Lara Buchmann-Duck Wednesday, Jan.

25th 17

Lesson Plan: More/Less Game

Grade: Kindergarten Unit: More/Less/Same

Topic: More/Less Game Date: Wednesday, Jan. 25th 17
Length of Lesson: 30 min. Subject: Early Numeracy
General - Number:
Learning o Develop number sense.
Outcomes
Specific The child:
Learning o relates a numeral, 1 to 10, to its respective quantity. [CN, R, V]
Outcomes o represents and describes numbers 2 to 10, concretely and pictorially.
[C, CN, ME, R, V]
o compares quantities 1 to 10, using one-to-one correspondence. [C,
CN, V].

The following outcomes from Personal and Social Responsibility will also be
addressed:
- The Child:
o take turns in activities and discussions
o works cooperatively with a partner or in a group
o identifies and demonstrates etiquette and fair play
o displays a willingness to play alongside others

Instructional The student will:

Objectives - Show an understanding of the value of a quantity between 1 and 10 and
identify what is more and what is less.
- Show a willingness to take turns for the game, follow the rules, and be a
good sport.

Lesson Focus - What is more or less of a given quantity?

Question and - How can we tell if a value is more or less?
Key Questions - How can I work cooperatively with a partner and make sure we take
turns?

Materials - A pirate book from the classroom

- 16 sets of Power of ten cards (#s 1-10 in each)
- 8 More/Less dice
- 16 self-evaluation sheets on taking turns
- Red, green, and yellow markers

Resources - More/Less game borrowed from Mrs. Garner

Procedure
Lara Buchmann-Duck Wednesday, Jan. 25th 17

Introduction 1. Get the students to have a seat at the carpet area after having completed
(10 min.) quiet time, and ask them for their full attention.
2. Ask the student of the day to go over the schedule for the afternoon.
Then ask the students to take a seat and be ready to listen to a pirate
story.
3. After the story, introduce the afternoon table work activity to the
students. This is a new game for them, so I will go over the directions
and then do a demonstration with the star of the day.
a. They will each get a set of 10 cards with different values on them
(show class what the cards look like).
b. They will be working to begin with the partner sitting across
from them who will have the same cards.
c. Carry out a demonstration with the start student of the day to
show the class: We both show our top card first and look at the
number and set it down. Then one of us will roll the more/less
dice (we will take turns on this). If it says more, whoever had
the higher number gets to keep both cards. If the dice says less,
whoever had the lower number gets to keep both cards. The
game ends when we have used up all the cards from our first
pile, and the winner is whoever finishes with the most cards.
d. Review with the class how they can tell when they have rolled
more or less: more starts with M, less starts with L.
e. Explain to the class that once they have finished one game, they
should wait patiently for the others to finish at their table, and
then they need to find someone new at their table to play the
game with (Students A + B should be moved to different tables
so they are in a group of 4). When they have played everyone at
their table (3 different people), then they can put the cards back
together, and come and line up at the yellow table to see me.
4. Before sending the students to begin, remind them that when we are
playing a game with a partner or a group, we need to be good sports and
take turns so that the game is fair. Remind them that when they come to
the yellow table I will be asking them to fill in a self-assessment on if
they took turns with their partner, followed the rules, and if they were a
good sport. I will want them to be honest about this.
5. Get the start student of the day to call up table groups one-by-one and to
begin playing the game with their partner (all materials will be on tables
already; make sure students A + B go to the correct tables).
Lara Buchmann-Duck Wednesday, Jan. 25th 17

Body of Lesson 1. As the students play this game, circulate amongst them and observe
(18 min.) them playing. Make sure that they are following the directions and
rules of the game, and are playing fairly. Give out further direction
individually or to the class as is needed. Carry out some formative
assessment on how well the students can recognize if a value is more
or less than another. Be ready at the yellow table with the self-
assessment sheets and markers for when students are done and have
played everyone at their table.

Closure 1 As students finish playing everyone at their table, they will come to the
(2 min.) yellow table to fill in their self-assessment sheet with me. Then they will
be allowed to go to centers. I will keep an eye on the clock, and
hopefully all students will be at centers or close by 1:30pm. I will assist
those students that need more time with the activity as needed.

Sponge Activity N/A Students will play the game 3 times and then transition to centers.

Assessment Observational: Observe/converse/question with the students to get a sense for

how well they can they can compare two values between 1 and 10 and decide
which is more and which is less. Guide those students who may need some
more assistance with this concept. Also carry out some formative assessment of
how well students are able to play fairly and take turns with their partner.
Meta-cognition: The self-assessment form the students fill in after the game will
allow them to reflect and be honest about how well they took turns and played
the game fairly.

Specific Learner Some students might need some more time and assistance with this game as
Considerations well as with understanding what is more and what is less. Encourage the
and Adaptations students to kindly help their partners if needed. I will also be aware of the
students and provide extra direction/support where needed.