AgnieszkaFelczak1

TE406
3/2/16

TE 406 Project 2
Planning a High Quality Mathematics Lesson
Part III. Write a LESSON SCRIPT and ANALYSIS
REVISED LESSON PLAN TEMPLATE
Your Name: Agnieszka Felczak
Date: (To be taught week of Mar 16)
Topic: _Weight _

Total Lesson Duration: 50-70min

Grade: Kindergarten

Goal(s) (What is the most important thing related to the math topic as
envisioned in your lesson plan that your students will learn in this
lesson?)
Children will use a variety of tools and strategies to compare the weight of
various objects in the classroom.
Materials & Resources Needed
1.
2.
3.
4.
5.

Scales (one type for each center: writing, science, small group, word work)
Paper or Chalk board or White board for graph
Markers or chalk
Puppets (Timmy & Sally)
Timmys Heaviest Object

Sequencing Group Work (List how your students will be working

throughout the different parts of your lesson, for instance: Whole
Group Pairs Whole Group. Explain how this sequence supports
any of the 5 practices to orchestrate math discussions.)
Whole Group (Launch Basic intro to concept of weight and vocabulary; intro to
lesson)
Individual/Small Group (Explore Children conduct experiments during centers to
identify objects that are heavier than Timmys Heaviest Object)
Whole Group (Discuss Wrap up lesson, look at results)
Academic, Social and Linguistic Support (Provide 3 specific ways in
which you will use academic, social, and linguistic resources to support
the learning of your students. Locate these ways across the three parts
of your lesson (Launch, Explore, Discuss). These supports should
reflect ideas from our course readings)
1. IF NEEDED, during whole group discussions, Child K will have an assigned

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seat/sticker chart/teacher support, etc. to help him concentrate.
-Launch and Discuss
2. An alphabet chart and number chart will be located near the weight chart
where the children will be writing down what objects were
heavier/lighter than the Heaviest Object.
-Explore, Discuss
3. Children with highly opposing personalities or conflicting behavior
problems will be separated into different small groups when assigned
to a center.
-Explore
4. Children who need more support will be placed in small groups with peers
who are more advance and able to support.
-Explore

LAUNCH (10 minutes)

1. Review group expectations using MTs chart.
2. Introduce topic
-Raise a quiet hand if you have ever been weighed at the doctors before.
Comment about the number of children who have had this
experience (none, a few, some, many, all)
-Raise a quiet hand if you have seen a parent weigh something while
cooking or if youve weighed something in the kitchen
Comment about the number of children who have had this
experience (none, a few, some, many, all)
-Many of you have previous experiences with weighing things and being
weighed. Today, were going to talk about weight. Weight tells us how
heavy something is. We weigh things to find out if theyre heavy or
light. When something is light, that means it doesnt weigh much.
When something is heavy, that means it weighs a lot.
-Do you know what we use to measure weight? What kind of tools help us
weigh objects? Raise your quiet hands (Call on 3 students.)
-Scales are a type of tool that can be used to measure weight. There are
many types of scales and today, youre all going to have a chance to
experiment with them!
-3. Timmy has a really special message for us today. (Bring out Timmy)
IntroduceTask:
Timmy(classpuppet)waslookingaroundourclassroomthismorning.Hefoundthis.
HebelievesitstheHeaviestObjectinourroom.Thatmeansitweighsmorethan

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anythingelsehere.Sally(anotherpuppet)disagrees.Shethinksthereareafewobjects
thatareheavierthanhisHeaviestObject.CanyouhelpSallyshowTimmythereare
heavierthingsinourclassroom?
-At centers today, we have a variety of scales set up for you to use to weigh
different things in the classroom to search for objects that weigh more
than Timmys Heaviest Object.

EXPLORE (30-45 minutes)

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Students will be working individually/small groups on the following highlevel task The Heaviest Thing.
Probingquestionsforthistaskmightbe:
1.Whataresomeheavyobjectsyoucanthinkof?Whatmakesthemheavy?
2.Whatdoyouthinkmightbetheheaviestobjectintheworld?Dowehaveanythingsimilar
intheclassroom?
3.Howcanweseehowheavythingsare?Iftheyreheavierthanotherthings?
Solution1
ThestudentwouldplacetheHeaviestThingononesideofthescaleandwouldplacea
varietyofotherobjectsontheothersideuntiltheywouldfindsomethingthat
wouldoutweightheHeaviestThing.
Followupquestionsthatprobestudents
understandingofthissolution.
Howdidyouknowthatobjectwas
lighter/heavier?
Whydidyouchoosetotestthese
objects?
Howdidyoudecidethisobjectwas
heavier?

Followupquestionsthatextendor
advancestudentthinkingabout
thissolution.
Howelsecouldyouhavefounda
heavierobject?
Whatotherobjectsmightbeheavier
thanourHeaviestObject?

Anticipatingpotentialerrors,misconceptions,ordifficultiesstudentsmighthave.
studentsmightstruggleiftheydontknowhowtouseascale
studentsmightplacemultiplethingsontheothersideatthesametime

Solution2
StudentscouldusetheeggcartonscaleandmakeamarkfortheHeaviestObjectand
proceedtolookforobjectsthatwillweighmore(goloweronthepaper).

Followupquestionsthatprobestudents
understandingofthissolution.

Followupquestionsthatextendor
advancestudentthinkingabout
thissolution.

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DISCUSS (10-15 minutes)

Once students have finished exploring weight and finding heavier objects, I
will have them meet at the carpet again. There, we will discuss the
objects they found and how they came up with those results.
I would expect students to start by weighing objects using their hands as it
is an easy go-to method that many employ and gives a rudimentary
estimate of an objects weight. I would want this to be the first
solution presented because it is simple, but can be quite useful for
getting a general sense of weight. Physically holding objects can also
support the students in understanding light vs heavy.
Next, I would expect students to use the typical scale- comparing the
Heaviest Object and the new object side by side. I would want
students to share this answer next as it is a little more complicated
and requires comparison to determine which of two objects is heavier.
Since this method only uses two objects at a time it is simpler than
the egg carton scale. This experience would be another type of scale
and weight measurement system for the students to explore.
Third, I would expect students to use an egg carton scale as this involves
more thinking in terms of what the height of the marks mean, which
of the objects tested are heaviest, etc. Since the egg carton scale has
the potential for testing many objects on one chart, I think it would be
a good end solution to show as it is more involved than some of the
other options. This solution would give students the chance to make
many comparisons, potentially finding an order of lightest to heaviest
objects.
I will call on students to share their various solutions asking what heavy
object they found and what they did to find the object. The students
will take turns sharing their answers with a partner and the whole
group.
By having the students first talk to their eye to eye, knee to knee partners, I
will be better able to keep all children engaged. I will use personal
messages and remind children of group time expectations to help
them stay focused at group time.
Questions to Ask:
-What objects did you find that were heavier than Timmys Heaviest Object?
-What tools did you use to find them? How did you use them?

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-How did you know which ones were heavier?
-How did you record which object was heavier?
-What other methods could you have used?
-How was the solution/method you found different than the one your peers
found/used?
-How are the objects you found similar to the objects your peers found? Are
they made of the same thing? Are they similar types of objects?