9.

6 Math Lesson Plan

C.C. & State Standard: CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.
Objective: SWBAT identify and name two-dimensional shapes,
including triangles.
Student Friendly Objective: Students can tell the teacher or write
on the worksheet what they have learned about how to identify and
name triangles.
Assessment: Ask students, If you were going to describe me (being a
triangle) to someone else, what would you say? Ask students who
have their hands raised. Also use the worksheets to check for
understanding.
Anticipatory Set: Cut of one side of a piece of construction paper to
make a triangle. Label the corners and sides by how many there are.
Put a string through the top and wear it around your neck. Introduce
yourself to the students as Mrs. Triangle.
Recall Prior Knowledge: Ask the students, I know you just met me
but I know you have seen me before. What can you tell me about
myself from what you have seen?
Tell the students about yourself. You have three sides and three corners
or vertices. Have the students count the sides with you and then the
corners. Ask them to identify triangles in the classroom. Have them
raise their hands and tell you what they see. Ask the students to stand
up. Explain that you want them to see how many ways they can make
a triangle with their body. Model by keeping your back flat and
touching your toes. Ask them, now that you have met me, by raise of
hands how would you describe me to someone else? Call on students
with hands raised.
Show the students what they will be doing on the worksheets.
Check for Understanding/Guided Practice: While doing the
worksheets, ask the students if all triangles are the same. Help them
come up with answers such as they are different colors, or some are
small and some are big.
Closure: Tell the students what they will be doing at each center.
Explain that at Ms. Clowards they will be cutting out triangles, and
gluing them onto paper to make a picture. They can make a picture of
a person or of another shape. Make sure they are ready to go to their
centers by sitting quietly and tell them who is going where then
dismiss them.

Independent Practice: Worksheets and manipulative center.

Compare Heights Lesson Plan

C.C. & State Standard(s): CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common,
to see which object has "more of"/"less of" the attribute, and describe
the difference.
CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight.
Describe several measurable attributes of a single object.
Objective(s): Learning Objective: SWBAT directly compare the heights of two objects.
Language Objective: Children use words to compare the heights of two objects.
Student Friendly Objective(s): We will compare the heights of two objects.
Assessment: Students will compare two objects and describe which one is taller and
which one is shorter. They will do this as a group and individually with the worksheets.
Key Vocabulary: Height write it on the board, point to each letter as you say it out
loud. Have students say it out loud with you. Ask them: What do you know about this
word?
Anticipatory Set: Have a student stand next to you and ask the students if they know
who is taller. Crouch down lower than the student and ask them who is taller. Have the
students stand up and find someone who is shorter, taller, or the same height as them. Ask
the students to sit down in their spots once they have found someone.
Recall Prior Knowledge: Ask: Have you ever had your height measured? How was it
done?
Input/Modeling: Explain that when you measure how long something is
when it's standing up, you are measuring its height. Compare a short
pencil than a long pencil together; tell them how you have noticed that
when they are doing their work they want either the small pencil or the
bigger pencil. Explain that the correct way is to say the short pencil
and the taller pencil. Use the cubes to compare a short and tall length.
Count as you stack them. You can even have someone help you stack

the cubes. Have the students find things around the classroom that are
taller than them. Do the same for things that are shorter than them.
Show the math friends video.
Show them each worksheet and explain what they will be doing on
each one. Use the cubes as you show the pages where they use the
cubes.
Show them the picture of the buildings and explain that they will be
making their own buildings using a ruler. Show them a ruler and the
numbers on the side. Tell them that if the number goes up, the building
will be taller. If the number is lower their building will be shorter.
Check for Understanding/Guided Practice: When working with the students at the
center, ask them what it is they are doing. Have them explain how they know which
objects are taller or shorter.
Closure: Explain to students what they will be doing at the math centers. The green
triangles will go to Mrs. Castillows table doing the math worksheets you just showed
them. The yellow hexagons will go to Mrs. Clowards table where she will show them
how to make taller and shorter buildings using a ruler. The orange squares will go do
Math Seeds on the computers. Dismiss one group at a time. Tell them that they cannot go
to their table until you say to go to that table.
Independent Practice: Students work on worksheets.
Differentiated Instruction/Accommodations: At the centers, the children will
manipulate a variety of different types of materials for hands-on learning.