Mariam Hassan Mohamad Abdulrahman H00257527

Lesson Plan Template

Name: Mathematics (more than, less than, and equal to).
Personal Aims (What do YOU need to work on in order to grow professionally?
-

Making the classroom a student-centered one not a teacher-centered one.

Practicing of how to make students understand well.
Thinking of how to manage time, classroom, and students.
Practicing to be more confident and give a better lesson to students.
Grade Level:

Subject:

Both levels of Kg

Mathematics (more than,

less than, and equal to)

Learning Outcomes (School code and words):

Students will:
-

Place:

Compare between different things or objects.

Recognize and identify the meanings of more
than, less than, and equal to.

In the carpet area and

different areas of the
classroom
Resources (what materials/equipment will you
and the students use? Be specific)
-

The internet
Two green eyes (artificial ones)
Five red eyes (artificial ones)
Material of the classroom: hanged
students work or projects, and hanged
stars.
Three various activities (low, medium,
and high levels).
Needed materials and resources of the
three activities: work sheets of the first
second, and third activities, pencils,
wooden colours, dry glow, glitter,
pictures of balloons, stickers of stars,
and dices.
A bell

Preparation (what do you need to make or check

before class?)
Before the beginning of the class and before the
arrival of students, I will need to make sure that the
whole classroom is organized and that all my needed
materials and resources are ready and in the correct
specific places. I will check if the internet is working. It
is significant to feel relaxed before demonstrating a
lesson where knowing that everything is organized
leads to feeling relaxed and confident.
Key vocabulary
-

Comparison
More than
Less than
Equal to
Dice
Roll

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Introduction (warmer activity + teacher introduction/demonstration of small group
activities):

Time: 15 min

Whole

To begin giving the lesson and engage students, the students and teacher (I) will make a
discussion that involves comparison. The teacher will encourage students to compare between
various things. Comparison can concern sizes (big or small), heights (tall or short), and colours
(black, brown, or gold) of different living and non-living things. Bodys parts, varied objects such
as pencils and markers, and students hair can be used to encourage students to compare. Each
time, something different can be used to encourage students to compare, and all students will share
their answers with each other where all of them will seek for answers and answer together.
Whenever an answer is said, it will be discussed by the students themselves. For example, Farah
says that both Ahmed and Alex differ in their hairs colours or Ahmeds hair is black, while Alexs
hair is gold. The teacher will encourage Farah to listen to her friends answers. With that, everyone
has got an opportunity to participate and answer.

Time: 15 min

Small

Active Engagement (group working with the teacher):

To get into the lesson, the teacher will encourage students to count colored eyes (artificial ones).
In addition, there are two groups of colored eyes. The first group has green eyes, whereas the
second group has red eyes. Students will be encouraged to count the green eyes first and then the
red eyes. There are two green eyes and five red eyes. A student will be chosen to stand up, stand
next to the teacher, and count the green and red eyes in front of everyone. When the student says
that there are two green eyes, the student will ask his or her classmates if they agree on his or her
answer. When the student says that there are five red eyes, the student will ask his or her
classmates if they agree on his or her answer. The teacher will ask or say to students Which
2

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number do you think is grater (has more)? Which number do you think is less (has less)? Do not
you think that they are equal (have the same amount)? Do you mean that number two is less
number five? Why do you think so?. Students will participate and respond to the teacher. The
teacher will praise the chosen pupil and the other pupils for their effort and participations. The
teacher will encourage the students to count different things within the classroom to compare
between. Hanged Students work and hanged coloured stars can be used. When it is clear that
students have understood what more than, less than, and equal to are, the teacher will play a short
video to extend pupils knowledge. This is the link of the video:
https://www.youtube.com/watch?v=4LctQ_30sJ0

Due to achieving all the learning objectives of the lesson, students will be allowed to access as
they want to the areas of the classroom that have activities within them. There are 3 various
activities (low, medium, and high levels), and students are able to do anyone of them or more if
they decide to do so, but every area has a rule that sates the capacity of assimilation of students. So,
in every area, there is a limited number of children, and students will be reminded of that by the
teacher before going to complete the activities or play.
Independent Experience (small group activity 1):
Name of it: Seeking for numbers that are less.
What is it?
It is a challenging and artistic activity that encourages students to count different stars and
balloons, write their numbers, and then circle the numbers that are less by using a pencil. Students
are not done like that where they have a choice of designing their paper with colours, glitter,
stickers, and pictures. The pictures of the stars and balloons have an empty space in their middle

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parts of their pictures. Students can colour these spaces with wooden colours and/or design them by
glowing glitter or pictures that present them (pictures of stars and balloons) to them.

Independent Experience (small group activity 2):

Name of it: Where are the greater numbers?
What is it?
It is a challenging activity that aims to develop childrens skills of counting and recognizing.
Children need to count the see-stars, fish, and shells, write their numbers, and circle the numbers
that are greater.

