5E Lesson Plan Template

Teacher Cedreia Bryant

Date January 19, 2021

Subject Kindergarten
area/course/grad Mathematics
e level

Materials  iPad
 Canva App
 Grab and Count Game
 Counters
 SeeSaw App
 Youtube Video
 Apples Sort from Teachers Pay Teachers
 Counting to Ten by Ann Corcorane
 More or Less presentation
 Pencils
 Crayons

Standards (State State Standard- [K-CC6] Identify whether the number of objects in one group
and ISTE is greater than, less than, or equal to the number of objects in another group,
Standards for e.g., by using matching and counting strategies. (Include groups with up to ten
Students) objects.) 

ISTE Standards: 3. Students critically curate a variety of resources using

digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others. 

6.Students communicate clearly and express themselves

creatively for a variety of purposes using the platforms, tools, styles, formats
and digital media appropriate to their goals.

Objectives  Students will be able to identify if one group of objects is greater than,
less than, or equal to the number of objects in another group.
 Students will be able to use matching and counting strategies.
 Students will be able to use digital tools to produce creative artifacts
 Students will be able to communicate clearly and express themselves
creatively using digital media.

Differentiation Students that require additional assistance will be given a model picture of the
Strategies (How completed activity sheet.
will the lesson Students who struggle with comprehension will be pulled into a small group
address the and will receive additional support.
various learning
styles of the Students will be strategically placed in groups based on ability. They will

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students and the work together to play the math game. The teacher will facilitate and assist
needs of those when needed.
with special
needs?)

The 5 Es

E Description

Engagem 1.Students will be called to their assigned seats on the rug.

ent
2. They will be reminded of the appropriate rules on the carpet.
3. The teacher will begin with a quick number talk comparing numbers on the
number chart.
4. The teacher will record the numbers on the white board, taking time to review
vocabulary like ‘same, more, and less’.
5. Students will listen to the book Counting to Ten by Ann Corcorane. This book can
be found on MyOn. Here is the link: https://www.myon.com/reader/index.html?
a=wr_coten_f11

6. The teacher will refer back to the number talk on the board. Using vocabulary and
numbers from the text, she will add to the chart.
7. Students will return back to their seat for the next portion of this lesson.

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 E Description

Engagem 1. Students will use a classroom Chromebook, to access SeeSaw and

ent complete a formative assessment. This assessment is a number
Assessm comparison activity. Students are given various objects and will circle to
ent determine which group has more. You can access this activity using this
link: https://app.seesaw.me/a/4e0d3024-8

2. The teacher will assess the student’s understanding by checking the

number comparison activity.

Exploratio 1.Students will be called to their assigned seats on the rug.

n
2. They will be reminded of the appropriate rules on the carpet.
3.The teacher will play the following Youtube video for the students. The video can
be accessed here: https://www.youtube.com/watch?v=Wx1fbYAiXC8

4.After watching the video, students will take turns participating in a Math game
called Less Apples. It can be found on Teachers Pay Teachers using this link:
https://www.teacherspayteachers.com/Product/FREE-Less-Apples-Math-Center-
3346110?st=115a3417fa83ae5279a37368d7a13682
5. Using laminated cards, the students will pick a card, compare the amount of
apples, and identify which color has less.

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 E Description

Exploratio 1.Students will be called to their assigned seats on the rug.

n
2. They will be reminded of the appropriate rules on the carpet.
Assessm
ent 3. Students will be partnered up to play a game of Grab and Count. Using counting
chips, a recording sheet, and pencil, students will begin playing the game. Both
students will grab a handful of chips. They will then count their amount and
compare the two. They will record their amount and circle which team has the
higher amount. The purpose of this game is to allow students practice with
comparing amounts of objects. Here a picture of the recording sheet:

4. As students are playing Grab and Count, the teacher will be assessing the
students understanding of the concept.

Explanati 1.Students will be called to their assigned seats on the rug.

on
2. They will be reminded of the appropriate rules on the carpet.
3. The teacher will present to the students a presentation about Math vocabulary.

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 E Description

This PowerPoint can be purchased on Teachers Pay Teachers. Here is the link:
https://www.teacherspayteachers.com/Product/More-or-Less-using-Google-Slides-
for-Distance-Learning-5588567?st=85d803aebf0ccbbd5e1ea78e3a13c8fe
4. During the presentation, the teacher will discuss the vocabulary
 More
 Less
 Same

Explanati 1. Students will remain at their seats.

on
2. Students will need one pencil and one crayon.
Assessm
ent 3. The teacher will distribute the assessment for KCC.6. Students will write their
names on the top of the paper.
4. The teacher will instruct the students to identify whether the number of objects in
one group is greater than, less than, or equal to the number of objects in another
group.
5. The teacher will do the first problem together to ensure the directions are clear
and that students receive clear expectations.
6. The teacher will monitor the students to make sure they are circling the box that
shows more, putting a ‘x’ on the box that shows less, and putting a line under the
box that is equal.

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 E Description

7. When students complete this assignment, the teacher will check their work for
understanding.
8. After all papers are collected, students will clean their area and turn their paper
into the teacher.

Elaborati 1. Students will be strategically placed in groups of two to complete this project.
on
2. The students will be instructed to go on a scavenger hunt around the school and
find two groups of objects. They will take a photo of those objects using the iPad.
3. After uploading their picture to the application Canva, the students will create a
digital poster.
4. Each group will be designed a math vocabulary word (more, less, and same).
The group will be responsible for creating a digital poster based upon their given
vocabulary word.
Example: If students are given the word ‘more’, they are to hunt for two groups of
objects with one having more than the other.
5. Students should create a column or visible line to distinguish between the two
groups of objects. They should also have a title using the vocabulary to
demonstrate understanding of the concept.
Here is the link to Canva: https://www.canva.com
6. Using objects in the classroom, the teacher will create an example of what their
digital poster should look like. The example will be on the white board for students

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 E Description

to reference throughout the day.

7. Students will work together to complete this project. The teacher will circle the
room and act like a facilitator. She will assist students if needed with saving their
poster correctly.

Evaluatio 1.The teacher will use a rubric to assess the students understanding of the concept
n of number comparison. The teacher will also assess them on their completed
technology project. Below you will find a picture of the rubric used to assess.

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 E Description

References
Bybee, R.W. et al. (1989). Science and technology education for the elementary years:
Frameworks for curriculum and instruction. Washington, D.C.: The National
Center for Improving Instruction.

Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices.

Oxford: Heinemann.

National Research Council. (1999). Inquiry and the national science education
standards: A guide for teaching and learning. Washington, D.C.: National
Academy Press.

Polman, J.L. (2000). Designing project-based silence: Connecting learners through

guided inquiry. New York: Teachers College Press.

Note: Content of form approved January 2013.

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