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PLAN

SUBJECT: Mathematics

CLASS: Kindergarten

DURATION: 45 minutes

SCHOOL: Mountainview

ADAPTATIONS Allow one of the students to sit in front on the place mat

(specifically in the green corner if needed) when explaining the

activity instructions. Remind the student to sit down correctly as

many times as possible so that all the students may see. The

student will most likely not sit correctly, be bouncing or looking

around the classroom. As long as he is not interrupting the

lesson and the rest of the students and that he is sitting quietly, it

is okay for this student to not always be looking forward if I know

that he is listening and understands the instructions and

expectations. The student has a small yellow stress ball that he

may manipulate when working or sitting down. He is allowed to

have it with him at all times as long as he is listening and staying

on task.

By the end of this lesson students will:

OBJECTIVES

Learn a new vocabulary word estimate

(CURRICULUM

Make comparisons between the size of their feet and a

DOMAIN)

Triceratops foot

Use critical thinking in order to guess(estimate) how many

kindergarteners feet fit in one Triceratops foot

Use critical thinking in order to guess(estimate) a

reasonable number of feet they think fits in the Triceratops

foot

Compare the sizes of feet of different dinosaurs

& MATERIALS

Materials:

Triceratops foot

Individual triceratops foot handout for estimating

Colored construction paper

Scissors

Glue

Smartboard

PROFESSIONAL COMPETENCIES

Competency 2: To communicate clearly in the language of instruction, both

orally and in writing, using correct grammar, in various contexts related to

teaching.

-The activity instructions and expectations will be given in English. Also a new

vocabulary word, estimate, will be introduced in the lesson.

Competency 3: To develop teaching/learning situations that are appropriate

to the students concerned and the subject content with a view to

developing the competencies targeted in the programs of study.

-This activity is directly related to the dinosaur theme that we are following in

class. I will also provide and review information about the Triceratops.

Competency 4: To pilot teaching/learning situations that are appropriate to

the students concerned and to the subject content with a view to

developing the competencies targeted in the programs of study.

-The students will make connections to their own feet by and comparing their foot

size with a triceratops foot size.

Competency 5: To evaluate student progress in learning the subject

content and mastering the related competencies.

-The teacher will be evaluating the students critical thinking and judgment when

completing the handout and to see if their estimate is reasonable to the activity

and space needed to be filled in the triceratops foot.

Competency 6: To plan, organize and supervise a class in such a way as to

promote students learning and social development.

-I will make sure that the students are on task and staying on time. Remind the

students that they should be cutting away from themselves, write their name, and

using the writing lines appropriately.

Competency 7: To adapt his or her teaching to the needs and

characteristics of students with learning disabilities, social maladjustments

or handicaps.

-I will provide the steps of the activities in small chunks rather than giving them all

at once so that the students stay on task and know what they should be doing.

This will facilitate the working methods and be more effective for the students

learning. We will focus on one step at a time.

Competency 8 :To integrate information and communications technologies

(ICT) in the preparation and delivery of teaching/learning activities and for

instructional management and professional development purposes.

-I will be using the smartboard to show all the foot prints of different dinosaurs

and also to have a timer to pace the students while they are working.

KINDERGARTEN COMPETENCIES

Competency 1: To perform sensorimotor actions effectively in different

contexts

-The students will need to draw, write, cut and glue to complete the activity.

Competency 5: To construct his/her understanding of the world

-The students will make connections to their lives by comparing their foot size

with a triceratops foot size.

Competency 6: To complete an activity or project

-The students will first complete a handout and then as a class they will

participate in an activity to see how many kindergarteners feet actually fit in only

one Triceratops foot.

CROSS CURRICULAR COMPETENCIES

To exercise critical judgment

-The student must be critical with their estimates when completing the handout.

They should not estimate that only four childrens feet are equal to the

Triceratops foot if we put the teachers two feet in already and there is still a lot of

space to be covered.

