Lesson Plan-Croc-New

Lesson Plan Form
CSUDH - Teacher Education Department

Candidate: Leila Turner
Subject(s): Math
Grade Level(s): Kindergarten
Standard(s):
Counting and Cardinality
K.CC.C.6
Compare Numbers.
3. 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
Date 4/13/16
Single/MultiDay Lesson:
Single
Writing Standards K 2
Research to Build and Present Knowledge
8. With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.
Language Standards K-5
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
I.
II.
III.
DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

Principle):
Two groups of objects with different quantities can be compared by using <, >, = symbols using
counting and pairing in order to identify which group is larger, smaller, or if they are equal.
(Concept)
LEARNING OUTCOME (Objective):
The students will compare different groupings of objects and distinguish which one is greater
than, less then, or equal to the other group.
CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
They will use their previous knowledge of number sense and counting to understand how to
compare numbers. This will also help them in the future when doing more complex arithmetic
problems.
*Note: Use CTRL + TAB for indents in outline format.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
The teacher will sing and teach the Crocodile Song to the class. Ask questions: what do you
think the song is about and have a class discussion. During this the teacher will write their ideas on
the board as well as check for understanding.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1:
a. In groups of three, students will discuss the symbols and tell each other what they mean and
include an example. Each child in the group will get a turn picking the symbol and each
child will get a turn describing each symbol.
b. The teacher will visit each group and listen to the discussions going on as well as help any
student who is still struggling to understand the concept.
Step #2
a. Pass out bear counters and counting blocks and have the students break into groups of two.
The students take turns making comparison problems out of the blocks and counters for the
other student to answer.
b. While this activity is going on the teacher walks around the room watching and listening to
get an idea of the students level of understanding.
Step #3
a. Have an activity with the whole class that lets them have fun with the subject. Children
come up two at a time; one student picks out something big and the other one had to find
something smaller. All students have a turn. This activity connects the math concept of <, >,
= with real life experiences. Use of white boards will help children make visual
representations and connections with the concept.
b. Teacher will monitor student success by asking students to explain their choice as well as
draw pictures on their white boards describing the two objects.
Step #4
a. The teacher will have a small table in the front with bear counters and cardboard symbols
representing <, >, =. Each student will get a chance to complete one problem in front of the
class.
b. This activity will give the teacher a close up look into where each individual child is in
terms of understanding and will be able to give some on the spot guidance to a child who is
struggling.
Step #5
a. Each student will keep a math journal. They will describe and draw what they learned and
how they felt about the lesson.
b. Teacher will read the journals to assess the students level of understanding
B. APPLICATION ACTIVITY (Practice and/or Reflection):
See Engagement Activity and Steps 2-5.
C. MATERIALS & RESOURCES:
Pencils
Paper
Bear counters
Base 10 blocks
Math journals
IV.
ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Have children draw their own pictures describing comparisons between things. Big and little;
short and long; more and less. These real life concepts will help students better understand comparisons
when using math.
Summative: Step 3
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
One on One practice with the individual student

Visuals
Hands-on activities
EL learners would be placed in groups where there is at least one child who speaks their native
language.
VII. HOMEWORK (IF APPROPRIATE): Draw a colorful picture about what happens in the crocodile
song. The following day, students will put their work around the room for all to see.

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Lesson Plan Form

CSUDH - Teacher Education Department

Grade Level(s): Kindergarten

DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or

*Note: Use CTRL + TAB for indents in outline format.

One on One practice with the individual student

*Note: Use CTRL + TAB for indents in outline format.

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