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Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

K.CC. 7. Compare two numbers between 1 and 10 presented as written numerals.

Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students should be able to recognize the greatest and least amount between two numbers (1-10 or 1-18).
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students will be actively playing and engaging with the idea of numbers being less or greater to one another.
What modifications of the above assessment would you use for language learners and/or students with special needs?

One deck will be regular playing cards for the students who need more guidance with their number sense since they can count each symbol on the card. Students will be encouraged to answer in either Spanish or English, as the teacher I will be checking for understanding in both languages. In addition, all students will be allowed to use manipulatives to help them answer the questions.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students know how to count to twenty. Students should be able to recognize numbers and the quantity they represent in either Spanish or English.
Strategy to connect school learning with prior experiential knowledge and/or cultural background

Students will be encouraged to use Spanish, as this is a dual language program, when playing their math game.
Pre-assessment strategy

While explaining the objective and rules of the game, I will model a few rounds in order to elicit response from students. This will help me pre-assess their understanding of greater and least numerical values.
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Students will be using the term: greater than, to identify who won each round.
Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy.

In order to engage all learners there will be two deck of cards. One deck will be regular playing cards for the students who need more guidance with their number sense since they can count each symbol on the card. For advance students, they will have UNO cards that only show the written number. In addition, they will be asked to add and compare instead of just comparing numbers.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing. Time Teacher Students

Math Cente r time

I will model the rules and objective of the game first. Each person starts with 16 cards first. Version 1: each person flips two cards. sum them up and determine who has the greatest number. x is greater than y. Then whomever has the greatest, takes all four cards. Version 2: Each person flips one card. Between both cards, who has the greatest number? x is greater than y. Then whom ever has the greatest number, takes both cards. Spanish Phrase: x es mas que y. The objective of the game is to have the most amount of cards by the time all the cards have been played. I will pass out the bundles of cards to each student. If we have an odd number of students, I will partner up with a student. Each group will also have 20 (version 2) or 40 Unifix Cubes (version 1) to use as manipulatives.

Students will be at their desks. They will watch me model and ask questions if they have them.

Resources/ Materials

Ziploc bag containing (2) paper clipped groups of 16 cards (2) or (4) groups of 10 Unifix cubes per pair (depending on version of game)

Students will each have a Ziploc bag containing (2) paper clipped group of 16 cards. They will take off the paper clip and place it in the bag. They will each place their pile of cards face down on either their left or right side.

At the end of the game, students will be asked to mix their cards together (per pair) and count out 16 cards each and to bind them together with a paper clip. Two groups will each go into a Ziploc bag. Manipulatives should be collected and put away as well. Each pairing will also thank each other for a good game.

Students will follow clean-up directions and then thank their partners for playing a good game.