Apple Stacks

Adding to Ten

Name: Kaydee Kuhnle and Grace Johnson Time Allotted: 30-35 minutes
Grade Level: Kindergarten Subject: Math
Materials Required:
Bowl
Apples
Books
Playing cards
Crayons
Spoons
Blocks
Oranges
Coins
Water
Bottles
Paper clips
Toilet paper rolls
Tally sheets
11 red apple di-cuts (9 waxed)*
2 green apple di-cuts*
Green markers
1 green dry erase board marker
Assessment worksheets
One fish, two fish, three fish drawing rubric
One fish, two fish, three fish equation rubric
*Make these in your teacher workroom prior to class!

Michigan Content Expectations:

CCSS.Math.Content.K.OA.A.4 For any number from 1 to 9, find the number that makes 10
when added to the given number, e.g., by using objects or drawings, and record the answer with
a drawing or equation.

Objectives:

1. TLW for any number from 1 to 9, find the number that makes 10 when added to the given
number by using objects or drawings and record the answer by correctly completing two out of
three worksheet drawings, graded by a rubric, by the end of the lesson.

2. TLW for any number from 1 to 9, find the number that makes 10 when added to the given
number by using objects or drawings and record the answer by correctly completing two of three
worksheet equations, graded by a rubric, by the end of the lesson.

Assessment:
Informal Formative- Throughout the lesson, informal assessment will be made by the teacher.
The teacher will observe inquires made by the students and have conversations with them
leading into the lesson. As the lesson is ending the teacher will also informally assess students
with the ticket out the door, observing correct answers.

Formal Formative- As students are doing group work or working as a class, the teacher will be
assessing them formally by keeping a tally of their progress. This will not be graded, but simply
act as a guide for the teacher knowing where students fall. This will allow the teacher to know
which students are struggling and need help before moving into summative assessment.
Data: Teachers progress tallies on sheets of paper.

Interim: In order to check that the students are ready for their formal summative assessment, the
teacher will quickly check through the tallied sheets put together during the group work to see
students status. If students do not seem to be understanding, additional modeling will be given.
The final assessment will be given, once the teacher feels the students are able to move on.
Data: Checked progress tallies for understanding.

Formal Summative #1/#2- At the end of lesson time, the teacher will give each child a worksheet
with 3 problems. The problems will consist of red drawn apples of differing values with empty
space beside it and an equation spot beneath it. The students will be given a green marker to fill
in the remaining apples needed to get to ten. After they have drawn their apples, they will fill in
the equation. This worksheet will be assessed by two different rubrics. One is measuring
proficiency of the drawings, and the other the written equation. Both rubrics must meet a two
out of three fish on the Dr. Seuss-themed One fish, Two fish, Three fish rubric for the teacher
to know proficiency was met. A student receiving One Fish would be equivalent to earning a
Needs Improvement in the scoring. While a student receiving Two Fish has earned the level of
Proficiency. Lastly, if the student receives Three Fish they have earned Mastery and are
ready to help teach others.
Data: Graded rubrics for each student with information recorded in the teachers grade book.

What now?
If proficiency is not met the teacher will give the student assistance one-on-one or whatever way
deemed necessary. For instance if the concept is not grasped during modeling, the teacher will
continue to model until the class is almost all comprehending. If the class as a whole is not
understanding this lesson will be revisited and revised. With the meeting of proficiency or
mastery the student is encouraged to dig deeper using classroom resources, which are available
to them.




Instructional Procedure:

1. Anticipatory Set: (Allotted Time 10 minutes)
The teacher will begin the lesson by referencing the previous lesson where students
learned different groupings can make the same number and why this can be important to
them. After reflecting on this, the teacher will move the students into inquiry based
learning. The students will reach into a bowl to pull out either a red or a green di-cut
apple to split them into groups. Once split into the groups, the students will move to an
area of the room filled with objects. These objects include, but are not limited to: apples,
books, playing cards, crayons, spoons, blocks, oranges, coins, water bottles, paper clips,
and toilet paper rolls. Each item will have a value of no more than 9. The students will be
instructed to stack these objects on their head. The teacher will be watching and making
observations (informal, formative). After they have had opportunities to try multiple
objects out, the teacher will bring them together once more.

2. State Purpose and Objective of Lesson: (Allotted Time 1-2 minutes)
The teacher will tell the students they will be learning how to add to get to the number
ten, when they are given a number 1-9. The teacher should make it clear to the students
that this is important through an example such as, If we had 10 friends in our class and
six of them had books, how would we know how many friends still need books? This
shows the students that the information pertains to them.

