Black Hills State University: Planning for a Lesson

Foundational Elements (essential features of all lesson plans)

● Lesson Title

Pair Sets One to One

● Subject/Content Focus and Grade Band (unit title; unit focus)

Kindergarten Math - Pairing sets one-to-one and comparing them

● State Standard(s)
○ K.CC.A.2 - Count forward beginning from any given number within 100 (instead
of having to begin at 1). Count backwards beginning from any given number
within 20.
○ K.CC.B.4.A - When counting objects, say the number names in the standard
order, pairing each object with one and only one number name and each number
name with one and only one object. (one-to-one correspondence)
○ K.CC.C.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. Include groups with
up to ten objects.
○ K.OA.A .1 - Represent addition and subtraction with objects, fingers, mental
images, drawings, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations. (Drawings need not show details, but should show the
mathematics in the problem.)
● Learning Target(s)
○ Students will be able to compare numbers to 10 with mathematical vocabulary
such as greater than and less than.
○ Students will be able to pair sets one to one.
● Assessment/Evaluation (types of assessments used throughout the lesson:
formative, summative, other; description of how student learning will be
evaluated)
○ Formative: Student will be able to complete the Roll and Cover One Less
worksheet, Pair Sets worksheet, and Number Fluency 1-10 worksheet.
■ Students will be able to state the number when asked
■ Students will be able to identify a set that shows less than and more than
■ Students will be able to count in sequence when not starting at 1
■ Students is able to pair sets one to one and then use math talk to
compare the two sets using mathematical vocabulary
Lesson Structure, Learning Activities, and Instructional Strategies (step-by-step
plans and time allotted for each step for the three phases of a problem-based lesson:
launch, explore and debrief)

Three-Phases of a Problem-Based Lesson

● Launch: Ready students to engage with the purposeful task

○ Read the book Moo, Baa, La La La
■ While reading the book stop on the pages and count the objects/animals
on the page
■ Ask questions such as “Are there more sheep or pigs?”
■ Model how to tell which set has more by drawing on the board. Drawn the
pigs and sheep and draw lines that connect one pig with one sheep,
which one has one left over?
○ If you don’t have the book just ask the same questions about the pigs and sheep
(and other animals and objects) and draw the model drawings on the board
● Explore: Include ideas and actions to support productive struggle in learning
mathematics
○ Plan key questions: pose purposeful questions to promote classroom
discourse
○ Differentiation: accommodations, modifications, extensions
● For the time after the whole group practice, the partner work and individual
practice can be set in small groups
● Whole Group Practice
○ Make sure each student has a pencil, clipboard, and a worksheet
○ The students will be sitting on their carpet spot while working on this worksheet
○ The teacher will use the overhead camera to show the worksheet and complete
it with the students
■ Pair Sets One to One worksheet
● The worksheet is divided into 4 sections and in each section, there
are two rows of different objects.
● In each section, the students will count the amount of objects in
each row and write the number on the dotted line below.
● The students will then need to draw a line from one object to
another in each of the rows of objects.
● One of the rows of objects will have more than the other one. The
students will need to circle the line of objects that has more.
○ Once the worksheet is completed the teacher will go around to each student to
check their work. If it is all correct the teacher will draw a star on the worksheet
and the student can mail it in their mailbox.
● Partner Work
 ○ On the overhead camera show the class the Roll and Cover One Less
worksheet. Have one student come up to help you model/demonstrate how to do
the work Sheet.
○ Model for several rounds to make sure the students are comfortable with doing
one less.
■ Roll and Cover One Less Worksheet
● Partner the students in groups of 2. Each group gets one
worksheet, one die, and counters.
● The partners will take turns rolling the die. When the die is rolled
the student will touch each dot while counting out loud. The
student will then look at the worksheet and find the number that is
one less than the number they rolled and cover it with a counter.
(so if I rolled a 6, I would cover a 5)
● Independent Practice
○ Independently students will work on the Fluency: Numbers 1-10 worksheet once
done with the other worksheets.
■ Fluency: Numbers 1-10 worksheet
● Students will go through the worksheet and look at each box. The
boxes will either have a written number or dots.
● If there are dots the student will count the dots and then write the
number on the side of the dots.
● If the box is a written number, to the side of it the student will draw
the same amount of dots as the number.
○ Once the student is done with the worksheet they will raise their hand and the
teacher will come to look at the work. If it is all completed correctly the teacher
will draw a star on the top of their worksheet and the student can put it in their
mailbox.
○ If there is time left over and the student has completed all the work, they can look
in their finish folder and finish what is in it during the remaining time.
● Differentiation
○ For my student who is unable to write her numbers, I will have them written in
highlighter so she can trace over it with her pencil.
○ For my student who is unable to sit on his carpet spot all the time he will have the
option to sit on his carpet spot or in his chair in the square
○ For students unable to understand the concept one less, have counting blocks so
when they roll the die they can get that amount of blocks and then take one away
to see how many they would have left
○ Workshop format
● Debrief: Use and connect mathematical representations, facilitate classroom
discussion, summarize main ideas, connect back to learning target)
○ Gather the student back on the rug and on their carpet spots
○ Remind them what we have worked on today
■ Less than, More than
 ○ Draw sets of circles on the board, and ask the students which set of circles has
less, and which has more, Why?
■ Have the student come up to the board and draw the lines that connect
the circles to show which has more and which has less

Building Elements (additional elements)

● Learner Characteristics (# of students, gender ratios, IEP information)

12 students, 5 girls: 7 boys, and one student on an IEP

● Resources, Materials, and Equipment: list or include essentials to complete

the lesson)
○ Roll and Cover One Less worksheet
○ Pair Sets One to One worksheet
○ Fluency: Numbers 1-10 worksheet
○ Die
○ Counters
○ Clipboard
○ Pencils
● Key Questions (vital questions that propel students through the learning
experience; questions that prompt exploration and open discovery)
○ How can you show what you’re thinking?
○ How can you check to see if your answer is right?
○ Can you show me how you count with your pointer finger?
● Key Vocabulary (terms, concepts, and/or events)
○ Compare
○ Greater than
○ Less than
○ Same
● Prior Knowledge/Skills Needed for Lesson (essential knowledge and skills
needed by students to effectively participate in the learning activities)
○ Can count to 10
○ Can read and write up to 10
● Technology (tools used by students and/or tools used by teacher)
○ Document camera
○ SMART Board
● Classroom Management Considerations
● What routines are established prior to lesson or will be?

Some routines preestablished to the lesson are how we get to the carpet (push in
your chairs, walk, voices off, find your carpet spot), another routine we have is
 how we do group work on the carpet (we are whole body listening, facing
forward, not working ahead on the worksheets)

● What are the clear expectations for students during this lesson?

Some clear expectations that have been shared with the students are that they
should be whole body listening during the lesson (sitting crisscross upright on
their carpet spot, eyes on the board facing forward, hands to themselves, and
voices off), they should be actively engaged and participating in the lesson, and
that they should try their best.

● How will you manage materials?

When it is time for students to gather their materials (clipboards, pencils, and
erasers) I will send them in groups one at a time to collect each material so they
are not pushing and shoving each other. I will also have one student help me
pass out papers to the students.

● How will you facilitate the debrief?

I will facilitate the debrief by bringing the students back to the carpet and have
them sit on their carpet spots. We will talk about what we went over that day in
our lesson, one more (greater than), one less (less than), and the same (equal).
We will practice our line connections on the board to visualize which group has
more.