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Independent Experience (small group activity 3):
Name of it: Show me how well you are.
What is it:
It is an interesting activity that aims to evaluate students understanding and knowledge of more
than, less than, and equal to. This activity also extends pupils knowledge of more than, less than,
and equal to. This activity is a game that needs one child to roll two dices (one by one). There must
be another child or more to tell if the numbers are equal to or differ (one is greater, and one is less).
This activity produces fun and allows students to develop or improve certain skills of social,
emotional, and linguistic skills as well as many other skills. This picture will be put on a table, so
students roll dices on it. Each time, students take turns in rolling the dices (asking) and answering,
so no one becomes upset.

Explain how you are going to differentiate:

Students will be able to do any activity, one activity, two activities, or all the activities (this is
up to them and their speed) where there should be a closing time before the end of the class. The
closing time is short, so students will be able to play as much as they want to (the time of the
activity can be 15-18 minutes. It is possible that more 2 minutes be given to students). The ideas,
requirements, and used materials are different in each of the three activities which makes the
activities vary from each other. Note that if students are not done of the activities (their work is not
completed, and they want to complete it), they will be able to get back to complete the activities
during the day (at another time), so they feel satisfied.

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Closing:

Time:

Whole

15 min

The teacher will use a bell to make students understand that it is the time of tidying up. Students
should finish the part of tidying up in 2-4 minutes. The teacher will help students as well, so it is
sure that students finish tidying up within a maximum of 4 minutes.
The teacher will use a bell again to make students sat in their places (every students has a place
that he or she is familiar with). The teacher will begin asking students questions such as: was it fun
to compare between different objects? what did you enjoy the most of learning about comparison
(more than, less than, and equal to? will you tell your family about what you have learned and the
activities that you played?
The teacher will thank and praise the students for their whole used effort, attitudes, and
contributions, and by that, the session is totally finished.

Assessment:
Students understanding will be assessed by observations and their answers of certain asked questions.
Completing activities is another way of assessing students understanding.

Select (S):
Identify a lesson and what standards are you addressing:
It is a mathematical lesson that teaches comparison (more than, less than, and equal to), and
the main standard that I have wanted to address is allowing children to do the whole work
(thinking and having a go in finding answers by themselves).
Describe (D):
Who is the lesson for? It is for children that are at the preschool stage.
What are you trying to achieve in your lesson? Allowing students to teach themselves that
some numbers are greater than others, some numbers are less than others, and some numbers are
equal to others.
What will the students do? In general, students will need to do jobs that make them learn. The
jobs are games actually, and these jobs or games involve exploring, discovering, thinking,
collaborating with others, sharing, and moving around.

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Note that this whole activity promotes different multiple intelligences in little children who are at the
preschool stage. It also leads to being exceled in different types of intelligence due to giving children the
opportunity to do this activity (Multiple Intelligences Immersion, n.d.). Here is how it does that and in which
types of intelligence it does that:
- When little children:
1- get chances collaborate with others and talk or communicate verbally and non-verbally with others
(express their wants and needs), they develop Interpersonal Intelligence and Linguistic Intelligence
where acting with others, communicating with others, and speaking are key aspects of the both
mentioned types of intelligence. Verbal communication requires the usage of words to communicate,
whereas non-verbal communication requires the usage of no words (body language, eye contact,
facial expressions, posture, voice (tone, pace, pitch, and volume), appearance, and hand gestures)
(What is Communication?, n.d.).
2- imagine and visualize actively different topics such as being an artist (the first activity), they promote
Spatial Intelligence where children become able to think in three-dimensional terms.
3- use their fingers (fine motor skills) to hold and control objects such as glue and glitter, and use their
bodys muscles to move around to bring or get materials (gross motor skills), they promote BodilyKinesthetic Intelligence where this intelligence requires the usage of the body (its parts as well as
fine and gross motor skills).
4- observe details of things or subjects by using their senses, they promote the development of naturalist
intelligence.
As a result of exercising (doing the activity), childrens dominant intelligences become stronger, while
childrens weaker intelligences can be awakened.

Mariam Hassan Mohamad Abdulrahman H00257527

References
Education.com, B. G. (2014, June 16). Greater Than, Less Than, Equal To. Retrieved from You Tube:
https://www.youtube.com/watch?v=4LctQ_30sJ0
KidsClassroom. (2011, October 1). Learn Grade 1 - Maths - More Or Less. Retrieved from You Tube:
https://www.youtube.com/watch?v=UoBdX7PFoYY
KidsMatter Early Childhood. (n.d.). Retrieved from Kids Matter:
http://www.kidsmatter.edu.au/sites/default/files/public/FrameworkBook_Component2.pdf
Morin, A. (n.d.). Skill Development From Birth to Age 5. Retrieved from Understood:
https://www.understood.org/en/learning-attention-issues/signs-symptoms/developmentalmilestones/skill-development-from-birth-to-age-5
Multiple Intelligences Immersion. (n.d.). Retrieved October 4, 2016, from Child First:
http://childfirst.com.sg/curriculum/multiple-intelligences-immersion/
What is Communication? (n.d.). Retrieved from SKILLESYOUNEED:
http://www.skillsyouneed.com/general/what-is-communication.html