Stetson University Department of Education Daily Lesson Plan

Name: Lesson 2-5: Problem Solving: Model with Math Date: 10/09 Time: 10:55 Lesson # 1

Big Idea/Topic Modeling Grade/ Subject: Kindergarten Math

CPALMS/ Resource link
Lesson Structure: Whole Group
Standards: (CCSS/NGSSS/NGSS)
MAFS.K.CC.3.6
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another
group, e.g., by using matching a counting strategies
Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)
SWBAT…
 compare the number of objects in one group to another group and tell if the groups are equal to the number of objects
in another group.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where appropriate)
Reading- Students will read the numbers on the calendar.
Writing- Students will write lines to match one group of objects another.
Speaking- Students will explain how they can compare two groups of objects by modeling.
Listening- Students will listen to the visual learning math video and their classmates’ responses.

Key Vocabulary (academic/content-defined in kid friendly terms) Instructional

Materials/Resources/Technology
 Greater than- more than (include hyperlinks to videos & websites)
o 4 is greater than 1.  Calendar
 Less than- smaller than/ not as much as  Projector
o 1 is less than 4.  envision Florida Mathematics 2020
 Equal to- the same amount Grade K Lesson 2-1
o 4 is equal to 4.  Student Workbook Pages 77-80
 Pencils

H.O.T.S. Graphic Organizer/Thinking Map:

Bloom’s Taxonomy http://www.enchantedlearning.com/graphicorga
http://www.edpsycinteractive.org/topics/cognition/bloom.html nizers/
 Explain: “Which rod of blocks is bigger? How do you know?

Lesson Portions: Pacing ESOL Support

 How will you introduce the lesson, assess or activate For each level EL at each instructional step.
prior knowledge, motivate students to learn? (Add additional rows with Tab)
 How will the lesson develop or proceed? What steps will
you follow? What are the students expected to do?
 Highlight differentiated strategies.
 Underline higher order/high quality questions in lesson.
Introduction/Building Background: (Link to Prior Knowledge) B:
Calendar- I:
Show students what day it is on the calendar. Point to the 9th. Tell A:
students to whisper that number into their hand and release it on
the count of three. (1..2..3.. 9!) Count to 9 on the calendar. Play the 10 min
days of the week song and have students sing along. Tell students
that we are going to sing it again, and when we get today’s name,
whisper it in your hand and release it on the count of three. (1…

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Stetson University Department of Education Daily Lesson Plan

2…3… Friday). Ask students to raise their hand if they know what
month it is. Call on a student (October). (Say the date and have
students repeat after you. (Today is Friday, October 9th, 2020).
Number of the Day-
Add a straw to the pocket chart. Tell students to count with you to
see what number we are on today. (29). Show students how to
count by 10’s. (10…20…21…22…23…24…25…26…27…28…
29). Now have the students count by 10’s. (10…20…21…22…
23…24…25…26…27…28…29). Add a dot to the tens frame.
Have the class count the individual dots. Now, ask students to
count the dots by 10’s, just like how we counted the straws. Write
29 on the Number of the Day spot on the board. Spell the word
twenty-nine on the board. Ask students what letter /t-t-t/ twenty
starts with. (T). Add one more base-ten block to the board. Tell
students to count with you to make sure we have 29. Have students
count the ten’s blocks by tens. Ask students what is 29 plus 1.
(30). Ask the students what is 29 minus 1. (28).
Instructional Steps: B:
Project the interactive math book. I:
Play the Visual Learning Video. 45 min A:
Explain that we can use cubes to help us compare two numbers or
two groups of objects.
Ask students to explain Which rod of blocks is bigger? How do
you know? (Purple, it is longer than the red because it has 3 and
the red only has 2).
Explain to students that a drawing of the cubes can also help us
compare two numbers or two groups of objects by showing us
which number is greater than the other number.
Explain to students that writing numbers also helps us compare
groups of objects because we can look for them on a number line.
Click Solve and Share link.
Play the question.
Tell students that when they go back to their desks, we are going
to give them a bag of blue and red cubes. To compare the blue and
red cubes, the students will draw them on the page, and then write
the number of red cubes and blue cubes. Then they should circle
the greater number of cubes and cross out the fewer number of
cubes.
Demonstrate this for students on the board.
Tell the students that they will go back to their seats and do this
exact problem on page 77. Ask students what they will do to see
which group has fewer objects. (Count the red and blue blocks,
write the numbers, cross out the smaller number and put a circle
around the greater number).
Send students to their desks for independent work.
Circulate and check student work
Send students back to the carpet when they have completed page
77.
Give verbal encouragement as needed.
Show students page 78. Tell students that the girl compared the
number of books and erasers by modeling it with cubes, drawings,
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Stetson University Department of Education Daily Lesson Plan

