Name: Title: Grade: Kindergarten
Standards Lesson Objectives/ Learning
Lesson Targets (2 per day)
Instructional Strategies/Activities/Formative Assessment
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Behavior Targets
1 [Link].6 Identify whether [Link] will tell if groups are Opening (Review and Hook):
the number of objects in equal by matching the objects • Review: We have been learning to count, identify and write numbers to 5. I will show
one group is greater than, in a group ([Link].6). students a spiral review slideshow with each number, ask them to identify the number and
less than, or equal to the show me that amount on their fingers.
number of objects in [Link] will describe the • Hook: Students will watch a Jack Hartman video about comparing numbers.
another group, e.g., by meaning of math vocabulary [Link]
using matching and words greater than, less than,
counting strategies.) and equal to (RL.K.4). Activity One (Teach the new knowledge)
Include groups with up to
ten objects. • The teacher will read aloud the book: “Gavin the Gator” and ask students to listen for the
math vocabulary words: greater, less, equal. Students will give a thumbs up each time
RL.K.4 Ask and answer they hear greater, thumbs down when they hear less than, and arms in front of their body
questions about unknown to make an equal sign when they hear equal. As the teacher reads, she will call attention to
words in a text. the vocabulary words. At the end of the book, the teacher will pose a HOT question:
“Which number would Gavin eat if these were his two options?” Display two number 8’s.
Students will use think-pair-share to discuss the answer to the question.
Activity One Formative Assessment (Must be something that includes data for the
teacher/students)
• Frayer Model. Students will complete a model by creating drawings to show the meaning
or greater, less, and equal. The center of the model will contain a group of 3 items.
Students will have to fill each section of the Frayer model by drawing a group that is less,
a group that is more, and a group that is equal.
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Activity One Differentiated Strategies/Activities:
• Struggling
Struggling students will be provided with a number line to use, as well as manipulatives that
they can count out to assist them with their drawings.
• Extension
Students will be asked to write the correlating number to the amount drawn.
Activity Two (Practice the new knowledge)
• Students will be given a picture showing three giraffes and 3 zebras. Students will use
connecting cubes in two different colors. Students will be asked to place one color connecting
cube on each giraffe, and the other color cubes on each zebra. Students will be asked to notice
how each group is the same. Students will be given mats showing two different groups of
items. To determine if each group is equal to the other, they will draw a line to match one item
to a different item. If each item 1 has a corresponding item 2, the groups are equal and they
will circle it. If they are not equal, they will put an X over it.
Activity Two Formative Assessment (Must be something that includes data for the
teacher/students.)
• The teacher will observe student work as they complete the mats. Teacher will take anecdotal
notes of students who are struggling with the concept.
Activity Two Differentiated Strategies/Activities:
• Struggling
Students will be given manipulatives and number lines.
• Extension
Students will be asked to write the corresponding number of items in each group.
Closing (Homework/Exit Slip)
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• Students will complete an exit ticket with three questions. Two questions will show two
groups of items. By drawing lines, the students will determine if the groups are equal or not
equal. They will circle yes or no. The third question is a challenge question that provides an
opportunity for higher order thinking. It will show a group of three cherries and a group of two
blueberries. The teacher will orally ask how many more blueberries are needed to be equal to
the group of cherries. Students will circle the correct number.
Media/technologies/resources:
• Reveal math online resources
• Reveal math print resources
• PowerPoint presentation
• Chromebook
• Smartboard
• Connecting cubes
• Dry erase markers
• Dry erase mats
• Number lines
• YouTube video
• Gavin the Gator Book
• Frayer Model
2 [Link].6 Identify whether [Link] will use matching to Opening (Review and Hook):
the number of objects in determine if the number of • Review: We have been learning to count, identify and write numbers to 5. I will show
one group is greater than, objects in a group is greater students a spiral review slideshow with each number, ask them to identify the number and
less than, or equal to the than the number of objects in show me that amount on their fingers.
number of objects in another group ([Link].6). • Hook: Students will watch a Jack Hartman video about comparing numbers.