3. Instruction: (Allotted Time 20 minutes)
a. Direct Interactive Instruction:
Once the purpose of the lesson is stated the teacher will reference the inquiry activity.
The students will be given a chance to share observations and communicate what they
experienced. After they have had time to share the teacher will begin to ask questions to
the students. For example, if one student was able to stack 6 books on their head, the
teacher would ask the students if they know how many more books would be needed to
get to the number ten. Similar questions will be asked until teacher observes
understanding through communication (informal, formative). The teacher would make
sure to hear all ideas of methods students would use and have them share with the class.
This allows the teacher to understand the students thinking and method during
assessment.

b. Modeling:
The teacher will have nine red apple di-cuts. The teacher will begin by giving
each student one red apple and instruct them to stick them to the board while saying
the number out loud. Once each student has placed their apple on the board the
teacher will ask the students how many more they think will get them to the number
ten. The teacher will draw in a green marker the number of apples the students
guessed, and will have the students count with the teacher to see if they truly have ten
apples all together. If they do not, they will need to retry an answer. If the answer is
ten, the teacher will begin showing instruction of how to formulate an equation from
this knowledge. Counting out loud first the di-cut red apples, the teacher will instruct
them to write down the last number spoken in the first spot. This will be done the
same way for the green drawn apples except for the fact the number goes in the
second position. Thus, when the students are done, they have an equation. This class
work will be monitored by the teacher who will be making tallies of student progress,
in order to know they may move on to guided practice (formal, formative). This will
be practiced as many times as time permits, with the teacher giving students a
different number of di-cut apples each time.

c. Guided Practice:
The teacher would then move into guided practice, splitting the class into partner
groups. The students would then be instructed to do what they had done as a whole
group, but now in groups of two. The teacher will try and hand out apples in numbers
not yet gone over or will give students the problems most struggled with. As the
students are working, the teacher will once again tally their progress and assess their
understanding (formal, formative). If the group is struggling, the students could call
on the teacher to clarify understanding. If the teacher is seeing errors in the work,
he/she should ask the students questions on how they figured the problem out and
work with their understanding to scaffold them into a place of understanding.

d. Independent Practice:
The students independent practice will fall in line with the assessment. Having
monitored the students progress from class work to partner work, the assessment will
assess them individually. Before the students begin, the teacher will have checked the
tally sheets to make sure the class was ready for this step (interim). Each student will
be instructed to spread out so there is at least one chair between friends, and will then
be given the assessment worksheets and instructed to begin. Once the students have
finished they will turn their sheets into the teacher.

4. Differentiated Consideration:
Finish quickly- Students who finish quickly will have their work checked in order to
see that the progress is correct and if it is will be given opportunities to work with
additional problems to make sure learning is concrete. If the answers were incorrect,
the teacher would check methods used and then have them try again.
Struggle to complete activity/assessments- Students who are struggling to complete
activities or assessments will first be given the opportunity to pair-n-share and if
confusion is still a problem, ask the teacher for help.
Show proficiency early- Students who are showing proficiency early will be given a
challenge. This challenge could be along the lines of giving the student 10 items and
having them figure out how many equations they can make by splitting them up into
two stacks.
Still not proficient near end of lesson- If a student is not showing proficiency near the
end of the lesson, the teacher will work with the students one-on-one, modeling
additional work. If there are multiple students in the same situations, consider putting
them into groups with the teacher working with them and allowing the students to
build ideas off of each other.
Needs different modes of learning or learn through a different multiple intelligence
strategies than what was delivered- embed multiple options of instruction and
assessment for students to choose how they best learn and how best they would show
proficiency.
- If there are handicapped students within the classroom, it is important to make
sure the tables are of correct height and that if needed there would be a partner to
help write/draw answers.
-If children had a head brace and could not stack items upon their heads, they
would be given the challenge of stacking them on a levitated foot.
-Additional support given depending on classroom situation.
-Kinetic learners have great opportunities to do hands on activities throughout the
lesson. This allows them to learn through movement and retain more information
in the way that best benefits this type of learner.
-Visual learners will benefit from much of the lesson since most of the work
involves using visuals. The students will have opportunity to see examples
through repetitive visuals and will also get to make these as well. This allows
them to learn with two different types of visual learning.
-Intrapersonal learners will have much opportunity to reflect with other students
and learn as a group. Since most of the work is group work, they will thrive the
most within these opportunities.


