Lesson Title: One More, One Less Dice Game

OVERVIEW (BRIEFLY DESCRIBE GOAL OF LESSON)

- What is it that my students should be able to do when this lesson is over?
- What is the mathematical concept the students are learning?
- What is a specific example of what it looks like when a student has the understanding?
My students should be able to compare numbers and tell if it is more or less than a given number. The mathematical
concept the students are learning are counting and comparing numbers by one more or one less than a given number. A
specific example of what it looks like when a student has the understanding is that the student can identify a number and
tell what one more and one less of that number is and write down the written numeral with support. For example, a
student can identify a “8” as “eight” and be able to state that one less than eight is seven and one more is nine by using
strategies such as a ten-frame to show their understanding. The standard I am using for this lesson is “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” (CCSS. MATH.CONTENT. K.CC.C.6).

BACKGROUND INFORMATION ON STUDENTS/DIFFERENTIATION

- What do students already know or understand that can serve as a launching point for your mathematical goal?
(Be specific what they know and how it will help them learn the new concept.)
- What context might be engaging to this group of students?
Background Information of Class:
I interviewed four Kindergarten students to infer their current conceptions of mathematics. The students I interviewed are
some of the struggling math learners in the Kindergarten class. After using inferences from these interviews and
consulting with my CT, I conclude that the math the students have are rote counting, counting on, and subitizing under
10. In my interview, I found that students have a beginning understanding the concept one more, one less (greater than,
less than). This gap I noticed in the students learning was that some of them had a difficult time understanding the
meaning of “one less” and “one more.” Additionally, for some of the children, they could identify numbers 1-10 when
verbally stated, however, have difficulties writing and identifying numbers above six. However, these writing skills can
come through time as we practice daily with the children.
How will the lesson be differentiated for students above grade level?
The lesson could be differentiated for students above grade level by incorporating numbers and written numerals from 1-
20. In addition, we would compare numbers greater than, less than, and equal two compared to comparing numbers
greater than just one and less than just one. Additionally, students could create their own math example of one more, one
less.
How will the lesson be differentiated for students below grade level?
The lesson will be differentiated for students below grade level and emergent bilinguals by explaining the terms one more
and one less beforehand. I will allow for students to use ten frames and unifix cubes as visuals to find the pattern
between one more and one less when focusing on one number at a time. Students will be able to use these resources to
as a way to find a solution and be able to show their learning through these scaffolds.

OUTLINE OF LESSON (BRIEFLY OUTLINE THE STEPS OF THE LESSON AND HOW GOAL WILL BE REACHED)
- Does the task address the content goals and needs of my students?
- Does the task have potential to engage students in the Mathematical Practices?
- Will the task require students to apply problem-solving strategies?
- How will I know if my students reached the mathematical goal?
1. How will it be introduced?
I will introduce the lesson irst through a real-life scenario. I will give two students an animal cracker. One
student will receive four animal crackers while the other will receive two. I will ask the students if this is fair and
they will noice that one student has more crackers than the other. We will talk about how much more or less
crackers each student has. I will introduce what one more and one less means, focusing on both the terms more
and less, how we apply them in real life and what it means in math. This is because less happens to be a diicult
concept for students to grasp. As Van de Walle (2015) explains, this is possible because children have more
exposures to the word more compared to the word less. Then I will explain that we will be working on more
and less today with our math game.
2. What will be happening during the lesson?
During the lesson, I will conduct a game acivity with the small group. I will irst explain this game to the
students. We will each have two dice and number cards 1-10. We will put our cards in numerical order, this will
also allow me to see if students know the number order and sequence. Then we will roll our die and add the
Lesson Title: One More, One Less Dice Game
total. The point is to have students problem-solve on their own (with support when needed) by subiizing or
couning each dot on the dice. Then we will pull out the number card of our total and think about what number
is one more/one less and pull out the card and place it in numerical order with the total. Again, students will
use their problem-solving aciviies with scafolding by inding paterns using their number cards or ingers.
Students will play for 10 minutes.
3. How will the lesson end?
I will have a discussion with the students. We will summarize what we did and learned and evaluate how much
beter we think we understand one more and one less. The lesson will end with a Kindermath Intervenion
follow up pracice sheet (West, 2016). This worksheet is another piece of data I will gather as a form of
assessment to see how students perform alone on the task. Students will be required to be able to read the
number given, color in how many bears the number states, and then write one less and one more using their
ten frame.
4. Are there any extensions? (If so, what?)
If it is obvious that students need an extension, I will provide individual one on one support. We will use
strategies and supports to explicitly match and ind the patern of one more and one less on their number
charts.
5. How will you know if the goal has been achieved?
I will know if the goal has been achieved because students will be able to idenify their numbers on the number
card and use their knowledge of more and less to pull out the cards and put them in numerical order. I will use
the pracice sheet as a form of formaive assessment to see how each students’ learning has improved or not to
inform my teaching.
VOCABULARY, MATERIALS, PREPARATION

Vocabulary:
One more, one less, add, subtract
Materials (attach any handouts, powerpoints, overheads, worksheets, etc.):

Preparation:
To prepare for this lesson I will need to gather the worksheets, dominos, and animal crackers. I will need specific
dominos with numbers 1-5. I will also need crayons for the game activity. Additionally, I will need to prepare my students
to be excited math learners who understand why what they are learning applies to their real life.
Lesson Title: One More, One Less Dice Game
REFERENCES
References (include links to videos, websites, etc.):

Van de Walle, (2015). Van De Walle, J. A., Karp, K. S., and Bay-Williams, J. M. (2015). Elementary and Middle School
Mathematics: Teaching Developmentally (9th Edition). New York: Pearson.

West, T. (2016). Kindermath Intervention Curriculum. Retrieved from

https://www.teacherspayteachers.com/Product/KinderMath-Intervention-Curriculum-2703889