Generic Lesson Plan Form

Subject: Math

Activity: What Bug Will Win?

Statement of Objective:
*Observable/Measurable (A,B,C,D)
*GLCE/IEP

Setting: Small Group

# of Students: 4 groups of 6 students

Given the What Bug Will Win? Handout and a spinner, students will be able to create a graph
and then count and compare quantities when playing the game.

Accommodations

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
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.1

Materials:
*Prepared and organized
*Available for all

Opening:
*Gain attention/motivate
*Activate prior knowledge
~link/relate; assess; prepare for new
learning (e.g. vocabulary)
*State goals/set purpose
~explain task: why, what, how, and
when
for strategies
*Clear directions

Presentation:
Teacher:
*Variety of learning (T/S, S/S, S/T)
*Organizational framework
~construct, clarify, and link concepts in
a
meaningful context
*Present visually, verbally,
kinesthetically,
real world (e.g. LESH)
*Model and think aloud to make visible
~language practices/processes
~learning strategies and adaptations
(how,
when and why)
~organization, relationships, and clues
*Transfer of control
~students explain, justify, clarify, etc.
*Clear directions
*Check for understanding
~appropriate feedback: praise, prompt
probe/question (in ZPD)
~assess/error drill
~monitor and adjust instruction
Students:
*Participation
~overt and active
~instructional dialogue, think aloud,
explain, justify, evaluate, etc.
Guided Practice:
*Activity related to
presentation/objectives
*Active student participation
~provide rationale for assignment
~multi-sensory and real world
~instructional dialogue
*Transfer of control
~students explain, justify, clarify, think
aloud
*Check for understanding
~ensure high success rate
~appropriate feedback: praise, prompt,
probe/question (in ZPD)
Individual Practice:
~assess/error drill

What Bug Will Win? Handout

What Bug Will Win? Spinners
Pencils/ Crayons

Two different
colored crayons
will be offered to
those students
struggling to
record the graph
correctly

Question: Who is excited to play this game at the yellow table today?

Provide the
students with the
choice of oral
response or thumb
response to the
question

Refer back to apple graph or weather graph

Today we are going to be creating new graphs to give us more practice making graphs and to
see Which Bug Will Win the race.
Begin to give directions while modeling the game for the students.

Point to the apple

graph or the
weather graph for
visuals

Directions WHILE MODELING the game:

Provide What Bug

Will Win handout
and spinner for
visuals while
modeling

Each of you will be given one What Bug Will Win? Handout and one spinner.
Write your name on the handout IN PENCIL!
There are two different spinners; be sure to look at which spinner you are using and circle the
spinner on the handout.
Spin the spinner.
Put a big X in the bottom square of the corresponding graph.
Continue to spin the spinner adding Xs to the corresponding graphs.
Stop when one graph reaches the top.
Question: Im starting to wonder, which bug will win? Im going to make a prediction or a
guess which bug will win I predict X bug will win Which bug do you think will win?
Why do you think that?
Question: Whos ready to see which bug will win their bug race?

Provide each student with a What Bug Will Win handout and a spinner.
Probe them through the directions again as they begin and as needed.
Ask students questions probing them through the game and encouraging them to explain, to
think, and to predict.
Provide time for the students to individually complete the graphs while playing the game; also
allow for them to compare their graphs.

Use two different

colored crayons to
record the graphs
Provide the
students the choice
of oral or thumb
response to the
question

Students who
finish early can be
asked closing
questions early
and/or can be
given a new
handout/ spinner
to play the game
again
Students who
dont have the
chance to finish
can complete the
game during

~monitor and adjust instruction

*Management/monitoring
~scan, circulate, assess, support, praise

Closing:
*Adequate time
*Students summarize content and
accomplishments
*Assess/identify new goals
*Link to future learning

choice time
Provide verbal
encouragement,
praise, or
recognition to
continue a task
Question: Was your prediction or guess right? Did the bug you thought would win, win? Why
do you think X bug won?
We will be making lots of graphs this year so it is important to practice making graphs and to
learn to read the graphs, as well.
Inform the students the game will be a choice during choice time if they would like to continue
to play the game.

Reflection:
__________________________________________________________________________________________________

Provide the
students the choice
of oral or thumb
response to the
question