CT Lesson Plan 2 21

USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy
Grade Level Being Taught: Subject/Content: Math- Group Size: Date of Lesson: 2/21/18
Kindergarten Sorting/Counting with 1 21
attribute
Lesson Content
What Standards (national or

state) relate to this lesson? MAFS.K.MD.2.3: Classify objects into given categories; count the numbers of objects in each
(You should include ALL applicable category and sort the categories by count.
standards. Rarely do teachers use
just one: they’d never get through
them all.)
Essential Understanding
(What is the big idea or essential Essential Question: How can you classify and count objects using different attributes?
question that you want students to
come away with? In other words,
what, aside from the standard and Students will be using attributes to sort and classify objects. They will also count the objects in each
our objective, will students category and classify them based off their given attribute(s). When this lesson is completed, students
understand when they finish this
will have practiced identifying and describing 2 dimensional shapes based off their attributes and will
lesson?)
be better prepared for first grade; where they will extend their knowledge of sorting and classifying
objects by both defining and non-defining attributes.
Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to do Students will be able to classify and count objects based off an attribute while using an open sort,
after this lesson? Include the with no errors in classifying and/or sorting.
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence Student-friendly objective: I can classify and count objects using their attributes (size, color, and
written in the past or present tense, shape).
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
attribute
Rationale  I am teaching this objective because it is vital that kindergarten students are introduced to sorting
Address the following questions: and classifying objects while this is a concept that is continuously expanded on throughout their
 Why are you teaching this schooling. Classification involves making decisions about how to categorize things, which is a
objective? basic activity that is fundamental to data analysis.
 Where does this lesson fit  Following this lesson, students will use their knowledge of sorting and counting to classify and
within a larger plan? sort objects with several attributes and use this data to create and read graphs. Therefore, a
 Why are you teaching it this concrete understanding of how to classify/sort objects based off a variety of attributes, is vital.
way? Next year, in 1st grade, students will extend their knowledge of sorting to classify by defining and
 Why is it important for non-defining attributes of 2-dimensional shapes.
students to learn this concept?  I am teaching this concept this way because through modeling, collaborative work, and providing
countless opportunities on classifying/sorting objects, with varying attributes, my students will be
able to master the given state standards and objectives. By organizing data into categories, my
children can focus on attributes of objects while sorting and classifying simultaneously.
 Statistical literacy is critical to understanding the world around us. Misuse of statistics occurs
often, whereas graphs are often designed to exaggerate a given finding. Students should have
meaningful experiences with basic concepts of statistics throughout their school years. At the
kindergarten level, students can begin this understanding by learning how data can be categorized
and displayed in various graphing formats.
Evaluation Plan- How will you  Formative Evidence:

know students have mastered 1. Monitoring independent work: Once we have completed our whole-group lesson on the
your objectives? carpet, I will have my students return to their seats. Since we have been working with
classifying and sorting objects by their attributes, students should be familiar with our
Address the following: routine, in regards to working through this concept via whole-group & small-group. I will ask
 What formative evidence will my students to work on page 150, independently- which involves counting how many objects
you use to document student are categorized as “red” and “yellow.” As I monitor each student’s work, I will be able to better
learning during this lesson? determine which math rotation group they will be placed in. If students struggle, they will be
 What summative evidence will placed in math rotation group #1. Those students who take a minute or two to do so and
you collect, either during this question their work, will be placed in group #2, therefore I can solidify their understanding of
lesson or in upcoming lessons? this concept. Those students who do not question their work and complete this question
quickly, will be placed in group #3, working on independent work once I release my students
to their rotations. Group #4, if students are demonstrating mastery of this skill/concept, will
attribute
work on computer assessments/lessons on our technology program, iReady.

