Está en la página 1de 3


Lesson Plan Information

Subject/Course: Mathematics Grade Level: Junior Kindergarten Topic: Sorting and More or Less Name: Amanda Oprici Date: Tuesday, March 18th Time and Length of Period: 25 mins.

2. Expectation(s) and Learning Skills Demonstrate knowledge of vocabulary words (St. Patricks Day, hat, pot of gold, shamrock, leprechaun, rainbow, horse shoe) Demonstrate knowledge of concepts more, most, less, least, Demonstrate knowledge of sorting and matching skills Demonstrate listening skills
Today students will:

Complete a St. Patricks Day themed smartboard sorting activity as a class and then individually sort Lucky Charms cereal into the appropriate columns. They will identify which has the most and least amount.

3. Pre-assessment
A. (i) Students

Have sorted and matched before Are familiar with our vocabulary words Have been practicing concepts more, most, less and least Have completed a sorting task

(ii) Differentiation of content, process, and/or product (may be accommodations and/or modifications)

Students M, J, R, and E will need short and simple phrases when instructions are given. Student Y may participate for a short period of time or may not participate at all. Student Y will complete assignment later this afternoon with myself when ready. The smartboard activity will take place at the carpet. Students will be sitting on their stools. The Lucky Charms activity will be completed at the tables. Students have assigned seats. Coloured cubes and one star Smartboard activity Lucky Charm graph paper (12)

B. Learning Environment

C. Resources/Materials

Foam stars (12) Cereal in bags (12) Pencils (12) Teaching/Learning Strategies (The How)

4. Content (The What)

A. Introduction (motivational steps/hook/activation of students prior knowledge)

We will complete a mini More or Less activity as a class I will have a bag with 4 different colours of blocks in it. I will pour them out and ask the students to look with their eyes and tell me which has more. We will then sort and determine which has more as a class. B. Teaching/Learning Strategies for New Learning 1. Students will take turns coming up to the smartboard and putting a picture in the appropriate column. I will remind students to look at the pictures to match them to the columns. Students will have the choice to move whichever picture they would like to sort. 2. Once all pictures are sorted to the appropriate column we will then count the number of items in each column. We will then discuss which has more and which has less. I will remind students to look for the longest row of pictures. We will move the star next to the column with the most pictures.

B. Content for New Learning 1. Sorting and Matching

2. More or Less

5. Consolidation/Recapitulation Questions (Check for understanding/scaffolded practice) Ask: How did you know which one had the most? Ask: How did you know which one has the least? I will explain the table task and remind students not to eat the cereal at this point. They will have an opportunity at snack time to eat cereal if they wish. Students will be called one by one to their table. 6. Application (Moving from guided, scaffolded practice to increasingly independent practice and understanding / gradual release of responsibility) Students will be seated at the table and will receive a piece of paper with the Lucky Charm Graph and a bag of cereal. Students will sort and match the pieces of cereal into the appropriate columns. Once all cereal has been sorted they will place the star next to the column that has the most. If students finish early they will quietly read a book at the carpet until all students are done.

7. Lesson Conclusion Carpet discussion: Which cereal piece in your graph had the most? Had the least? 8. Assessment (collection of data) / Evaluation (interpretation of data) Observations while students are completing their task. I will be circulating while students are gluing their cereal. Notes will be made once students have completed their work to determine if they grasped the vocabulary matching and concepts more and less. Students that struggled with some concepts will be given one on one practice the following day.