Teacher Education Lesson Plan Template

Teacher: Hailey Mason Date: 4/6/22

Title of Lesson: More or Less Grade: Kindergarten

Core Components

Subject, Content Area, or Topic

Math

Virginia Essential Knowledge and Skills (SOL)

K 3.3
Compare two objects in length, height, weight, temperature, volume, and time

Lesson Objectives

● Compare volume in various containers using more or less

Materials/Resources

● Laptop
● Rice
● Various Containers

Safety (if applicable)

TSW safely stay seated in their small group chairs.

TSW utilize materials properly (rice).

Time Process Components

(min)

3 min *Anticipatory Set

 TTW welcome students back to the small group table.

TTW have two water bottles in front of her.

TTW ask students:

“Which bottle do you think holds more?”

TSW respond.

TTW ask:
“How do you know that bottle is holding more?”

TSW respond.

TTW tell students what it means to hold more and what it means to hold less.

1 min *State the Objectives (grade-level terms). The student should be able to say:

● I can compare the volume of containers using more or less

6 min *Instructional Input or Procedure

TTW pull up More or Less Boom Cards on the laptop.

https://wow.boomlearning.com/deckLibrhary

TTW show students the first boom card.

TTW read what the card says. For example the card could say “Which container has
more liquid in it?”

TSW respond.

TTW click on the image that the students picked.

TTW ask students:

“What did you notice that about the container that had more in it?”

TSW respond.

TTW read the next card to the student.

TTW ask one student to click on the card that they think answers the question read.

TSW click on the card.

 TTW respond to the student by possibly saying:
“How did you know that container had more in it?”

TSW respond by possibly saying:

“I noticed the pitcher had more in it because it was higher up.”
TTW repeat this until all of the boom cards have been completed.

5 min *Modeling

TTW have two containers in front of her.

TTW predict which container will hold the most rice.

TTW share her prediction with her small group.

TTW pour the rice into each container.

TTW ask the students

“Which container ended up holding more rice?”

TSW respond.

TTW ask the students

“Was my prediction correct?”

TSW respond.

10 min *Check for Understanding

TTW have various containers and a bag of rice.

TTW ask students to predict which container they think will hold more rice.

TSW respond.

TTW ask students to predict which container they think will hold more and which
will hold less.

TSW use a fill in the blank math sentence to complete the following:

“I predict ____ container will hold more because ______”

“I predict ____ container will hold less because ______”

TTW dump the rice into the various containers.

 TTW ask students:
“Which container ended up holding the most?”
“Which container ended up holding the least?”

TSW respond.

TTW ask “Did your predictions end up coming true?”

TSW respond.

TTW ask “Why do you think it did or did not come true?”

TSW respond.

TSW use a fill in the blank sentence to complete the following sentence:

“____ container held more because _____”

“______ container held less because ______”

8 min *Guided Practice

TTW give students two of their own different size cups.

TSW predict which cup they think will hold the most and which will hold the least.

TTW ask the students to share their predictions prior to giving them rice.

TSW respond.

TTW give each student a measuring cup full of rice.

TSW pour their rice into the cup.

TTW ask each student

“Which cup ended up holding the most and which cup ended up holding the least?”

TSW respond.

TSW dump the rice back into the shared bowl.

10 min *Independent Practice

TSW find two containers around the classroom.

 TSW find one container that will hold more and one container that will hold less.

TSW share their findings with the small group.

TTW ask one student at a time to share what they found.

TTW ask:
“Which of your containers will hold more?”

TSW respond.

TTW ask:
“Which of your containers will hold less?”

TSW return their containers to where they belong after small group is over.

1 min *Assessment (formal or informal)

TTW formally assess by giving the students a worksheet that has various images of
containers.

TSW circle which container they think will hold more or less based on the question
asked above the image.

5 min *Closure

Utilizing the same water bottles as before the teacher will ask the students:

“Which bottle will hold more?”

TSW respond.

TTW ask:
“Which bottle will hold less?”

TSW respond.

TTW have students turn and talk to a partner to share one thing they learned about
how a container can hold more or less.

TSW turn and talk to eachother.

TTW ask one partner to share.

 After students share they will be dismissed from small group.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning

style).

Advanced Learners: Instead of giving fill-in-the-blank sentence the students will have no
prompts and write their own predictions.

Struggling Learners: Instead of writing prediction sentences the teacher will ask the students
what their predictions will be.

Learning Styles:
Visual- more or less boom card game, assessment worksheet
Verbal- instruction; describing what means holding more and what means holding less
Kinetic- utilizing rice to measure the amount a container holds

Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?