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Lesson Plan Form - LBS 400

Revised 08/05/14
Candidate:

Subject:

Grade level(s):

Date:

Raquel Losoya
Mathematics
Kindergarten
November 9, 2015
Standard:
Mathematical Content Standard:
K.MD3. Classify objects and count the number of objects in each category.
Mathematical Practice Standards:
MP.1 Make sense of problems and persevere in solving them.
MP.3 Construct viable arguments and critique the reasoning of others.
MP.5 Use appropriate tools strategically.
Language Arts Standard:
K.W2- using a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):


Students will be able to conceptually understand the relationship between the number of objects and
sorting them in categories by count.
II. LEARNING OUTCOME:
Given a group of backyard bug, students will analyze and understand how to classify and count the number
of objects in each category by sorting the groups and counting them up to 5.
DOK/Cognitive Rigor Level:
Analyze: Level 2 Skills and concepts:
Categorize, classify materials, data, figures based on characteristics
Organize or order data
Compare/ contrast figures or data
Select appropriate graph and organize & display data
Interpret data from a simple graph
Extend a pattern
Language Demands:
In terms of language the students will need to know the names of the bugs and the colors. Students that are
English learners will become familiar with individual names of bugs and colors. If they do not know how
to say the word they can categorize them by sight.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Before this lesson Students will acquire the knowledge and understanding of how to classify and sort
objects. There will be no counting for this lesson. After this lesson, students will acquire the knowledge and
understanding of how to classify, count, and sort objects (up to 10).

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Today we are going to learn how to classify objects and count the number of objects in categories.
How can you count these backyard bugs?
Student friendly objective: By the end of our lesson you should know how to sort the backyard bugs
and count the number of bugs in each category.
Purpose:
The purpose of this lesson is to classify and count the number of objects in each category. In doing this
the students will learn to make sense of problems and persevere in solving them, they will be able to
construct viable arguments and critique the reasoning of others, and to learn how to use appropriate
tools strategically.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: Teacher begins by restating the objective and engagement question.
a. T input: Today we are going to learn how to classify objects and count the number of objects in
categories. How can you count these backyard bugs? Allow students to work and find out their own
ways to categorize the objects and the ask, What are the different ways you can classify your backyard
bugs
a. T model: Write down their findings (up to three responses) on the board and model one suggestions
through the projector.
Student suggestions may be: 1) you can sort them by type of bug (caterpillar, fly, beetle, spider, dragon
flies) 2) you can sort them by color (red, blue, green, yellow, and purple) 3) You can sort them by size
(small, medium, or large)
b. Student response: Check for understanding by asking students to classify their backyard bugs along
with the teacher. Teacher could also walk around and visually check.
Teacher: Can you show me how to classify your bugs by type of bug?
Teacher: Can you show me how to classify your bugs by color?
Teacher: Can you show me how to classify your bugs by size?
Step #2: Introduce the classifying and counting worksheet
a. T input: This is your classify and counting worksheet.
a. T model: We will use this worksheet to count the objects we have already classified For instance,
Teacher will show that there are, three caterpillars, and they will be placed one at a time in the boxes
going vertically.
b. Student response: Check for understanding by choral response. Students will choral respond how
many caterpillars the teacher placed in the boxes for that category.
Step #3: Students will classify their backyard bugs into colors.
a. T input: With your partner, can you classify your bugs into colors?
a. T model: Model via projector. Show that all the red bugs go vertically in one row, and that all blue
bugs go vertically in the next row, and then have the students do the rest on their own.
Teacher: Great, now that we have done the red and blue together, Can you do the rest of the colors?

b. Student response: Check for understanding by having the students pair share and teacher will walk
around the classroom to visually check and monitor engagement.
Step #4: Students will count the objects in each row
a. T input: Have the students count each object and the teacher will write the number on the line
below the boxes.
a. T model: Model this via projector.
b. Student response: While pointing to each bug that is red, check for understanding by having the
students count chorally.
Class: One, two, three, four.
Teacher: How many red bugs are there in the first row?
Class: There are four red bugs in the first row
Step #5: The students will classify and count, with their partner.
a. T input: With your partner, you will have 5 min. to classify your bugs, count them, and record
your response.
a. T model: Just as we did in the previous examples that are shown on the projector.
b. Student response: Check for understanding by walking around and monitoring the students and
asking them Questions.
Teacher: Which bugs do you have that are the least?
Which bugs do you have that are the most?
How did you classify your bugs?
How many ___ do you have?
Step #6: Sharing outcomes
a. T input: Ask the students to share their outcomes with the class. The teacher will take out a new
classifying and counting worksheet and they will classify as a whole.
Teacher: Group 2, how many purple bugs do you have?
Student: We have 3 purple bugs.
Teacher: Group 4, how many blue bugs do you have? etc.
a. T model: The teacher will fill in the worksheet via projector. If there is time the students can come
up and fill in the worksheet.
b. Student response: Checking for active participation by calling on each group and asking the same
questions in step 5 while the teacher was walking around.
Teacher: Which color has the least amount of bugs?
Which color has the most amounts of bugs?
What were the different ways to classify your bugs?
C. APPLICATION ACTIVITY (Practice and/or Reflection):
During the Application/Extension phase, whole group instruction ends and small group begins.
Independent assignments will be given to each cooperative group of two. Have students count and
compare backyard bugs again, except this time, the group of two will combine the shapes form
their 1 bag, and count how many different types of bugs they have. The students will record their
results on a Classify and Count worksheet. After the students have counted and identified bugs,
they can disclose the strategies they developed from working with their partners. (MP3)

D. MATERIALS & RESOURCES:


Bag of Backyard bugs per 2 students
Classifying and Counting worksheets
Pencil
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative:
During the lesson there will be on-going teacher observation and monitoring to determine students ability
to reason abstractly and quantitatively.
Summative:
At the end of the less there will be a Journal/Writing Prompt:
Using the information you have learned, draw a picture and write about what you did to classify and count
the backyard bugs into categories.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Advanced Learners:
The lesson was extended for advanced learners. The advanced learner was given the task of classifying and
counting in categories. The advanced learner used a Classifying and Counting worksheet to record their
results. Also, they were paired with students requiring intervention.
Intervention (Students with IEPs):
Students with IEPs, who require intervention, will benefit from techniques like color-coded bug definition
of terms, repeating directions, comprehension checks, cues and prompts. Pair the child with an advanced
learner to persevere in solving the problem together.
EL/English Learners:
SDAIE (Specially Designed Academic Instruction in English) techniques were used e.g., using
multisensory experiences such as color-coded definitions of terms, and visuals. Pair the child with another
child who is at a similar English language proficiency level.
VII. HOMEWORK (if appropriate):
N/A