Concordia University Nebraska Education Department Lesson Plan Format

Name: Tannor Tobler Grade Level: Kindergarten

Topic/Central Focus Subject: Math

Equal Groups Time Frame: 20-25 minutes

Standard(s) to be met in the lesson:

MA 0.1.1.c Use one-to-one correspondence (pairing each object with one and only one spoken number
name, and each spoken number name with one and only one object) when counting objects to show the
relationship between numbers and quantities of 0 to 20.

MA 0.1.1.h Compare the number of objects in two groups by identifying the comparison as greater than,
less than, or equal to by using strategies of matching and counting.

Learning Objective: Assessment Tool(s) and Procedures:

● Students will be able to compare groups -Thumbs up/thumbs down

to see whether they are equal by
-”Show me your work”/’showdown”
matching.
-”On your own” problems

Research-Based Best Practice used in lesson and why it is appropriate/useful

● The blend of whole class/direct instruction, small group/partner thinking, and

individual thinking allows all students to ease into their abilities and caters to different
thinking capabilities.

● I Do, You Do, We Do: Students will be able to experience a gradual release of
information.

Student Engagement used throughout the lesson

-Connect prior knowledge to new ideas with 1-to-1 correspondence and counting from

0 to 5 with counting chips on Elmo.

- Objective: The students will repeat the objective after me.

-I Do: Students will watch as I draw and count chips on Elmo.

-We Do: The students will create a display using counting chips on their table of what I did

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Concordia University Nebraska Education Department Lesson Plan Format

on Elmo.

-You Do: The students will complete 4 problems and will have the opportunity to draw a
picture showing that the groups are equal or unequal.

-Closure: The students will think about examples of equal groups from their daily lives and
report back to class the next day.

-*Opportunities to Respond: Through the lesson, “Showdown”, thumbs up/thumbs down will
be used.
Academic Language:

● Compare

● Equal

● Group

● Same number as

Materials: Technology:

-Two color counters -Elmo/Smartboard

-Matching items (I Do) worksheet

Faith/Values Integration:

NA

Assets (Knowledge of Students: personal, cultural, community)

-Previous knowledge of 1-to-1 correspondence

-Previous knowledge from counting 0 to 5.

-In section two of the “I Do” worksheet, students will have the opportunity to draw objects of
their interest (e.g. balloons, bicycles, flowers, candy, etc.).

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).Identify the student
characteristic you will use to differentiate (readiness, interest, learning profile).Explain how you differentiate
(whole class, groups of students, individuals, or students with IEPs or 504 plans)

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Concordia University Nebraska Education Department Lesson Plan Format

Blend of:

whole class, direct instruction

small group discussion and partner work

individual thinking

connection to real life

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students (2 min)

Draw back to previous knowledge from last lesson with 1-to-1 item correspondence
and counting from 0 to 5 using visuals/counting chips on Elmo.
B) Communicate the purpose of the lesson to students (1 min)
(objective/assessment)

“Today we are going to count objects in groups and see if they have the same
numbers.”
C) Instructional Sequence: (15-20 min)

-Pass out worksheet.

I Do:

-Show two equal groups of counting chips on Elmo and count them with the class,
drawing lines between the two. Connect the idea of equal groups to a chip having a
“partner” and make references to partners in real life such as animals and students in
class. Circle the groups because they are equal. Then, show two unequal groups.
After students determine that the two groups of counting chips are unequal, cross out
the groups as they are not equal. Do another example of unequal together.
● Draw 8 circles on the whiteboard. Draw lines to connect to solve if it is an
equal group or not.

● Draw 5 circles on the board. Draw lines to connect.

● Draw 20 circles on the board. Draw lines to connect.

● Draw 13 circles on the board. Draw lines to connect.

● Use 6 counters to show an equal group.

● Use 9 counters to show an unequal group.

- OTR: I will ask students to give me a thumbs up/thumbs down regarding their
understanding.

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Concordia University Nebraska Education Department Lesson Plan Format

We Do:

-The students will be given 20 counters. The students will be reminded of the
expectations for using counters. Together we will do more examples of equal and
unequal groups. Have students turn to their elbow partners and do the next problem
together. When everyone looks done, have a work “showdown” and go through again
together.

● Show the solution for 15 counters.

● Show the solution for 10 counters.

● Show the solution for 4 counters.

● Show the solution for 7 counters.

-OTR: Check in with a thumbs up or thumbs down to determine if we need another example
or not.

You Do:

-Once students have completed the problems and have done the “showdown” with
their elbow partners, I will explain the worksheet that they will be completing. I will
also give directions for cleaning up their counters.
-The first three problems of the activity, images will be shown and they have to
connect the counters and determine how many equal groups there are and how many
extras are in a group. In the last problem, students will be able to draw any object
and how many they want and then solve the problem.
-I will explain to the students that they will get to choose whatever object they want
to draw. I will emphasize that they should choose a simple object because they will
be drawing it multiple times.
-The students will be given 10 minutes to complete the worksheet and a timer will be
displayed on the wall. The students will know to turn their worksheet into the teacher
when it is completed.
D) Closure: (2 min)

Challenge students to think about examples of equal groups in their daily lives
to report back to class the next day.

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Concordia University Nebraska Education Department Lesson Plan Format

Analyzing Teaching (Reflection):Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change
make. it.

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