2. Monitoring Small-groups: Since I will be working with, ideally, every student of mine, in a
small-group setting, I will be able to assess who understands sorting/classifying objects as
well as correctly counting those objects in each category.
3. Monitoring collaborative discussion (turn & talk): Throughout our whole-group instruction
and small-group differentiation, I will be asking my students questions to check for
comprehension on our new, mathematics concept- counting the number of objects that have
been sorted in given categories. By monitoring this discussion, I will be able to determine how
in-depth I must go with the reteach, core, and enrichment group as well as whether they have
mastered the concept, as we are to complete the performance task the following day.
 Summative Evidence:
1. Worksheet pages 511 & 512: Which provides my students with more practice on categorizing
two, different sets of counters and properly counting them, documenting the correct number
of each. These packets will be turned in for review and to serve as a reflection point, following
my lesson instruction.
2. On Friday, my students will be completing the performance task for this unit. This involves
the students in classifying and sorting several objects as well as counting how many objects
are in each, set group.
What Content Knowledge is For a teacher to successfully teach this material, one must know their students’ needs, as it pertains to
necessary for a teacher to teach acquiring math skills and how they can accommodate them. He/she must have knowledge on the specific
this material? content being taught, which involves classifying and sorting objects based off given attributes (size, color,
and shape). The teacher must understand that children tend to classify/sort objects based on one
attributes, unless encouraged to do otherwise. While teaching this content, teachers also must know what
prior knowledge their students have on classification, sorting, and counting skills, since this is a
scaffolding concept and requires preconceptions.
What background knowledge is For my students to meet the outlined state standards and objectives, they must have entered
necessary for a student to kindergarten with carrying levels of mathematics understandings. Previously this year, my students
successfully meet these practiced identifying and describing 2-dimensional shapes. They also identified, counted, and wrote
objectives? numbers up to 10 (recently mastering counting to 100). I am aware that my students possess the
attribute
necessary background knowledge, to build on, as I have taught several of these mathematics lessons and
 How will you ensure students’ have collected both formative and summative data to demonstrate their level of understanding on these
have this previous knowledge? varying concepts.
 Who are your learners?
 What do you know about them? Students must have background knowledge on…
 What do you know about their
readiness for this content?  Names of two-dimensional shapes.
 Attribute terminology (shape, size, color).
 Students should be able to describe objects in their environment by using names of shapes, and
describing the attributes which correlate with them, such as size and/or color.
 Students should be using mathematical vocabulary to determine the name of a shape.
What misconceptions might Children may think that only one answer applies to sorting/classifying an object. They may assume that
students have about this content? an object can only be sorted based off one attribute, when in fact, objects can be sorted while referring to
many attributes (size, color, shape, etc.). I have observed that some students pick a more pronounced
attribute, such as color, in comparison to a more complex attribute, such as size.
One should model the reasoning, showing several ways objects may be the same and/or different and
how this affects the sorting/classification of given objects. I can probe for a variety of answers by asking
questions such as: “Can this object be sorted by its color?” or “What about size, can this object be sorted
by size too?”
Lesson Implementation
Teaching Methods  Demonstration/Modeling: While my students are very young and are adapting to school
(What teaching method(s) will you norms/rules, it is vital that we continue to model and demonstrate correct behavior, demeanor,
use during this lesson? Examples and acceptable classwork. I will model what should be done, gradually releasing them to work
include guided release, 5 Es, direct independently. By doing so, they will know their expectations and how/what to do. I will review
instruction, lecture, demonstration, the formative assessment, hand-out (attached below), how to properly work on our math games,
partner word, etc.) and the other correlating independent worksheets. By demonstrating what is to be done and
elaborating on the fact that this should be their “best kindergarten work,” my students will know
what is expected of them and complete their activities in a timely, appropriate manner.
 Collaborative Discussion: Throughout schooling, students are constantly encouraged to
participate in group work/collaboration with their peers. By doing this in my lesson, students are
attribute
developing communication skills as well as teamwork skills. The content being taught is
reinforced as my students work together and share with one another, through “turn & talk” time
on the carpet, as they discuss what attributes are being used to classify and sort given objects and
how this can be done while using more than one attribute.
 Small-groups (differentiated instruction): For students who struggle with the concept being
covered during our math time, these students will work in small-groups with myself and their
peers. By working in small-groups, time is more allocated to where it is needed. This time with
my students, increases their confidence, as they receive instant feedback and can answer any
questions that they have. Ideally, if time is allocated properly, I will be able to see every student in
my classroom based off my assessing of their understanding.
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Where applicable, be sure to

