1

Name:
Daveena John
School: Bayfield
Primary
Grade Level: Kindergarten
Number of Students in
Class: 17
Unit: Math
Lesson Duration: 35-45
minutes
Day, Date, and Time of Lesson: September 24, 2015
1. Objective(s):
By the end of the lesson students will be able to identify whether a number of
objects is more than, fewer than, or equal to, another group.
2. Colorado State Standards:
Content Area: Mathematics
Standard: 1. Number Sense, Properties, and Operations
Prepared Graduates: Understand the structure and properties of our number
system. At their most basic level numbers are abstract symbols that
represent real-world quantities
Concepts and skills students master:
1. Whole numbers can be used to name, count, represent, and order
quantity
Evidence Outcomes
c. Compare and instantly recognize numbers. (CCSS: K.CC)
i. Identify whether the number of objects in one group is greater than,
less than, or equal to the number of objects in another group.5 (CCSS:
K.CC.6)
3. Learning Target(s):
I will be able to tell if one group is more than, fewer than or equal to another
group.
4. Assessment:
Teacher will have students solve a quick problem before leaving the rug to get
a math tub.
5. Materials:
Tub of Snap Cubes, document camera.
6. Introduction/Anticipatory Set:
1. The teacher will show students Snap Cube trains that are equal. Ask
students if the two trains are equal.
2. Teacher will add one cube to one of the trains. Ask students if the trains are
still equal, and how so they know?
3. Teacher will then ask, Tell me about this train. Does it have more cubes,
fewer cubes, or the same number of cubes? How do you know?
4. Teacher will then give a few more examples comparing numbers 1-10
7. Step-by-Step Lesson Process:
Direct Instruction:
5. Teacher will call on students who have their hands raised and sitting
quietly.
6. Then call on the following students to go get a math tub.
a. Nathan, Jodacie, Teghan, Piper, Yara, Matty, Shaandiin, Annabella,
Easton, Wesley, Kendall, Joel
7. The teacher will then work with the last four students with larger numbers
2
5-15. Place 13 cubes on one train and 15 in another train and ask students
to tell me which one has more, and why?
8. Give a few more examples, then give a problem for each student which will
be their exit ticket to leave to get a tub.

Other ideas:

Having them work in pairs

Having two students come up to the front of the class and give them some
cubes to compare
Using numeral cards to represent the number of cubes

Questions:

Check the groups again.

1. Maximo
2. Nathan
3. Jodacie
4. Payson
5. Teghan
6. Piper
7. Yara
8. Matty
9. Lilja
10. Shaandiin
11. Annabella
12.
13.
14. Abel
15. Victoria
16. Easton
17. Wesley
18. Kendall
19. Joel