5. Closure: (Allotted Time 2-3 minutes)
As a ticket out the door, the teacher will ask the students to each hold up a number from
one to nine on their fingers and ask for a verbalized answer of how many more they need
to get to ten (informal, formative). Once each student has answered the teacher will wrap
up the lesson by telling the class that they have great problem solving skills, which will
come in handy when they are needed in class and in other places they go..

6. References:
See Materials List


Apple Stacks Drawing Rubric
One Fish, Two Fish, Three Fish





























One Fish=
Needs Improvement
Two Fish=
Proficiency
Three Fish=
Mastery
0-1 drawings are correctly
drawn and articulated
2 drawings are correctly drawn
and articulated
3 drawings are correctly drawn
and articulated
Apple Stacks Equation Rubric
One Fish, Two Fish, Three Fish






















One Fish=
Needs Improvement
Two Fish=
Proficiency
Three Fish=
Mastery
0-1 Equations articulated
correctly
2 Equations articulated
correctly
3 Equations articulated
correctly
Greater Than, Less Than, Equal Teachers

Names: Kaydee Kuhnle and Grace Johnson Time Allotted: 50 minutes
Grade Level: Kindergarten Subject: Mathematics
Materials Required:
Manipulatives: Base 10 blocks, bingo chips, books, etc.
2 plastic cups
Objects for cups (pom-poms)
White Board Markers
Note Sheets
Greater Than, Less Than, Equal To Audible Definitions Data Table
Manipulative Practice Pages
White Paper
Comparing Groups Rubric and Data Table
Lorax Tree cut-outs
Colored Pencils
Video Instructions on Laptop Computer
Headphones
Poster Board for finishing Station 3

Michigan Content Expectations:

CCSS.Math.Content.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, e.g., by using matching and
counting strategies.

Objectives:

1. TLW define greater than, less than, and equal to correctly based on a completion rubric
by giving audible answers to the teacher during rotation stations. (Disclaimer: We know that this
is a skill that is learned previously in the students education. It is needed to scaffold the
students learning for the given standard.)

2. TLW identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group by scoring 2 out of 3 proficiency points on a rubric
through a matching or counting assessment best fit for the student, e.g., picture format, verbal, or
tactile.

Assessment:

Informal Formative: Throughout the lesson, the teachers will be making observations of student
behavior and achievement. Notes may be taken during rotation stations and/or independent
practice in order to help the learning process. Questions will be asked of the class throughout the
lesson and students answers will be a form of progress monitoring. Any conversation had during
the lesson will assist in the progress of the lesson.
Data: No tangible evidence is given. Teachers will use observations and questioning to better the
learning process.

Formal Formative 1: While the teachers are introducing what greater than, less than, and
equal to mean in direct instruction, the students will have Note Sheets that give them a visual
that will help them to remember the definitions. This serves as notes at a Kindergarten level.
Data: Notes on note sheets that show the students are following along.

Formal Formative 2: Manipulative Practice: During rotation stations, the students will be visiting
a station that focuses on reviewing how to use the matching and counting methods to find
whether two groups are greater than, less than, or equal to each other. There will be paper at the
station that is used to draw and write out the answers that the students got in their problems they
tried. The students are allowed to draw pictures to represent their findings as well.
Data: Numerical/drawn work students have done that shows the progress they have made in
using the different strategies for greater than, less than, and equal to.

Formal Summative 1: During rotation stations, one of the teachers will be hosting a station that
will assess whether or not the students understand greater than, less than, and equal to.
Each student will receive a piece of white paper that can be used to draw out ideas of the three
phrases. The teacher will be asking the students to describe what each of the phrases means and
recording it on a data table for that student. While one student is being assessed, the others are
allowed to work silently while they think and draw. Students should not speak for one another,
and the teacher needs to pay full attention to the student that is talking at the time. Proficiency is
reached if a student is able to define at least 2 of the 3 phrases correctly.
Data: Data Table of whether or not each student understands the phrases: greater than, less
than, and equal to.

Formal Summative 2: Comparing Groups: For the final summative assessment, the students will
be given a choice on how they want to show they are proficient in figuring out which of two
groups are greater than, less than, or equal to each other. Students will be given the option to
draw pictures, give an audible answer, or show a teacher they can figure out which of two groups
is greater than, less than, or equal to through manipulatives. The matching and counting methods
may be used if the student feels the most comfortable with them. This assessment will be
checked using a One Fish, Two Fish, Three Fish rubric. Scoring Three Fish on the rubric
means that the student was able to correctly show three comparisons (being either greater than,
less than, or equal to) in some way that the teacher has deemed appropriate. Two Fish
would be the equivalent to being able to identify 2 out of 3 examples, and One Fish would
mean the student could only identify one example.
Data: Evidence that has either been written by the student or teacher to demonstrate the student
understands how to identify that two groups of objects are either greater than, less than, or equal
to each other.