and numbers. Demonstrate to students how to compare numbers

by modeling with cubes.
Show students pages 79. Tell students count the objects, model the
numbers with cubes, write the numbers down, and compare the
numbers by circling the greater number and crossing out the
smaller number. Tell students to take their time and do their best
work. When they are done, they should raise their hand.
Circulate as students are working.
Send students to their desks for independent work.
Give verbal encouragement as needed.
Call on students to the carpet and show page 80.
Read the problem to students.
Tell students to draw, use cubes, or write the numbers to show
how many stickers Marta and Emily have. Ask the students, if
Marta has 2 stickers, and Emily has a greater number of stickers,
can Emily have 1 sticker? (No, she needs to have more than 2).
Send students back to their seat to complete the problem.
Give verbal encouragement as needed.
Call students to the carpet.
Review problem with students and allow time for self-corrections.

Closures Pacing ESOL Support

Content: 5 min B:
Can someone remind me how you can compare two groups by I:
modeling? (Drawing, using cubes, or writing numbers). Right! A:
You all did a great determining which group of objects!
Procedural:
Put your math book in your desk and line up for special.

ESE Modifications CPLAMS Access Points ESE Accommodations

http://www.cpalms.org/Standards/AccesspointSearch.aspx (content, product, process, environment)
(identify access point, if needed)
Process- give verbal encouragement and repeat
Independent: directions as needed (as directed by IEP).

Supported: Environment- Allow for student movement by

having hold group instruction take place on the
MAFS.K.CC.3.AP.6a- Compare two sets and identify the set that is greater
carpet and independent work take place at the
than the other set, up to 10.
students’ desks.
Essential Understandings
Concrete:
 Use counting or matching of manipulatives to determine which set
of manipulatives is greater than the other set of manipulatives.
Representation:
 Use counting or matching of visuals to determine which set of
visuals is greater than the other set of visuals.
 Understand the concept of greater than.
MAFS.K.CC.3.AP.6b- Compare two sets and identify the set that is less than
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Stetson University Department of Education Daily Lesson Plan

the other set, up to 10.

 Use counting or matching of manipulatives to determine which set
of manipulatives is less than the other set of manipulatives.
Essential Understandings
Representation:
 Use counting or matching of visuals to determine which set of
visuals is less than the other set of visuals.
 Understand the concept of less than.
MAFS.K.CC.3.AP.6c- Compare two sets and identify if the set that is equal
to the other set, up to 10.
 Use counting or matching of manipulatives of manipulatives to
determine if two sets are equal.
Essential Understandings
Representation:
 Use counting or matching of visuals to determine if two sets are
equal.
 Understand the concept of equal to.

Participatory:
Assessment of Student Learning: (congruent with instructional objectives)

Objective 1:
Students will use blocks, draw pictures, or write numbers to model math
problems that require a comparison of two groups.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include evidence.)
We are continuing to build on the concepts of “greater than,” “less than,” and “equal too.” Today we practiced comparing
numbers by using different models, such as drawings or manipulatives.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)
This lesson went well. The students were engaged and excited to use the unifix blocks. This is one of the first times that the
students have modeled their work, but they really understood the concept! The students preferred using the unifix blocks over
drawing the blocks, which I actually think was more beneficial for them since the blocks are a physical representation of the
numbers we are comparing. We had to complete the problem on page 80 after specials because we ran out of time.

Addressing Pre-PGP: INTEGRATED BLOCK ONLY

(Using the three Pre-PGP goals completed in EDUC 393, describe how you progressed, or not, toward improving your practice
within those Domains. Include a statement on how your efforts impacted, or not, students’ learning experiences.) Complete this
box after the 2nd social studies lesson, the 2nd math lesson, the 2nd reading lesson, and one lesson within the science unit.
1.
2.
3.

Response to Feedback: INTEGRATED BLOCK ONLY

To be completed after post-observation meeting: Review and consider provided feedback. Describe how you will implement
next steps going forward. Explain how these next steps will impact students’ learning experiences.

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Stetson University Department of Education Daily Lesson Plan

Learning trajectory: Detail the learning trajectory associated with this standard. A learning trajectory consists of set of
instructional tasks, matched to each of the levels of thinking in the developmental progression. These tasks are designed to help
students learn the ideas and skills needed to achieve that level of thinking by grade level. Include each standard for grade
levels below & one above from CPALMS, the VCS curriculum maps, Next Generation Science Standards, or another standard-
based resource.

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 another.

Rev. Spring 2019