipline) Name
Kindergarten Victoria Slack 10/15/19

Common Core State Standards and/or Michigan GLCEs and/or HSCEs (InTASC 1. Learner Development)

CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common to see what object has “more
of”/”less of” the attribute, and describe the difference

CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the number of objects in each category and sort the
categories by count.

Important Concepts (InTASC 4. Content Knowledge)

Students will count out the objects once they are organized.
Students will organize the objects based on the pictures below.
Students will notice how the objects are organized and explain what attributes are used.
Students will notice which group has the most or least based on their graph or tally marks.

Learning Outcomes (InTASC 4. Content Knowledge)

The students will sort objects into certain categories and count how many are in each group by putting
them on to a graphing chart.
The students will sort objects into groups based on a specific attribute and they will see and explain what
group has more or less by looking at the graph or tally marks.

Assessment Summary (InTASC 6. Assessment)

FORMATIVE ASSESSMENTS: As I work with the students at the sorting chart station, I will have a
clipboard with me with a list of students names and make notes as I watch the students work and check
to see if the students understand how to organize the information into the correct column and if they can
count to the correct number. I will also look to see how the students are using the tally marks and if they
are having trouble understanding the information. I will be at the table so if they are struggling to
understand any of the concepts I will be able to help the students at that moment and explain the
concepts.

SUMMATIVE ASSESSMENT: While I work with the students at the table I will have a clipboard with the
student’s names on it and talk with the students about their first graph and I will ask them about their
graph and see if they can explain to me how they organized their charts. I will also have the students
explain to me which group has the most or least, and put a check by their names if they could explain
which group has the most or least
Prerequisite Relationships to New Learning (InTASC: Learner Development, InTASC 2: Learning Differences)

The students need to know how to count to at least 10.

They will need to know how to look at the pictures to figure out what the object/ attribute is.
The students will need to know their colors.
They need to know ways they can sort the objects

Flexibility and Responsiveness to Students’ Learning Needs (InTASC 2. Learning Differences)

I will explain to the student what they will be doing I will look to see if the students are paying attention
and make sure they understand what they need to do at each station. If I notice students are having a
hard time understanding the information, I will explain the station or stations again in a new way to make
sure the students have a better understanding of what they should be doing. If there are a few students
that still need some guidance I will help them at their stations and make sure they understand the concept
and work with them individually.

Instructional Procedures (InTASC 2. Learning Differences; InTASC 6. Assessment; InTASC 7. Planning for
Instruction; InTASC 8. Instructional Strategies)
Teacher Input
I will talk with students about how over the past couple of weeks we have talked about sorting and have
worked on your sorting skills. I will review with the students the different attributes they can use to sort
their objects.
I will then talk with the students about using tally marks and I will show the students again how we use
tally marks to represent our counting and I will talk with the students about how we make five tally marks
and keep going.
I will have a small pile of objects and I will explain to the students that I am going organize the objects
based on color, once I have them organized I will then have the students help me count out one pile and
as we count I will also make tally marks.
I will then explain to the students each of the stations that will be set up around the room (sorting beads,
counting blocks, tally station, and sorting graph worksheet). I will go through each station and explain
what the students will be doing at each one, and demonstrate how to do the station quickly. The sorting
graph station I will explain the most because this is the most detailed station.
I will show the students they will be working with two different charts, one chart has two columns and the
other chart will have three, the students will be given a bag of different erasers. I will talk with the students
that the one with the two-column already has an attribute picked out and they need to sort the objects
based on the picture at the bottom of the chart. The students will then count how many objects are in
each column and put tally marks at the bottom of the chart, then they will color in each column to show
which group had most or least.
Then if there is enough time they can try to organize the objects into three groups and come up with an
attribute to use.

Checking for Understanding

As I work with the students at the sorting chart station, I will have a clipboard with me with a list of
student’s names and make notes as I watch the students work and check to see if the students
understand how to organize the information into the correct column and if they can count to the correct
number. I will also look to see how the students are using the tally marks and if they are having trouble
understanding the information. I will be at the table so if they are struggling to understand any of the
concepts I will be able to help the students at that moment and explain the concepts.