What Now?
If the students are struggling earlier in the lesson, the rotation stations are designed to help them
better understand what they are doing and apply it themselves. At the end of the lesson, if the
students still do not understand, this concept may be visited during rotation stations during
another class period or later in the day when the students may work on what they want.

Instructional Procedure:

1. Anticipatory Set: (Allotted Time 5 minutes )
Inquiry: Have two cups of pom-poms set out for the students to see. Have the
students pair up and have partner share time. They need to ask each other questions about the
cups and the amount of stuff that they hold. Tell the students to make observations, ask
questions, and then try to guess which cup has more pom-poms in it. CGI: After they have
discussed this with their partner, have a large class discussion about the objects in the cups.
Ask what questions the class came up with about the cups. At the end, ask the class which
cup they think has the most objects and why. Then be sure to ask how they could figure that
out. The why questions are the most important in order to get their explanations. One
question that could come up might pertain to how the pom-poms feel. If this is the case, go
ahead and have the students feel the pom-poms for themselves.

2. State Purpose and Objective of Lesson: (Allotted Time 2 minutes )
Tell the students that todays lesson will be all about figuring out whether two
groups of items are greater than, less than, or equal to each other. Remind them that
they have been reading The Lorax and will be using the trees from the story. Explain that it is
important they learn this because they will be able to use the information in other subjects
and be able to compare with excellent vocabulary. Ask them to be sure to pay attention, ask
great questions, and have fun!

3. Instruction:

a. Direct Interactive Instruction: (Allotted Time 5 minutes)
To begin the instruction, both teachers will be Team Teaching the
definitions of greater than, less than, and equal to. Hand out the basic notes
sheets to the students so that they can follow along with the instruction. Explain using
large and small circles the differences between the three phrases. The worksheets are
split into three boxes- each labeled Greater Than, Less Than, and Equal To. In
the boxes, the students should be drawing circles along with the teachers and drawing
arrows/circling the correct image that goes along with the definition. As one teacher
is instructing the class, the other should be walking around giving encouragement and
reminders to students for behavior. The teacher who is not explaining a term should
not hesitate to add in helpful hints as they go. This formative assessment is used to
check the students basic understanding.

b. Modeling: (Allotted Time 7 minutes )
After presenting the phrases to the students, split the class up into two
equal heterogeneous groups. Each teacher will be teaching the same content.
The students will be gathered around the teacher to be able to see clearly.
The teacher will then use manipulatives and a white board to demonstrate the
matching and counting methods when comparing two groups of objects. The teachers
should first use the Lorax Tree cut-outs as manipulatives with the students. Talk
about how the people in the story cut down lots of trees, and explain that this can
represent less trees. Place two groups of trees on the table and ask the students
about whether one group is greater than, less than, or equal to the other group.
A key piece of information to keep in mind is that the students need to say whether
the group on the LEFT is greater than, less than, or equal to the group on the RIGHT.
Use other manipulatives with the students at this time as well. The teacher will be
sure that the students are able to comprehend by checking for understanding
throughout the modeling process. Ask questions frequently and be sure to go through
each model more than once. Also be sure that every student is paying attention
because they will be practicing this during the rotation stations.

ROTATION STATIONS TIME:

c. Guided Practice: (Allotted Time 17 minutes 5 minutes per station)
(Happening simultaneously to Independent Practice)
Station Teaching: Split the class into 3 equal groups for the rotation station
time. This can be done in a number of ways including choosing groups before the
lesson, counting off, or by playing the Mingle game.
Station 1: There is one station that uses guided practice. During this
station, one of the teachers will be watching the students practice with the
manipulatives in order to figure out which of two groups are greater than, less than, or
equal to one another. The teacher is there to correct mistakes and answer questions
that the students have while using their manipulatives.
Station 2: Also during this time is a summative assessment of the
definitions of greater than, less than, and equal to. The other teacher will be at
this station. Before beginning, the teacher should give out paper for the students to
brainstorm and draw pictures on to help them remember the definitions of the three
phrases. This teacher will be asking the students to give a verbal description of what
the three phrases mean. The students may refer to the drawings of circles, sizes of
different objects, or the amount. This is to be graded using a data table. The teacher
will check off each box, representing a phrase that the student is correctly able to
define. Once every student is finished, spend the rest of the rotation time looking at
the pictures that were drawn and ask questions to cultivate learning.