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another group by using [Link]
matching and counting [Link] will use matching to
strategies. determine if the number of Activity One (Teach the new knowledge)
objects in a group is less than • Students will be given a picture showing two kangaroos, five lizards, and three koalas.
the number of objects in Students will use connecting cubes in three different colors. Students will be asked to place
another group ([Link].6). one color connecting cube on each kangaroo, another color cube on each lizard, and another
color cube on each koala. Students will be asked to notice how each group differs. To
determine if one group is greater than or less than the other other, they will draw a line to
match one item to a different item. Students will be asked if each item 1 matches one of item
2. How do the two groups compare? Circle the group that is greater.
•
Activity One Formative Assessment (Must be something that includes data for the
teacher/students)
• The teacher will observe student work as they complete the mats. Teacher will take anecdotal
notes of students who are struggling with the concept.
Activity One Differentiated Strategies/Activities:
• Struggling
Students will be given manipulatives and number lines.
• Extension
Students will be asked to write the corresponding number of items in each group.
Activity Two (Practice the new knowledge)
Students will be given mats showing two different groups of items. Students will draw lines to
match objects in one group to objects in another group. If there are objects in one group that does
not have a corresponding object in the second group, that means that group has the greater amount.
Circle the group that is greater, draw an X on the group that is less than.
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Activity Two Formative Assessment (Must be something that includes data for the
teacher/students)
• The teacher will observe student work as they complete the mats. Teacher will take anecdotal
notes of students who are struggling with the concept.
Activity Two Differentiated Strategies/Activities:
• Struggling
Students will be given connecting cubes to use as counters and number lines.
• Extension
Students will be asked to write the corresponding numbers for each group of items.
Closing (Homework/Exit Slip)
• Students will complete an exit slip with three questions. For the first question, students will be
asked to circle which of two groups is less, and for questions two and three, they will be asked
to circle which of two groups is greater.
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Media/technologies/resources:
• Reveal math online resources
• Reveal math print resources
• PowerPoint presentation
• Chromebook
• Smartboard
• Connecting cubes
• Dry erase markers
• Dry erase mats
• Number lines
• YouTube video
3 [Link].4 Counting and [Link] will use counting to Opening (Review and Hook):
Cardinality. Understand pair an object with one number • Review: We have been learning to count, identify and write numbers to 5. I will show
the relationship between ([Link].4). students a spiral review slideshow with each number, ask them to identify the number and
numbers and quantities, show me that amount on their fingers.
connecting counting to [Link] will demonstrate Hook: Students will watch a Jack Hartman video about counting objects to five.
cardinality. that the last number said when [Link]
counting tells the number of Activity One (Teach the new knowledge)
objects counted by writing the Students will use a variety of objects (connecting cubes, counting chips, etc). Visuals of objects
correct number of objects will be shown on the smart board in different arrangements. Students will use their manipulatives
counted ([Link].4). to recreate the arrangements. The teacher will model how to count objects by saying a number each
time we touch or move an object. Students will then use their number lines to count up to that
number by saying a number name each time they touch a new number. Students when then use dry
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erase markers to circle the number, then write the number on their desks beside their arrangement
of objects.
Activity One Formative Assessment (Must be something that includes data for the
teacher/students)
The teacher will observe and take anecdotal notes of who is struggling with this concept.
Activity One Differentiated Strategies/Activities:
• Struggling
The teacher will model the activity. Arrangements will be modeled. Students will use counters
and number lines.
• Extension
Students will be asked to create their own arrangement of objects. Students will be asked to
identify corresponding numbers without use of the number line.
Activity Two (Practice the new knowledge)
• Students will be given sheets with objects in different arrangements. Students will be asked to
count each arrangement of objects and write the corresponding number.
Activity Two Formative Assessment (Must be something that includes data for the
teacher/students)
• The teacher will collect students’ sheets.
• Insert image lesson2-8 additional practice pp 15-16
•
Activity Two Differentiated Strategies/Activities:
• Struggling
The teacher will model the activity. Students will use counters and number lines.
• Extension
Students will be asked to identify corresponding numbers without use of the number line.
Closing (Homework/Exit Slip)
• Students will complete a homework assignment to allow them to practice the skill learned in
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class. Students will count objects and write the corresponding number.