Communicates effectively

-The students may ask questions and use the appropriate wording when asking

questions. Try to make the students use the new word they learnt, estimate

TIME

LESSON

Introduction

5

Start the lesson with a brief discussion on Triceratops.

minutes *The students already know about the triceratops attributes and

characteristics this is just to review before starting the activity.

10

Explain to the students that today we will be discussing dinosaur feet.

minutes We will be comparing our feet to the dinosaur feet.

Show samples of dinosaurs and their foot prints on the smartboard

Have a short discussion on the various types of foot marks and how

TIME

LESSON

they are different.

Explain that today we will be focusing on Triceratops feet.

*Turn off the smartboard to avoid any distractions.

Bring the focus back on the teacher and show the size of a triceratops

foot.

*Have cut outs of kindergarteners feet ready to model the activity

Explain to the students that a Triceratops foot is 1 square meter.

*Have a meter stick to show them what a meter is.

Have one student come up to the front and measure them with the

meter stick. See if they measure a meter so that they can compare their

height to the size of a Triceratops foot.

Explain to the students that we will be estimating how many of our feet

fit into ones Triceratops foot.

Ask the student: Have you ever heard the word estimate? If so, what

do you think it means?

Explain to the students after the short discussion that estimate means to

guess or think very carefully.

For this activity tell the students that they need to try and guess how

many kindergarteners feet fit into one triceratops foot. Explain that they

may not choose any random number. This number must make sense so

they have to think of what number they want to choose before.

Remind them to think of a number in their heads.

Let them know that it cannot be a small number since the foot is very

big compared to the feet glued on the Triceratops foot.

10

minutes Development

Explain step one of the activity to the students

Step one: you will explain to the student that they will be completing a

handout. On this handout they must write their name and number using

the lines provided to write their estimate. Once they have written their

name and number, they must draw how many childrens feet it will take

TIME

10

minutes

LESSON

to fill up the Triceratops foot. The number they wrote must match the

number of feet they drew. (When explaining the handout point to the

students what they should be doing, show them the lines where their

name should be and where the number should be: Model)

Turn the smartboard back on

Set a timer so that all the students complete at the same time (Set a ten

minute timer on the smartboard)

5

Once all the students have completed their handout, explain step two

minutes and three to the students.

Step 2: The students willbring their work to the teacher. Once the

teacher has checked their work, the teacher will give them a colored

sheet of construction paper and they will be need to trace their foot size

onto that sheet. Explain to the students that they must trace two feet

because we have two feet. Once they have traced their feet they will cut

them out. They must write their name on each foot so we can identify

which feet belong to whom.

After explaining this step ask them one table at a time to come and

hand in their paper and pick a color of construction paper for their feet.

Step 3: Come and glue their feet onto the Triceratops foot template

*If the student is done tracing and cutting out their feet they may come

to glue their feet on the triceratops foot which will be on the floor beside

the mats. (The teacher will be beside the triceratops foot to make sure

the students are gluing their feet in the correct places so that no space

is empty)

Once the students are done ask them to come sit down quietly on the

mat.

Step 4: Sit down on the mat as a class

*While the students are cutting and gluing their feet, the teacher must

2

create a graph of all the estimates and results of the students on a big

minutes poster.

Conclusion

5

minutes Step 5: As a class, look at the graph made by the teacher with all the

TIME

LESSON

students estimates

Have a short discussion on the graph.

Step 6: Hold the triceratops foot in the air so that all students can see it

and tell the students Lets see if we were right and how many feet fit

(count the feet. If there is still place left have extra cut outs to see how

many more would fit and count them all.)

On the poster with the graph have a small blank space where the

teacher can write the actual amount of feet that fit into the Triceratops

foot to compare the students estimates to the final result.

Assessment

Make sure the students have the same number of feet drawn and

written in the Triceratops foot handout. Also, make sure that their

estimates are reasonable. There cant be only four feet that fit if my two

feet are only taking up a small space compared to the whole Triceratops

foot. To do so, they must use their critical thinking and judgment.

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