address the following:
 What Higher Order Thinking 1. Call students to the carpet for whole-group instruction.
(H.O.T.) questions will you ask? One hula hoop will be placed here, with a sticky note labeled “yellow."
 How will materials be 2. I will introduce two manipulatives, one which aligns with each attribute
distributed? being sorted/classified.
 Who will work together in 3. I will then show my students an object that does not fit into either
groups and how will you category- such as a red teddy bear. I will ask “Let’s look at this object…
determine the grouping? Where should I put it?” (5-second count down to think).
 How will students transition 4. Place the bear under the hoop labeled “blue”- giving students the
between activities? opportunity to disagree with your choice and explain as to why I am
 What will you as the teacher do? incorrect.
 What will the students do? 5. Allow a student to place the bear in the appropriate place (outside of the
 What student data will be hula hoops), therefore making this object an “outlier.”
collected during each phase? 6. Show the students an object that includes the given attribute- a yellow
 What are other adults in the square. State “show me a thumbs-up if you agree with my placement.
room doing? How are they Why?’
attribute
supporting students’ learning? 7. 5-second countdown to think. Turn & talk with partners. Monitor
 What model of co-teaching are discussion with partners.
you using? 8. “3-2-1- turn & talk is done.” Call on a student to share what they
discussed with their partner.
9. Show three more objects- giving each one to a student, to keep students’
engagement/involvement with the curriculum going.
10. Introduce counting the number of items that are sorted in our hula hoop,
with a distinct attribute (yellow). Write this number on your personal
whiteboard, demonstrating to students that we can count how many
items are sorted/classified.
11. While students are sitting in a circle, move to the projector and introduce
the independent work for the day. Model and review each sheet in the
package.
12. Call paper passers to the front of the room, to pass out the independent
sheets.
13. Send students to their seats to demonstrate their understanding while
counting sorted objects. Before students begin independent work, while
the first sheet will determine what group they will be placed in to- review
the math game, found on the back, rectangle table.
14. Walk around & ask comprehensive questions, such as “How many
counters are sorted as ‘red’?” or “Are there more red or yellow counters?”
15. After each student has a number on their paper- review math rotations.
16. Call number 1’s to the “rainbow table,” send #2’s to math games, 3’s will
complete their independent work, and 4’s will work on the computer.
17. Give each rotation approximately 5 minutes, to ensure that every group
can participate in individual work, small-group instruction, and math
games.
18. Once every group has gone through the necessary rotations, ask students
to turn in their sheets into our yellow bin.
19. Have students return to their seat and “show me that you’re ready to go
outside.”
attribute
What will you do if… …a student struggles with the content?

Students who struggle with this concept will be pulled into small-group instruction, directly following our
whole-group lesson. During this time, my students will be playing a “fish sorting” game as they sort each
fish based on their shape attribute. As we participate in collaborative discussion, students will discuss
with their peers why each shape is in the correlating group/category. Following the sorting, we will count
together and determine how many fish are in each set and/or group. If time permits, we will then sort
our fish by color, since each fish is on a different colored piece of paper.
What will you do if… …a student masters the content quickly?
Those students who master the content quickly, will begin math rotations by working on their
independent work- worksheet pages 511 & 512. Following this rotation, students will then work on math
games which involves sorting a variety of objects, based off their shape and determining how many items
are in each specific row/category. Their last rotation will be with me, as I can challenge them as we look
at several attributes and encourage them to collaboratively work with several manipulatives.
Those students who master the content quickly and show complete comprehension of this concept, will
begin math rotations by working on the computers, as they work through iReady math
instruction/assessment.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
As students get older, they are required to be able to sort and classify objects based off a variety of
attributes. Sorting and classifying can be applied daily through sorting of science-based concepts, such as
types of plants/animals and social studies-based concepts, such as transportation. Every student is
exposed to different cultural backgrounds as this is reflected in their daily interests, behaviors, etc.
If applicable, how does this lesson connect to/reflect the local community?
This lesson will allow my students to use appropriate vocabulary while classifying and sorting objects
that are present in their local communities. They will be better able to engage in informative, meaningful
discussion as they can refer to objects in regards to specific attributes and how these attributes can differ
across objects, items, and so forth.
attribute
This lesson will ensure that these students can relate with others and the world around them as they are
involved with instruction and become confident learners through communicating and using proper
symbols and terminology.
How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?
Those students who master the content quickly, will begin math rotations by working on their
independent work- worksheet pages 511 & 512. Following this rotation, students will then work on math
games which involves sorting a variety of objects, based off their shape and determining how many items
are in each specific row/category. Their last rotation will be with me, as I can challenge them as we look
at several attributes and encourage them to collaboratively work with several manipulatives.
Those students who master the content quickly and show complete comprehension of this concept, will
begin math rotations by working on the computers, as they work through iReady math
instruction/assessment.
How will you differentiate instruction for students who need additional language support?
I am differentiating and accommodating my instruction for those who need additional language support
by providing an anchor chart that can be referenced while working through our designated mathematics
instructional time. I am also providing ample time for my students to participate in collaborative
discussion, which aids their English comprehension. By having my students participate in “Turn & Talk,”
they are learning from their partner’s opinions/ideas as well as their language skills while fostering
English acquisition skills. By incorporating manipulative use into our lesson, my students will be able to
engage in hands-on practice with this concept and understand how things can be sorted/classified from
varying attributes. While students are given the chance to work with manipulatives (pattern blocks,
buttons, teddy bears & foam shapes) they are seeing a visual and engaging in a hands-on, memorable
strategy. By having visual support throughout my lesson, students can refer to an image, instead of
having to solely depend on their prior knowledge while completing the outlined activities and/or
assessments.
Accommodations (If needed)

