Running head: THEORY TO WORK LESSON PLAN 1

Theory To Work Lesson Plan

Jessia !erry
"ni#ersi$y o% Ne& England
Running head: THEORY TO WORK LESSON PLAN '
Lesson Title: To( )$
Subject Area: *a$he+a$is
Grade Level: Kindergar$en
Goals and Objectives:

Through disussion and o,ser#a$ion s$uden$s &ill ,e a,le $o de+ons$ra$e unders$anding

o% ,igger and s+aller nu+,ers-

S$uden$s &ill ,e a,le $o orre$ly iden$i%y &hih nu+,er is ,igger and &hih nu+,er is
s+aller in nu+,ers 1 $o 1.-

S$uden$s &ill ,e a,le $o suess%ully olla,ora$e &i$h a (eer $o disuss $heir

unders$anding/ or $hinking-
Standards:
0SS-*a$h-0on$en$-K-00-0-1 0o+(are $&o nu+,ers ,e$&een 1 and 1. (resen$ed as &ri$$en
nu+erals-
CCSS.ELA-Literacy.SL.K.1 Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and larger groups.
Rationale:
This lesson will be part of a unit on understanding numbers 1 to 10. Students will start the unit
by being able to identify the largest or smallest group of items when presented with two groups
that are either in an array, line, or otherwise. Once understanding how many items each number
represents students will then be able to identify a numeral and compare numbers 1 to 10. They
will be able to discriminate which number is bigger, and which is smaller when presented with
Running head: THEORY TO WORK LESSON PLAN 2
two numbers. Students also need to be working on collaborative problem solving, and discussing
their understanding of concepts, by assigning them in small groups or pairs students will discuss
their thinking.
Motivational Theory Addressed:
This lesson focuses on and uses ideas from the social-cognitive theory of motivation. The
social-cognitive theory of motivation states that students benefit from being able to observe other
students appropriate behavior. This theory would be beneficial for students who learn best from
watching other peers model correct behavior (Anderman & Anderman, 2010).
In this lesson students will work in groups of three to play the game top it each child
will lay down a card, and decide whos is biggest. Students will have to follow directions, play
kindly, collaborate to discuss their reasoning. Playing games often means exhibiting many
preferred behaviors such as working quietly, taking turns, listening to others speak, then
responding, this lesson will provide the ideal opportunity for students to observe positive
behaviors being exhibited. Grouping students according to ability, and personalities will also set
up students to be interested in their peers, and to work well with them. I chose a game to play,
and to pair students up according to personality and interest so that students would engage with
each other and stay engaged in the game.
Procedure:
Whole Group: Students will start on the rug as a whole group. Each student will have a
pile of 10 unifix cubes. I will place two number cards on the board. Students will be asked to tell
me which one is bigger. I will wait for all students to raise their hands to show understanding and
then ask for one student to respond. If student do not immediately know which one is bigger they
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can count out their unifix blocks and compare. I will rotate between having one person tell me
the answer and asking students to turn and talk and discuss what they think the answer is with
a partner.
Small Group:
After whole group work students will be split into groups of three according to
personality, and skill level. Students will sit together with a deck of number cards ranging from 1
to 10. Students will have to take turns flipping over a card and then comparing the three cards to
decide which number is biggest. They will have to discuss why they think the number is the
biggest. When everyone agrees then the person with the biggest number gets all of the cards
(kind of like war). Everyone will have to work quietly, engage in the learning, and be able to
communicate with each other effectively.
Differentiation:
Students struggling to learn their numbers and quantities will get a deck with only
numbers 1 to 5, they will also have unifix cubes at their table so that they can use them if they
are unsure of what number is biggest.
Materials:
10 decks of cards with numbers 1 - 10
Unifix cubes
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Resources
Ander+an/ E- *-/ 5 Ander+an/ L- H- 6'.1.7- Classroom motivation- "((er Saddle Ri#er/ Ne&
Jersey: Pearson Edua$ion/ )n-