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UNLV/Department of Teaching & Learning Elementary Lesson Plan Template

This lesson plan template outlines a kindergarten math lesson on capacity. The lesson objectives are for students to describe measurable attributes of objects, compare objects based on measurable attributes like size, and understand higher and lower capacity. Materials include rice, containers of different sizes, and worksheets. The lesson involves a number talk, introducing capacity concepts, demonstrating comparisons using the rice and containers, and assessing student understanding through discussion and worksheets. Reflection notes the engagement of the class activity but an area for improvement in classroom management.

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147 views

UNLV/Department of Teaching & Learning Elementary Lesson Plan Template

This lesson plan template outlines a kindergarten math lesson on capacity. The lesson objectives are for students to describe measurable attributes of objects, compare objects based on measurable attributes like size, and understand higher and lower capacity. Materials include rice, containers of different sizes, and worksheets. The lesson involves a number talk, introducing capacity concepts, demonstrating comparisons using the rice and containers, and assessing student understanding through discussion and worksheets. Reflection notes the engagement of the class activity but an area for improvement in classroom management.

Uploaded by

api-403209118
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Vianne Perez PSMT Name: Mrs. Leppert


Lesson Plan Capacity Lesson Plan Topic: Math
Title:
Date: 2/05/2018 Estimated Time: 60min
Grade Level: Kindergarten School Site: Triggs Elementary

1. State Standard(s):
 K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single object.

 K.MD.2: Directly compare two objects with a measurable attribute in common, to see
which object has “more of”/”less of” the attribute, and describe the difference. For
example, directly compare the heights of two children and describe one child as
taller/shorter.

2. Teaching Model(s):
 Indirect instruction

3. Objective(s):
 Students will be able to describe measurable objects
 Students will be able to describe measurable attributes of a single object
 Students will be able to compare two objects with a measurable attribute in common, to
see which object has “more of”/”less of” the attribute and describe the difference

4. Materials and Technology Resources


 Subitizing cards 1-10
 Numeral cards 1-20
 Number (hand) glove to 10
 Containers of a variety of sizes, spoons, scoops, measuring cups.
 Uncooked rice or beans
 Sand
5. Instructional Procedures:
a. Motivation/Engagement:
 Teacher will ask students to sit at the carpet
 Teacher will write the objectives on the board (Post it strategy from Lemov)
 Teacher will begin by stating the objectives
o Which are:
 Students will be able to describe measurable objects
 Students will be able to describe measurable attributes of a single
object
 Students will be able to compare two objects with a measurable
attribute in common, to see which object has “more of”/”less of”
the attribute and describe the difference
 Students will start off lesson by having a number talk whole group
 Teacher will quickly show the number card to the students
 Students will keep number “in their brain”
 Teacher will show number card one last time
 Teacher will then use the strategy “catch and release”
 Students will say out loud what number they saw on the number card
 2 to 3 students will then come up and describe what they saw
 Teacher will ask students questions such as:
o What did we talk about yesterday in math?
o What does capacity mean?
 Using the stretch it method from Lemov Teacher will go in depth with the
following questions
o Which container will have a higher capacity?
o Which container will have the lower capacity?
b .Developmental Activities or Learning Experiences:
 Teacher will display the items so the students can see them
o Bags of rice, 4 different containers
 Teacher will ask students
o Which container will have the lowest capacity? Why?
o Which container will have the highest capacity? Why?
 Students will answer questions
 Students will start activity
 Teacher will explain activity
o students will be experimenting as a whole group
 Teacher will call on a student showing champs behavior to help
 Student will put three scoops of rice the little cup
 Students will fill out their worksheet by drawing what they see
 Teacher will repeat these steps for all containers
c. Closure:
 Students will share what they have found (The bigger the container the capacity is
higher. Smaller = lower capacity)
 Teacher will ask students the following questions:
o What is capacity?
o Higher capacity means what?
o Lower capacity means what?
d. Extension:
 If time allows students will be able to take out their white bored and practice
numbers and word wall words
6. Accommodations, Modifications and Differentiations for Diverse Learners:
 Lesson will have
o Visual (having real life objects)
o Auditory (giving specific instructions)
o Kinesthetic (using objects to describe)
o ELL (using real life objects to know the differences and similarities)
o IEP ( allow more time if needed)
o 504 (sit student closer to board if needed)

7. Assessment and Evaluation of Learning:


a. Formative:
 Teacher will listen during class discussion for misconceptions or
misunderstandings
 Teacher will have students buddy up and listen to conversations
b. Summative:
 Students will have test at the end of unit

8. Homework Assignment:
 Teacher will send students home with homework packet since Monday
Reflection:
 I believe that the lesson went well. I started off my lesson with a number talk to get their
brains going. They love the number talks and it is a great way to see and know how they
are thinking about their numbers. I am also able to see how they group their numbers.
After our number talk I reintroduced our new math concept of the week (capacity). This
was only our second day with this concept. As you see in the video the students forgot the
word capacity but soon later figured out the word with my help. They understood what
the word capacity meant so I was happy about that. After reintroducing the concept, we
started our class experiment. This experiment included rice and 4 different containers. I
called on students who were sitting and paying attention to help. The first student put
three scoops of rice in a small container where then the students had to draw what it
looked like, with the worksheet provided. The next three student would then pour that
same rice into a different container but the capacity of the containers would change. The
students enjoyed doing this experiment as a class and it was very engaging. When
looking at the video (the very first part of the lesson) I believe that I can work on my
classroom management more. As you see there are some students “rolling” on the floor.
Technically not rolling but not staying in one spot. But I did like how it was a whole class
participation.

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