(What students need specific Differentiated Instruction (three small-groups): Math rotations
attribute
accommodation? List individual  Our formative assessment, counting yellow and red counters that are already sorted (worksheet
students (initials), and then explain page, attached below), will determine what math rotation group my students will be placed in for
the accommodation(s) you will teacher time, math games, and independent work. If students struggle completing page 510, they
implement for these unique will be placed in math rotation group #1 (re-teach). Those students who take a minute or two to
learners.) do so and question their work, will be placed in group #2 (core), therefore I can solidify their
understanding of this concept. Those students who do not question their work and complete this
page quickly, will be placed in group #3 (enrichment), working on independent work once I
release my students to their rotations. I will be placing a “4” on those individual’s papers who
have surpassed the objective/standards for the day and these students will work on math IReady
assessments/activities. The chart attached, below, is a visual of the way our math rotation groups
flow, usually in 5 minute increments.
1. Re-teach: Students who struggle with this concept will be pulled into small-group
instruction, directly following our whole-group lesson. During this time, my students
will be playing a “fish sorting” game as they sort each fish based on their shape
attribute. As we participate in collaborative discussion, students will discuss with
their peers why each shape is in the correlating group/category. Following the
sorting, we will count together and determine how many fish are in each set and/or
group. If time permits, we will then sort our fish by color, since each fish is on a
different colored piece of paper.
2. Core: While these students have grasped our objective of the day, but could use
instruction that encourages them to engage in higher ordered thinking, I will conduct
small-group instruction that works with different attributes. I will give each
student/pair of two students a manipulative… They will then decide what attributes
can be used to sort and classify these objects. Through turning & talking, my students
will come to a consensus involving the attributes we will focus on as we sort each
manipulative/object.
3. Enrichment: Those students who master the content quickly, will begin math rotations
by working on their independent work- worksheet pages 511 & 512. Following this
rotation, students will then work on math games which involves sorting a variety of
objects, based off their shape and determining how many items are in each specific
row/category. Their last rotation will be with me, as I can challenge them as we look
at several attributes and encourage them to collaboratively work with several
manipulatives.
attribute
Those students who master the content quickly and show complete comprehension of
this concept, will begin math rotations by working on the computers, as they work
through iReady math instruction/assessment.
O- This student has tendencies of calling out and getting off task, as well. This student is considered to be
on the spectrum and through observing, taking note, research, and discussion, teachers believe he may be
autistic. I will be walking around monitoring the “turn & talk” as well as encouraging him to share his
information with me. That way I can encourage his learning and reassure him that he is on task and doing
well. I will call on this student throughout the lesson to share his ideas, opinions, and thoughts with his
peers as well as sharing his work.
M- This student tends to get off task quickly and has difficulty staying focused, therefore, I plan to have
her sit close to the board, so she is engaged in the whole-group lesson. I will also be pairing her with a
shoulder partner that initiates and encourages discussion when prompted.
Materials  Hula hoop

(What materials will you use? Why  Manipulatives: teddy bears, foam shapes, buttons & pattern blocks.
did you choose these materials?  Projector
Include any resources you used.
attribute
This can also include people!)  Worksheet for independent work (21 copies)
 Fish sorting game (used for re-teach group)
 “Shape Sort” for math games (on rectangle table)
 Computers (for enrichment group- math iReady time)
 Expo Markers
 Pencils for my students (I will provide a pencil grip for one student, “N,” who lacks fine motor
skills and struggles while writing)

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USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Dunphy

What Standards (national or

Objectives- What are you

Evaluation Plan- How will you  Formative Evidence:

work on computer assessments/lessons on our technology program, iReady.

Where applicable, be sure to

What will you do if… …a student struggles with the content?

What will you do if… …a student masters the content quickly?

Accommodations (If needed)

Materials  Hula hoop

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