Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
 
LESSON RATIONALE
This lesson directly correlates with a state standard for kindergarten number sense. This state standard requires students
to be able to compare groups of objects and state which one is bigger. This will create a foundation for students to use
when they have to incorporate symbols to form statements .                                                       
 
READINESS
I. Goals/Objectives/Standard(s)
o A.  Goal(s): Students will be able to compare groups of objects. 
o Objective(s): 
1. After completing the lesson, the students will be able to identify which group of objects is
greater.
2. When given a group of objects, students will be able to say which group has more objects and
explain why.
o Standard(s): K.NS.7. 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).                              
           (CAEP K-6  3.c)
II. Management Plan:

Time Space Expectations (students are expected to follow Materials

the already implemented classroom rules)

Anticipatory 5-7 minutes Rug Students are to sit quietly and pay attention. Video, rug, and
Set Students will respond to given questions by devices needed to play
raising their hand.  video

Lesson 15 minutes At their desks, Students will pay attention when the teacher is Pieces of candy,
Presentation rug,  and at the giving instruction. Students will respond to number line, rug
board questions when asked and participate by
volunteering 

Activity 10-15  At their tables Students will work efficiently with their partner.  Worksheet, bags filled
minutes with objects, writing
utensils

Closure 5 minutes At the front and Students will share some examples from the Worksheets, carpet
around the activity. While one student is sharing, the rest of
room the class will be able to sit quietly and listen. 

III. Anticipatory Set

o The teacher will ask the students if anyone has ever played a sport and what sport it was
o Class, raise your hand if you have ever played on a sports team before. (allow time for students to raise their
hand). Raise your hand if you have ever played or watched basketball before. (allow time for students to raise
their hand).
o Today I will be showing you a clip of a basketball game. Pay close attention to see if you can figure out who
is winning.
o The teacher plays the video (https://www.youtube.com/watch?v=L7FFJUz0tdo) and has follow up questions
(be prepared to play again if needed)
o Was anybody able to find out which team was winning? What was the final score for each team? (call on one
student and allow time for responses. Write the scores on the board to give them a visual). How did you know
which team won? (allow time for response). 
o Move on to purpose statement 
 o Purpose: “Today we are going to learn about how to compare the number of objects and decide which has
more or less. This skill will help you to understand why that team was winning in the video. In the future, this
will help you determine who is winning at a sporting event that you might attend.”
PLAN FOR INSTRUCTION
IV. Adaptations:
o This lesson will be beneficial for students with varying learning styles. For students who learn best
through interpersonal intelligence the partner activity will enhance their learning process.
o This lesson also incorporates bodily/kinesthetic intelligences for those students who learn best by
moving. The activity at the end allows students to stand up and move while showing their
understanding of the lesson. I will make sure students that need to get up and move are called on at the
beginning.
o If there are students struggling (exceptional needs students or students that require extra support) I
will work one-on-one with them during the partner activity to increase understanding       
IV. Lesson Presentation (Input/Output)
o Review counting by counting with the class by one up to 20
o Call on two students. Hand one student 4 pieces of candy and another 7 pieces. Who has more pieces of
candy? How do you know? Wait for response. Motion toward the student with 7 pieces of candy, This student
has more pieces of candy, correct. But how can we prove that? 
o One way we can show that student two has more pieces of candy is by using a number line. Who can tell me
how many pieces of candy student one had? Wait for students to say four. Once students answer correctly,
mark four on the number line. Who can tell me how many pieces of candy student two had? Wait for students
to say seven. Mark seven on the number line. We can show that student two has more because seven is
farther on the number line than four. 
o Another way we can figure it out is by counting the pieces. When counting to seven, we pass four. This shows
that seven pieces of candy is more than four. 
o Practice this with two different students and different amounts of candy for each.
IV. Independent practice. 
o Everyone go back to your table and with your shoulder partner, we are going to practice this! Hand students
baggies with a variety of objects with different amounts in each. Also hand out the worksheet at the bottom
for students to keep track and show their understanding. 
o With your partner, you will take turns pulling one baggie out of the pile. Using the skills we learned with the
number line or counting you will compare and see who’s baggie has more objects in it. Before you compare,
draw how many objects you have in the circle on the worksheet. Use dots or circles to represent one object.
Then put an X over the circle that had more objects in it.
o Do this 3 times with your partner. 
o While students are working, walk around the room and observe the class. Make sure everyone is staying on
track and that the class understands the concept.       
IV. Closure
o Class, put your baggies in the basket (have a basket at the front for them to put them in). Once you’ve done
that, sit next to your partner on the rug.
o Who can share one of the number combinations they got? Wait for one student to share. Write the example
on the board and double check it on the number line with the class.
o Do this with 2 more people.
(CAEP K-6  3.d)
IV. Check for understanding. 
o During the guided practice I will scan the room to see who is following along and engaged in the lesson. I
will recognize which students are using the number line correctly and which students are not. 
o During the partner activity I will walk around the room observing their progress of learning the
material presented and take note of students who are struggling. I will stop at each group and ask them
to walk me through their thought process when determining which baggie had the most objects.
o During the closure activity I will observe how students respond to the problems presented by the
students. This will help me check for further understanding. I will look for students helping with the
timeline and which students seem to be confused.
IV. Review learning outcomes / Closure
 
PLAN FOR ASSESSMENT
 Formative assessment
o I will assess which students are struggling with counting by observing their reactions and responses.
(introduction)   
 o Throughout the partner activity, I will use their worksheets to see if they can correctly compare amounts of
objects. This assessment will help me see who understands and who needs more practice with this concept. 
o I will walk around during the activity and ask the students to talk me through their thought process. This will
help me see who understands what they are doing. (CAEP K-6  3.a)
 
REFLECTION AND POST-LESSON ANALYSIS                                                                                                                 
(CAEP K-6  3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?                    
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students have a firm grasp on counting when we reviewed at the beginning of class?
8. Did students understand why the number further on the number line was bigger?
9. Did the students understand the relationship between counting and passing the smaller number?
10. During the independent activity, were students able to choose the correct answer?