MULTICULTURAL LESSON PLAN FORMAT

Student: Amanda Laymon

Subject/Concepts: Mathematics/Numbers Grade Level: Kindergarten

1. Standards:
o Observable objective: Students will be able to identify when groups of objects are more, less,
or equal to other groups of objects. (Knowledge Level)
Multicultural goal:
o Observable objective: Students will be able to demonstrate respect for differences.
(Application Level)
• Auditory-Visual-Kinesthetic learning styles:
o Auditory learners are addressed during the group learning. The teacher stands at the front
of the room and presents the information verbally to the class.
o Visual learners are addressed when the teacher shows to the class how to determine if
there are more, less, or an equal number of objects in each box.
o Kinesthetic learners are addressed when they are given time to do it on their own. They
get to experiment and try it out for themselves with the worksheet.
• Gardner's Intelligence:
o Musical Intelligence is used with the song that explains more, less, and equal amounts of
objects. It allows students to hear a catchy tune and see how to compare groups of
objects, making it easier to retain the information.

2. Materials:
1. PowerPoint titled “More Less Equal Lesson”, it contains the information for the mini-
lesson and guided practice. It also contains a collection of objects found in different
cultural places.
https://docs.google.com/presentation/d/1WOJg3zT0DOCX1dOztK7rh96nL25ofL41HVN
ehRX4u64/edit?usp=sharing
2. YouTube video titled “More than Fewer than Song” (found in the resource list), it
contains additional content for the mini-lesson.
3. The word document titled “More Less Equal Worksheet”, it contains the independent
practice assignment for each student to complete. Printed copies are located on the
middle behind the teacher’s desk in a red basket.
4. The computer located on the teacher’s desk is connected to the projector and will play the
PowerPoint and music video.
5. A time line counting from 1-20 found in each student’s desk, extras are found on the
middle shelf behind the teacher’s desk in a blue basket (make sure to collect the barrowed
ones at the end of the assignment).
6. A red, green, and blue crayon found in each student’s pencil case in their desk, extras are
found at the back of the room on the top shelf in the pencil box (make sure to collect the
barrowed ones at the end of the assignment).
7. A pencil for students to write their name, found in each student’s pencil case in their
desk, extras are in a cup on top of the mini fridge by the sink (make sure to collect the
barrowed ones at the end of the day).
3. Instruction- learning Process:
• Do First: Good morning class! Today we are going to use our counting skills! Who can count to
 20 for me? (Choose a couple students to take turns counting to 20.) Good job! Today we get to
count different objects, like dogs, cats, and even pizza! We get to find out which group of objects
has a bigger number of objects in it than the other groups. Are you ready?
• Mini-lesson: Open up PowerPoint. Go through the lesson taught in it, starting with the
definitions of more, less, and equal. Make sure the students understand the full concept that one
box has a larger number of objects than the other, or that they are equal. After this section the
teacher will play the YouTube video which will reiterate what the students were just taught. Play
it a couple times so students can really catch on to the meanings of the words.
• Guided Practice: The teacher will return to using the PowerPoint to show the students examples
of what was just taught. The teacher will lead the group in the first two slides of determining
more, less, and equal. After the first two slides the teacher will select a few students to do it on
their own, correcting mistakes aloud where necessary. When going through the slides, students
will see a collection of objects found in other cultures, including a flag from Africa, a plate of
spaghetti, and a sombrero. This shows students that we are similar to other cultures in terms of
flags, food, and hats.
• Independent Practice: Upon completion of the PowerPoint, the teacher will pass out the
worksheet to each student. The students will be asked to pull out their red, green, and blue
crayons, as well as their timeline (for extra help if needed), and their pencil. The teacher will
explain to the students that they are to write their name on the top line and to color the box with
more objects red, color the box with less objects blue, and if the boxes have an equal number of
objects, to color both boxes green. While students are working on their assignment the teacher
will walk around the room to address student questions and give assistance where possible.
• Exit Slip: In order to assess students, the teacher will go to each student once they’ve completed
the worksheet. The student will have to explain why two sets of boxes are colored the way they
are to ensure that the student fully understands. An example of this would be: “This box is
colored red because 10 is more or bigger than 5”, or “These boxes are colored green because 4 is
equal to or the same number as 4”. Once the student can do that, they are to turn in their
worksheet to the turn in basket located on the top left corner of the teacher’s desk. If a student
struggles to explain, the teacher can remind them how to do so with one set of boxes and then let
the student try again with 2 more sets of boxes.

4. Resources

More Than Fewer Than Song [Video File]. 2016. Retrieved from

https://www.youtube.com/watch?v=llqTVVXzPPY

5. Reflection:
1. What specific subject concepts, skills, applications etc. does the student achieve for the
identified grade level?
a. In this lesson the student is taught to count the number of objects and then to
determine if the group of objects contains more, less, or an equal number with the
other box of objects. The student is learning to compare different groups of objects.
2. What specific multicultural knowledge, skills, etc. has the student achieved?
a. The student has learned to appreciate other cultures by recognizing the similarities
between their own cultures and others. They see objects from varying places and
know that they have some similar in their own culture.
3. Assess the level of student engagement and active learning for the lesson strategies selected
 for the “instruction-learning process?
a. The lesson is full of student engagement. Students are asked questions that require
thinking and answers. They are forced to come up with their own ideas and then to
retain the correct information that is taught.
4. Lastly, list the strengths weaknesses of the lesson plan.
a. This lesson is strong in including all different learning types, such as auditory, visual,
and kinesthetic. There is time throughout the lesson to listen to information, see the
information, and then apply the information on their own. Everyone’s strength is
played upon allowing them to be the most success in this subject. The weakest point
in the lesson is the multicultural perspective. The diversity of the cultures is included
in the PowerPoint but that is about the only spot. I’m still a little bit unsure of how to
explain and draw attention to that diversity in a lesson focused on numbers.