Essential Question:
How can we sort objects and know which group has the most or least?

Unit Questions:
What ways have we talked about sorting objects?
How can we know how many objects are in each group?
How can we remember how many objects are in each group?
Can we tell from just looking at the piles?

Content Questions:
Can we make a prediction on which group has the most just by looking at it?
Based on your information how do you know what group has more or less?
Can you explain how you organized the information?

Guided Practice
The students will be able to go to the different stations and work around the room, they will be given eight
minutes to work at their station, and then they will move to the next station.
Sorting Beads: This station will have premade bags of objects, and there will be small cups and egg
cartons for the students to use. The students will sort the objects into the egg cartons or cups. They will
practice their sorting skills and they can choose their own attribute to focus on. I will have a list of
attributes hanging up next to the center so the students at the center can look at some examples of
attributes.

Counting Cubes: this station will have pictures of cubes stacked together with a number of how many
cubes are stacked below. The students will take cubes and stack them to match the picture and number
on the sheet.

Tally station: This station will have plastic eggs that are separated, on the top part there is a written
number and on the bottom part of the egg there will be tally marks. The students will need to search
through the eggs, to look for the matching color and match the number to the tally marks.

Sorting worksheet: The students will put all of the other stations together, they will be give one worksheet
where they have to organize the objects to go along with the picture at the bottom of the chart. The
students will count the number of objects on the chart and make tally marks on the side of the chart. The
students will then color in the chart boxes to represent how many objects they had in each column. I will
then talk to the students about what attribute do they think was used to organize these objects. I will also
talk with the students about how they figured out the tally marks and if they match the amount on the
chart.

Closure
In the end, I will have the students come back to the carpet and during this time I will talk with the
students about what I saw during their math time and comment on some of the behaviors that I saw.

Independent Practice
The students will be able to do the station where they organize a new set of objects and find their ways to
organize the objects into egg cartons or cups.
Lesson Timeline (Summary of Instruction) (InTASC 8. Instructional Strategies)
Start of the Lesson
I will talk to students about sorting.
I will review with the students the
different attributes they can use to
sort their objects.
I will talk to the students about using
tally marks.
I will show the students again how we
use tally marks to represent our
counting.
I will review how to make five tally
marks and keep going.
I will have a small pile of objects and
explain to the students that I am
going to organize the objects based
on color.
Once I have them organized I will
then have the students help me count
out one pile and as we count I will
also make tally marks.
Lesson Materials, and Supplies (InTASC 2. Learning Differences)
Connecting blocks
Egg cartons
Small cups
Erasers
Charts/worksheets
Plastic eggs
Crayons or colored pencils
Beads, dry pasta, beans,
Additional Information Required by Individual Course Instructor: Specialized Pedagogy (InTASC 2.
Learning Strategies)
Mid-Lesson Activities
I will explain the stations
that will be set up around
the room (sorting beads,
counting blocks, tally
station, and sorting
graph worksheet).
I will go through each
station and demonstrate
how to do the station
quickly.
The sorting graph station
I will explain the most
because this is the most
detailed station.
As the students work
through their charts, will
ask the students:
How are you organizing
the objects?
How many are in each
column so far?
How many tally marks do
you think you will need to
use?
The questions will help to
let me know if the
students understand the
concepts.
End of Lesson Activities
While I work with the students at the
table I will talk with the students
about their first graph and I will ask
them about their graph and see if
they can explain to me how they
organized their charts. I will also
have the students explain to me
which group has the most or least.
The students will be able to go to
different stations and work around
the room.
In the end, I will have the students
come back to the carpet and during
this time I will talk with the students
about what I saw during their math
time and comment on some of the
behaviors that I saw.
Special Needs and Gifted/Talented Students
Lower level: I would give the students a simple chart first, and have them organize the materials between
two objects. Then slowly give the students more challenging charts still with a chosen attribute but they
have to sort the objects between three categories.

Advanced students: Students will be given a set of objects and they will need to come up with attributes
they want to organize their objects into and they will need to draw a picture or put a color on the bottom of
the chart to explain the categories. These students will also have to write the number of how many
objects they have in each group as well.