Rowan University College of Education Elementary Education Lesson Plan

TEACHERS NAME: Katie Collins SUBJECT/S: Social Studies TIME FRAME: 30 minutes total Hook- 2 minutes Teaching Content- 10 minutes Guided Practice- 2 minutes Independent Practice- 5 minutes Closure- 1 minute NJCCCS AND COMMON CORE INDICATOR(S): 6.2.8.D.3.b- Relate the Chinese dynastic system to the longevity of authoritarian rule in China. ENDURING UNDERSTANDING: I want my students to understand the difference amongst numbers, such as which numbers are of a greater amount and which are the least. ESSENTIAL QUESTION(S): How can we compare and contrast numbers? How can we determine if a number is more or less than another number? LESSON OUTCOMES Content Outcome: The students will know the difference in numbers and will recognize whether a number is more or less than another number. Performance Outcome: The students will be able to play the game Top-It, where they will compare numbers to determine which is less or more. CONTENT SUMMARY AND BACKGROUND KNOWLEDGE: This lesson focuses on the similarities and differences of numbers. Students will build off this prior knowledge by comparing and contrasting these similarities and differences. The subject of comparing numbers will be introduced through a quick introduction on the Class Number Grid in front of the classroom. A majority of the lesson will be taught through small group instruction and will provide students with insight on the concept of recognizing higher and lower numbers. To prepare myself for this lesson, I need to understand the concept of higher and lower numbers, as well as have more advanced numbers in case a student needs to be further challenged. By the end of the lesson, students will learn how to recognize higher and lower numbers and how they can be compared. ASSESSMENT OF STUDENT LEARNING: To assess the students ability to identify smaller and larger numbers, students will work in pairs. I will walk around the classroom with a checklist titled Top-It Checklist. This checklist will indicate students knowledge of comparing and contrasting numbers as well as display their ability of number recognition. Because the students are kindergarteners, this assessment will serve as a game for them. The criterion that I will set for the students is to see if they are able to compare numbers 0-20. I will explain to the students that we will be working with numbers from 0-20. However, for those students who struggle with the numbers 11-20 they will receive a deck of cards that only display 0-10. For those students who are more advanced, I will allow them to go up to GRADE: Kindergarten LESSON & UNIT TOPIC: Chinese New Year/Celebrating February

50. Along with the checklist, I will let the students know how well they are doing as I observe them. I will make them aware if they need a little more guidance, or if they are doing well on their own. CONNECTIONS: Describe how this lessons background preparation, content, practice, and follow-up will connect to the following, which are critical to learning success: prior learning- In the lesson taught previously, students were introduced to the number line. It was presented to them by Mrs. Galaida through allowing students count their steps on a number line. The previous lesson will allow students to ease into the Top-It lesson because they will already be practicing higher and lower numbers. content and instruction in other subject areas- The lesson relates to the Predictable Chart that the students practice in the beginning of the school day. In the morning, the students use the Class Number Grid to determine how many days they have spent in school. Using the Class Number Grid will be familiar to the students in the classroom because it is a tool that they use every day. varied cultural perspectives and/or contributions- During this lesson, students will be working in partners to complete the Top-It assignment. Students will be communicating with students from other cultures and will, equally, contribute in determining the higher and lower numbers. home and family- Students will be able to look at numbers at home and with their families. The students can compare and contrast numbers that they see at home (e.g. a clock) and tell their family members which is more and which is less. students daily lives- Through learning the concept of number recognition and number comparison, students can become aware of the different numbers that they see at school, outside, and at home. They can compare these numbers to see which is higher and lower. use of technology- If children rather work on this assignment alone, they can play the computer version of Top-It on Everyday Mathematics EM Games. learning community principles Students will work together in pairs to determine the higher and lower numbers that are represented in the deck of cards. Students will be required to work together to successfully complete Top-It. TEACHER RESOURCES: 9 deck of cards (1 deck per pair) Top-It Checklist Bell, J.; Bell, M.; Beer, D.W.; Freedman, D.; Goodsell, N.; Hanvey, N.; Leslie, D.; Morrison, K. (2007). Every day Mathematics: Teachers Guide to Activities- Kindergarten. Chicago: Wright Group/McGraw-Hill LIST OF STUDENT MATERIALS: 1 deck of cards per pair (9 decks total) LEARNING EXPERIENCE STEP-BY-STEP PROCEDURE: Hook I will describe to the students that we will be working in pairs with a deck of cards. But first, I will point to two numbers on the Class Number Grid and I will ask them which is more. Then, I will ask them which is less. Teaching of Content Describe, step-by-step, how you will teach the actual content. This might be through talk, demonstration, text reading, read aloud, student investigation, viewing video, viewing visuals, and/or other approaches. I will show the students a deck of cards and explain that each deck has two of each of the numbers 0-20.

 I will tell them that they will pick two cards from the deck and place them on the table. Next, the pair of students will say the numbers that are laid out on the table, and will tell me which is more and which is less. While I am walking around doing my observations, I will ask the students to share with me how they knew which number was higher. If a child does not share with me, I will model strategies such as checking the number line, checking the Class Number Grid, or counting out loud. I will give each pair of students a shuffled card deck and direct them to cut the deck so that each student has the same number of cards. I will have them place their stacks face down on the table and turn over the top card and read the numbers. The player with the larder number takes both cards. If the players have the same number, they turn over and compare the next card on their stacks until someone wins the round and takes all the cards. I will tell them that the winner is the player with the most cards. Checking for Understanding The students will be asked the questions that are shown below. They will answer the questions aloud. I will ask students at random while I am making my way around the classroom. How did you know which number was higher? What is another strategy that we could use to determine whether the number is higher or lower? Guided Practice The students will work on the Top-It activity in pairs. The pairing of students will include those students with mix learning abilities. I will choose several students to describe to me how they knew which number was higher and what strategies they used in determining this. This instruction applies to students with different ability levels because they can build and listen to other academic strengths to learn number recognition and number comparisons. My role will be to facilitate the activity to ensure that it is done correctly. I will ask the students questions, such as Checking for Understanding, to be certain that the students understand this concept. Independent Practice Students will need to take turns reading their numbers to each other and determining if the numbers are higher or lower. For this portion, students will need to read their numbers independently to show they can apply the content and meet the stated outcome. Also, students can play this activity on the computer by themselves. Closure Students will be asked to share what we learned today in the lesson and to give me one last example of number comparison. I will show them two numbers and ask the entire class which one is higher and which one is lower.