d. Independent Practice:
This also occurs during rotation stations.
Station 3: During this station, the students will be able to practice the
different methods of comparing groups of objects. There will be many manipulatives
and paper provided for them to use. There will be a video explaining the instructions
to the class that the students will begin before picking up any materials. Their
instructions will include behavior expectations, what they will be doing, what to write
on their scrap paper, and what to do when they are finished. The students will be
making two piles/groups of objects, and then using either the matching or counting
methods to figure out whether the group on the LEFT is greater than, less than, or
equal to the group on the RIGHT. When a student has finished their assignment, they
are to go to the front of the room where there is a poster. The poster has each
students name on it followed by a box. A student must turn their work into the folder
at the front of the room and then place a sticker into the box on the poster to show
that they have completed their task. When they have finished, there are Dr. Seuss
books at the station that they may pick up and read/look at. The teacher at Station 2
will be finished with the assessments by this point and should check in with Station 3
to see what they need. It is the job of both teachers to watch the other station and
intervene when necessary.




Final Summative Assessment: (Allotted Time 7 minutes)
For the final summative assessment, the students will be given options to
show that they are proficient in identifying greater than, less than AND equal
to when comparing two groups. They must show ALL THREE phrases in whatever
option they choose. Their options will be: a. to draw pictures of objects and show that
the group on the left is greater than, less than, and then equal to the group on the right
(this entails 3 drawings), b. the teacher will have two groups of objects on a table that
the students may come to and they must explain audibly how they would figure out
the answer and then give the correct answer to the teacher, or c. the other teacher will
have manipulatives at a desk and students may go to them to show the teacher how to
figure out the answer when comparing the groups (they do not need to speak until
giving their answer). The final assessments will be graded based on the One Fish,
Two Fish, Three Fish rubric.

4. Differentiated Consideration
Finish quickly: Students who finish their work quickly will need to check their work
and then they can visit the library to read more Dr. Seuss books.
Struggle to complete activity/assessments: If a student is struggling to understand and
complete their work, make a point to give them further instruction while the students
are doing independent work. If they still do not understand near the end of the lesson,
give another couple of examples and ask them to help you figure it out.
Still not proficient near end of lesson: If a student is still nowhere near proficiency at
the end of the lesson, you will need to give them more detailed instruction and place
them in a group that will dive deeper into the concept during rotations stations. This
way, you can address the issues with a group of students who need extra practice.
Multiple Modes or Multiple Intelligences:
-Visual Learners: There are many visual aspects to this lesson. One of the major
benefits for visual learners is the option to draw pictures and use the manipulatives to
assess at the end of the lesson.
-Tactile Learners: The manipulatives are placed in the lesson to benefit the tactile
learners in the classroom. Make sure that these students know they are able to use the
manipulatives to show their understanding and assess at the end of the lesson.
-Kinesthetic Learners: Allow the kinesthetic learners to use the rotation stations to
their benefit. Give them the option to take a lap around the room before they find
their seat at their new station. Also, they are allowed to stand/sit wherever they want
for their final assessment.
-Interpersonal: Emphasize the group time at the beginning of the lesson in order to
allow interpersonal students to have conversations with one another. This way, they
will get the chance to say things that they may not be able to say in the group
discussion.
-Needs a Challenge: At Station 1 of Rotation Stations the students will be working
with manipulatives. If the teacher sees that one or more student needs a challenge,
they should give the option then to find other objects within the classroom that they
can compare. Walk with them around the room and help them spot groups they can
compare with either greater than, less than, or equal to.
-Student who needs instructions in smaller steps: Throughout the entire lesson, be
sure to stop by their desk and give them the instructions in smaller steps. Tell them
what to do one or two steps at a time, and have them raise their hand when they are
ready for the next step(s). For rotation station 3, allow them to have a pair of
headphones so they can replay the instructional video multiple times. Be sure to place
this station in full view of the teachers for observation purposes. For the final
assessment, have the student visit one of the two teachers and receive step by step
instruction for whichever method they choose to use. They use the same rubrics as the
other students.





5. Closure: (Allotted Time 7 minutes)
To close the lesson, tell the class to stand up and think of a pose/dance move/word
that represents what they learned. Go around the room and let each student quickly explain
what they came up with before ending the lesson. Be sure that the motions the students are
creating pertain specifically to what was learned that day.

6. References:
See Materials List