Media/technologies/resources:
• Reveal math online resources
• Reveal math print resources
• PowerPoint presentation
• Chromebook
• Smartboard
• Connecting cubes
• Dry erase markers
• Dry erase mats
• Number lines
• YouTube video
• Homework sheet
4 [Link].6 Identify whether [Link] will use counting to Opening (Review and Hook):
the number of objects in determine the number of • Review: We have been learning to count, identify and write numbers to 5. I will show
one group is greater than, objects in a group ([Link].6). students a spiral review slideshow with each number, ask them to identify the number and
less than, or equal to the show me that amount on their fingers.
number of objects in [Link] will use counting to • Hook: Students will watch a youtube video about comparing numbers:
another group by using compare objects in two groups [Link]
matching and counting of up to five ([Link].6). Activity One (Teach the new knowledge)
strategies. • Students will be shown two groups of objects. They will be asked to count each group,
then write the corresponding number. Students will then count to each of the numbers on
the number line and circle each number. We will then discuss how the number that is
farther down the number line is greater. Students will then be shown a series of slides,
each containing two numbers. Using their number lines, students will have to tell which of
the two numbers is greater or less.
Activity One Formative Assessment ( Must be something that includes data for the
teacher/students)
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• The teacher will observe students and use questioning while taking anecdotal notes during
the activity to discern who is struggling with the concept.
Activity One Differentiated Strategies/Activities:
• Struggling
The teacher will provide scaffolding and modeling to struggling students. Students will be
provided with manipulatives.
• Extension
Students will work with numbers up to 10.
Activity Two (Practice the new knowledge)
• Students will work in pairs to complete task cards. Students will count pumpkin seeds,
write the corresponding number, and decide which pumpkin has a greater number of seeds
or the lesser number of seeds.
Activity Two Formative Assessment (Must be something that includes data for the
teacher/students)
• The teacher will take anecdotal notes of student work as she observes during the activity.
Activity Two Differentiated Strategies/Activities:
• Struggling
Students will work with a partner. The teacher will provide modeling and scaffolding.
Students will be provided with a number line.
• Extension
Students will complete task cards to compare numbers without counting objects. Students
will also be asked to show amounts that are greater or less.
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Closing (Homework/Exit Slip)
Students will complete a homework sheet to practice the skills learned. Students will count two
groups of objects, write the corresponding number for each object, then circle the number that is
greater.
Media/technologies/resources:
• Reveal math online resources
• Reveal math print resources
• PowerPoint presentation
• Chromebook
• Smartboard
• Connecting cubes
• Dry erase markers
• Dry erase mats
• Number lines
• YouTube video
• Task cards
• Homework sheet
5 [Link].6 Identify whether [Link] will use counting to Opening (Review and Hook):
the number of objects in determine if the number of • Review: We have been learning to count, identify and write numbers to 5. I will show
one group is greater than, objects in one group is greater students a spiral review slideshow with each number, ask them to identify the number and
less than, or equal to the than, less than, or equal to the show me that amount on their fingers.
number of objects in number of objects in another • Hook: Students will watch a Jack Hartman video about comparing numbers.
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another group by using group ([Link].6). [Link]
matching and counting
strategies. [Link] will show an Activity One (Teach the new knowledge)
amount that is more by drawing Show students a picture of two groups of objects. Ask students how we can compare the two
objects ([Link].6). groups (by matching, by counting). Ask students how we know if the two groups are equal. Ask
students how we know it one group is greater. Ask students how we know if one group is less than
the other. Ask students to choose one way to compare (matching or counting) to let you know if the
two groups or equal, one is greater or less.
Activity One Formative Assessment (Must be something that includes data for the
teacher/students)
• Teacher will collect student work.
Activity One Differentiated Strategies/Activities:
• Struggling
The teacher will model how to complete the activity. Students will be given connecting cubes
and number lines.
• Extension
Students will be asked to draw an amount that is equal to the greater amount.
Activity Two (Practice the new knowledge)
• Students will be given mats with two groups of objects shown. Students will count each group,
match the group with the corresponding number, and choose which number represents the
greater amount.
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Activity Two Formative Assessment (Must be something that includes data for the
teacher/students)
• Teacher will collect student work.
Activity Two Differentiated Strategies/Activities:
• Struggling
Students will draw lines to compare the two groups. Students will then circle the set of objects
that has extra objects that do not match up to an object in the other group to show that there is
a greater number of objects.
• Extension
Students will be asked to draw an amount that is greater or an amount that is less than a group
of objects show.
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Closing (Homework/Exit Slip)
• Students will complete a two question exit slip where they will have to decide which of
two groups is greater by counting. They will then be asked to explain their answer using
numbers.
Media/technologies/resources:
• Reveal math online resources
• Reveal math print resources
• PowerPoint presentation
• Chromebook
• Smartboard
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• Connecting cubes
• Dry erase markers
• Dry erase mats
• Number lines
• YouTube video
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