Primary: Kindergarten Math Lessons Plan
Here is a lesson plan for Kindergarten Math.
Lesson Plan 

Lesson Title: Math Lesson “Comparing Numbers” Grade: FDK Date: November, 27, 2015 Subject/Strand: Math – Number Sense Unit: 1 Location: Lions Oval Public School Time: (length in minutes): 40 minutes 

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?) 

Students are going to be working on comparing numbers beyond the number 10. This will done by using a hundreds chart. Students will also use the strategies on the success criteria to help them to complete their math problem. Students will have the opportunity to explain the work they have completed in their math journals. 

CURRICULUM CONNECTIONS 

Ontario Curricular Overall Expectations (numbers from documents and details) 

NS1 –Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quality, and number relationships 

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment 

NS1.1 Investigate (e.g., using a number line, a hundreds chart carpet, a board game with numbered squares) the idea that quantity is greater when counting forward and less when counting backwards. NS1.2 Investigate some concepts of quality through identifying and comparing sets with more sets with more, fewer, or the same number of objects (e.g., find out which of two cups contains more or fewer beans, using counters; investigate the ideas of more, less, or the same, using five and ten frames; recognize that the last number counted represents the number of objects in the set [concept of cardinality] ) 

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that students can readily understand.) 

Today I will learn…


ASSESSMENT and EVALUATION 

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). 

I can: understand how to use a hundreds chart I can: understand how to compare numbers I can: use the words less than, greater than, or more than 

Assessment – How will I know students have learned what I intended? 

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application 

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.) 

Assessment Mode 
Assessment Strategy and Task for Students What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc. 
Assessment Tool – Instrument used to assess task and record learning e.g., rubric, checklist, observation sheet, turn/talk, role play etc. TC will take pictures 

Written & Oral: Students will write in their math journals or can also explain themselves orally to TC. 
Individual: Students will work individually on their math problem and will write them into their math journals or explain their work orally. 
Rubric & Will take pictures: TC will use a rubric to assess the students work in their math journals. TC will also take picture of students explaining and working on their math problem. 

CONSIDERATIONS FOR PLANNING 

Prior Learning: Prior to this lesson, students will have * Students will understand that numbers can go up and they can go down * Students will know how to make a tally * Students will how to use manipulatives to count * Student will know the signs greater than or less than 

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications


Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, selfregulation 

Vocabulary (for word wall and/or to develop schema) Hundreds Chart Comparing Numbers Less than Greater than More than 

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.


Learning Environment (grouping; transitions; physical set up) Students will begin on the carpet for the minds of portions of the lessons. Students will than move to their desks to complete their math problems. Once students have completed their work, they will than come back to the carpet, to explain their work to the class. 

Cross Curricular Links Science: Students could begin to compare the temperature of the snow during the day by using a thermometer. Students can compare whether or not the temperature of the snow changes during the morning, or afternoon. 

Three Part Lesson Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion. 

What Teachers Do: 
What Students do: 

Minds on: Motivational Hook/engagement /Introduction (515 min) 

Time: 10 mins (Indicate time breakdown of instructional elements) TC greets students on the carpet “ Good morning boys and girls this morning we will begin by playing a math game and doing some math activities” TC will introduce the 100’s Chart Game TC and AT model the math game Tc explains game at the same time “Boys and girls we will begin our math block today by beginning with a 100’s chart game. This game makes you use your brain to guess whether or not a number is either greater than or less than another number. This is what you will be doing Boys and girls you will begin by picking a number from 1 to 100. Than you will keep your number in your head. Mrs. Clark is going to pick a number from the hundreds chart, and then Miss Vienneau is going to guess what she has picked. Mrs. Clark is going to help Miss Vienneau to guess the correct number by telling Miss Vienneau whether the number is greater than the number she has picked or less than the number she has picked. TC will pick one or two students to play this game and will have the student who has chosen the number stand at the front while other students raise their hands and are picked to guess the number. TC observes students playing game and records whether or not they are using proper terminology. TC will than bring out the success criteria and will go over the different strategies the students can use to determine whether a number is greater than or less than another number. “Remember boys and girls we have been working on this and there are many strategies you can use. These strategies include: the number line, counting, 10 frame, 5 frame and tallies. We can also add a number line boys and girls because that is also a very usual strategy. “Now boys and girls you are all going to go to your desk and Miss Vienneau is going to give you all a question I would like you to work on. I will dismiss you to go to your desk by calling your name. 
Students sit on carpet and listen as TC explain what they will doing Students listen as TC explains game and students as watch as TC and AT model the math game. Students will play this game One two students will be picked to choose a number (this will be done one at a time) Student who has chosen a number stands at front while other students sit on the carpet and are chosen to make guesses. “Things students may say, “My number is less than 25, but more than 22.”// my number is greater than 60 but less than 80.” Students listen to the many strategies they can use when comparing numbers Students are dismissed when TC calls their name. Students go to their desks. (quietly) 

Action: During /Working on it (time given for each component, suggested 1540 min) 

Time: 15 mins (Indicate time breakdown of instructional elements) Parallel task Students will be doing the same activity as they did during the minds on, but instead they will be working individually. “Boys and girls I would like to write and draw in your math journal for this activity. You can also explain you’re work orally to me, as well. “Now boys and girls I will give you a question to work on. I want you to all use your strategies to solve the problem.” TC will read out the two different questions. Some students will work on the first question while other students work on the second question. “These students will be working on question 1” TC reads out the names of who will working on question 1. Question 1: You’re going to choose a number between 1 and 20. Show if it is a bigger number or a smaller number, explain your thinking (this can be orally or written) “These students will be working on question 2” TC reads out the names of who will working on question 2. Question 2: pick a number beyond 20 Students will use math journals and TC will record by taking pictures “ONE, TWO, THREE, EYES ON ME BOYS AND GIRLS!” “Excellent work boys and girls. You all did such awesome work today. Please tidy up where you sitting and give your math journal to me, and then take a sit on the carpet” 
Students understand that they will be given a math question that asks them to compare numbers. Students listen to the question they are to answer Students begin to work on their math problem Students tidy up and give their math journals to the TC and then they take a seat on the carpet. 

Consolidation & Connection (Reflect and Connect) (515 min.) 

Time: 10 mins (Indicate time breakdown of instructional elements) TC greets students on carpet “Excellent work boy and girls. We are going to show some of work to the class and I would like you to explain what you have done and why.” TC choses students individually and has students come up and explain their work TC picks many different students works to show so students can show their work to the class. TC chooses students who use different strategies. TC will make sure students have a firm grasp on comparing numbers by asking questions and having the students explain their work to the class. TC will ask students if they “Do you see any problem with their work? What do you think the problem may be? Let’s try and fix it together. “Excellent work boys and girls. You all work so hard to day!” 
Student sit on carpet Students come up individually and show their work to the class, and explain what they have done in their work Students correct any mistakes they have made and listen to TC and explain how to correct their work. 

Extension Activities/Next Steps (where will this lesson lead to next) 

Students will be able to continue to compare numbers, and will begin to compare numbers that are greater than 10. 

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic) The Lesson: The Teacher: 