USF Elementary Education Lesson Plan Template (S 2014)

Name: _Wanda Santiago__(CT.O.

1)________
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught:
Math /Less than
Size:
10/6/2016
Kindergarten
and greater than
Whole
comparing numbers class
LEVEL 3
Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards. Rarely do
teachers use just one: theyd never
get through them all.)
Essential Understanding
(What is the big idea or essential
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to do
after this lesson? Include the
ABCDs of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to rewrite the sentence in future tense
D: with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not

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 and counting strategies.
http://www.cpalms.org/Public/PreviewStandard/Preview/5290
By the end of this lesson, students can identify the greater and less than value when counting numbers
from 1-10.

C: Given a worksheet A: students B: will be able to identify greater than and less than from numbers 110 D: with no errors.

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Wanda Santiago__(CT.O.
1)________
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught:
Math /Less than
Size:
10/6/2016
Kindergarten
and greater than
Whole
comparing numbers class
LEVEL 3
need to be a percentage.)
Rationale
Address the following questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it this
way?
Why is it important for
students to learn this concept?
Evaluation Plan- How will you
know students have mastered
your objectives?
Address the following:
What formative evidence will
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
lesson or in upcoming lessons?
What Content Knowledge is
necessary for a teacher to teach
this material?
What background knowledge is

I will be teaching this objective because students would need to know how to identify greater
than and less than with numbers.

Students need to learn this concept to be able to handle money, count and to accomplish higher
level math problems.

Formative Assessment
Teacher will show students different numbers between 1 and 10 in a whole group. Continue to
ask students to identify numbers 1-10 until the teacher can appropriately gauge student
understanding.
Summative Assessment
N/A

A teacher would need to be able to know the numbers 1-9 and the different strategies for written or
drawing out each number. For example: ten frames, tallies, dominos/dots.

Students should understand the relationship between numbers and quantities; connecting to

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Wanda Santiago__(CT.O.
1)________
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught:
Math /Less than
Size:
10/6/2016
Kindergarten
and greater than
Whole
comparing numbers class
LEVEL 3
necessary for a student to
successfully meet these
objectives?
How will you ensure students
have this previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about their
readiness for this content?
What misconceptions might
students have about this
content?
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
Step-by-Step Plan
(What exactly do you plan to do in
teaching this lesson? Be thorough.
Act as if you needed a substitute to
carry out the lesson for you.)
Where applicable, be sure to
address the following:

cardinality.
Student should be able to count to answer "how many?'
Students should understand the difference in the terms greater than, less than or having the
same or an equal amount.

Skipping a number while counting.

Adding a number while counting.
Mixing the numbers together for greater than and less than.
Lesson Implementation

Questioning
Observations
I do, We do, You do

Time

Who is
responsible
(Teacher or
Students)?

Each content area may require a different step-by-step format. Use whichever
plan is appropriate for the content taught in this lesson. For example, in
science, you would detail the 5 Es here (Engage/Encountering the Idea;
Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the
Idea; Evaluation).
Guiding Questions: What are the guiding questions for this lesson?
1. How can you use matching to compare sets with the same number of
objects?

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Wanda Santiago__(CT.O.
1)________
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught:
Math /Less than
Size:
10/6/2016
Kindergarten
and greater than
Whole
comparing numbers class
LEVEL 3
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the teacher
do?
What will the students do?
What student data will be
collected during each phase?
What are other adults in the
room doing? How are they
supporting students learning?
What model of co-teaching are
you using?
What will you do if

What will you do if

2. How can you use counting to compare sets with the same number of
objects?
3. What is this number? What is the other number?
4. Which number is greater/more, less/fewer, or same/equal to? Why?
5. How do you know?

Gave the purpose of the lesson.

Told the expectations. Volume needs to be on a level 1.
Students will circle the greater number on p.114 and then they will
circle the less than number on p.115.
Circle the greater number.

a student struggles with the content?

1. If the student has not mastered these skills, the teacher will pull the student(s) aside one-on-one
or in small group for extra practice.
2. The teacher will use extra worksheets and manipulatives to help students master comparing
numbers between 1 and 10 at a later date.
a student masters the content quickly?
Have students work on greater than and less than for numbers 1-20.

USF Elementary Education Lesson Plan Template (S 2014)

Name: _Wanda Santiago__(CT.O.
1)________
Grade Level Being
Subject/Content:
Group
Date of Lesson:
Taught:
Math /Less than
Size:
10/6/2016
Kindergarten
and greater than
Whole
comparing numbers class
LEVEL 3
Meeting your students needs as
people and as learners

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use? Why
did you choose these materials?
Include any resources you used.
This can also include people!)

If applicable, how does this lesson connect to the interests and cultural backgrounds of your
students?
N/A
If applicable, how does this lesson connect to/reflect the local community?
Math is necessary for the real world and counting can relate to money and how to save it and spend it
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Students who need enrichment, will compare two numbers from 1-20 and build sets to prove their
answer is correct.
How will you differentiate instruction for students who need additional language support?
Emphasize vocabulary.
1. Students will work individually with the teacher to complete extra practice for mastery one-onone or in a small group. The attachment below can be used to support students needing
remediation.
2. Working with a partner or individually with the teacher

counters or cubes (10 in a baggie)

pencils
3 student sheets, attached, one per student
ten frames
counters or cubes

CT.O. 1
Reflection
When teaching my lesson, it was spur of the moment. I didnt have time to prepare because my
CT was sick and had to leave early. If I was going to teach this lesson to the same group I would
have my students use ten frames to represent the numbers 1-10 and then they can tell me greater
than and less than. I would have also read The Very Hungry Caterpillar to show the numbers 110. I would have also had my students build the numbers with linking cubes to show greater and
less than. It is a good visual representation of the numbers.
The Analysis
I asked students these questions to see what they know. I looked on their paper to make sure that
they understood the concept before they took it home. How can you use matching to compare
sets with the same number of objects? How can you use counting to compare sets with the same
number of objects? What is this number? What is the other number? Which number is
greater/more, less/fewer, or same/equal to? Why? How do you know? By asking how or why, it
gives the students a chance to explain their answer which is SMP 1- Make sense of problems and
persevere in solving them. My next steps is to teach the teen numbers and 2-D shapes.
Students who need enrichment, will compare two numbers from 1-20 and build sets to
prove their answer is correct. When they compared numbers from 1-20, they were confused
because they havent been represented the numbers 11-19. To help my ELLs I explained
vocabulary, greater and less than. Overall it was an easier concept to teach, but I would have
liked to have more time to prepare and make it more interactive.