Kindergarten Math Lesson Plan Template Day 1 · PDF fileExample/Description ... Review month, day of week, date and year. ... Kindergarten Math Lesson Plan Template Day 3 Topic Title

1

Kindergarten Math Lesson Plan Template

Day 1

Topic Title

Number

of

Minutes

Materials Example/Description

Routines

Counting 15

Class Number

Grid

Calendar

Daily schedule

Lead campers in counting by 1s and 10s to 100 from 0 and other

starting points while stopping at various points.

Assess campers knowledge of even and odd numbers

Review month, day of week, date and year. Campers should also note

how many Mondays in the month of July. Ask questions relevant to

“Today is…”, “Yesterday was…”, and “Tomorrow will be…”

Review the daily schedule. This should be done daily.

Math Read

Aloud

Math Read Aloud

–

Week 1

Even Steven and

Odd Todd

20

Even Steven and

Odd

Todd

Please read the book Even Steven and Odd Todd to the campers. Tell the

campers to be sure that they have their listening ears on because tomorrow

they will complete a fun activity based on the story. Although there is a

particular activity to go with each book that the campers will engage in

each week, please do not hesitate to ask students questions during reading

that will allow for comprehension and math discussions, as well as small

activities that can be implemented during the reading of the book.

Retell the story

Complete the activity, “It’s an Even, Odd World”

Opening Counting 20

Developing

Number Concepts

by Kathy

Richardson (KR),

Activity 1-1 (pp.

26-27)

15 counters per

camper, optional:

rhythm

instrument – see

“Variation”

Topic: Counting

Week 1: Practicing one-to-one correspondence – campers may be able

to rote count to 100 without having one-to-one correspondence

Follow lesson as written, making variations upon observation

Ask campers to show the class how they know the number is as counted

Clear up miscounts by clapping and counting aloud slowly with

campers.

Be sure to associate the number with the numeral (this can be written on

a board or identified on the Number Grid)

2

Worktime

Counting 20

KR Activity

1-1 continued

Counters

Number cards

Campers will continue the activity with you randomly choosing

numbers while circulating the classroom

Campers should and check independently, then check with their

assigned partner

While circulating, you should be Kid Watching and documenting

Closing Counting 20

Counters,

blank paper,

crayons

Tell campers they will do the same activity only this time they will

draw the counters after counting them

You only need to give them two numbers – you may want to include a

number you noticed campers struggling with during your KidWatching

Collect as a Quick Check/Exit Slip

3

Kindergarten Grade Math Lesson Plan Template

Day 2

Topic Title

Number

of

Minutes


Routines

Counting 15

Class Number

Grid

Calendar



Identify even and odd numbers while counting.




Review daily schedule

Extra

Practice Counting 15

Even Steven and

Odd Todd

Activity #2

Complete Activity #2 with campers

Opening Counting 20

Developing

Number Concepts

by Kathy

Richardson (KR),

Activity 1-2 (p.

28)

Counters – 15 per

camper Cups KR - Number

cards 0-10 BLM

16-17 (pp. 192-

193)

Review “Slide and Check” with campers. You may choose the

designated number or allow campers to choose. Call about 2-3

numbers.

Tell campers you are going to continue practicing counting. Today, you

will play “Count and Dump”. Follow directions in 1-2 Count and

Dump. Ask campers, “How do you know?” after each cup has been

dumped and counted.

Be sure campers are exposed to the numerals for chosen numbers –

using the Number Cards will support this.

4

Worktime

Counting 20

Same as

above

After 3-4 times as a whole class, allow campers to work with a partner.

They should take turns pulling a number card randomly. Encourage

them to ask, “How do you know?” It may be a good idea to have the

question posted.

This is time for you to circulate, observe and take notes (Kid-Watch).

Make note of the numbers campers seem to struggle with – these are

numbers to review during the Closing. Be sure to watch for campers

unable to recognize numerals.

Closing Counting 20

Crayons

Blank paper

Counters

Choose two numbers to review with campers and ask, “How do you

know?”

Campers should be given a clean sheet of paper, crayons and counters.

Pose the following situation for them to respond to on the paper: If

there are 7 counters in my cup, draw the number of counters on my desk

when I dump my cup.


5


Day 3

Topic Title

Number

of

Minutes


Routines

Counting 15

Class Number

Grid

Calendar






DI Counting 15

Counters

Cups

KR activities 1-1

and 1-2

KR - Number

cards 0-10 BLM

16-17 (pp. 192-

193)

Using the data gathered from Days 1 and 2, campers should work with a

partner on either the Slide and Check or Count and Dump activity.

Teacher should be Kid Watching and taking notes. This is also a great

time to provide “on the spot” support to campers. You may need to pull

some campers with you one on one.

Opening Counting 20

Counters

Blank paper or

counting boards

(KR BLM 2-6,

pp. 178-182)

KR Activity 1-4

Counting Stories

Level 1, pp. 30-

32

Tell campers, “Today we will use number stories to help us count.”

Each camper will receive a blank paper or counting board and counters.

Teacher should use stories within book unless he/she has created their

own.

Ask campers, “What happens when you join the two numbers?”

Complete two as a whole class with you modeling how to count out

each set and how you “join” the two.

Worktime Counting 20 Same as

above

Continue with counting stories with campers working independently as

you circulate.

Provide necessary feedback and support. Observe for campers to share

during Closing.

6

Closing Counting 20

Blank paper

Crayons

Counters

Choose two campers to share their work. Campers should be able to

explain or show how they know they are correct. Ask if anyone knows

what will happen if the given numbers are joined.

Read another story to campers explaining that this time they will draw a

picture to represent the numbers. Campers should write a numeral for

their answer. ( Do not worry about asking what happens when numbers

are joined.)

Collect as a Quick Check / Exit Slip.

7


Day 4

Topic Title

Number

of

Minutes


Routines

Counting 15 Class Number Grid

Calendar

Lead campers in counting by 1s and 10s to 100 from 0 and

other starting points while stopping at various points.

Review month, day of week, date and year. Campers should

also note how many Mondays in the month of July. Ask

questions relevant to “Today is…”, “Yesterday was…”, and

“Tomorrow will be…”

Opening

Counting 15

Blank sheet of paper or counting

board from previous day Counters

Open with a Counting Story.

Choose a camper to explain how he/she knows their answer

is correct.

Choose another camper to explain what happens when the

two numbers are joined.

Worktime Counting 20

Developing Number Concepts by

Kathy Richardson (KR), Activity

1-2 (p. 28)

Counters – 20 per camper Cups KR - Number cards 0-10 BLM

16-17 (pp. 192-193)

Today we are going to play “Count and Dump” again, but

this time with a twist!

Let’s play a quick game and then I will show you the

“twist”. Give the designated number to count to and allow

the campers to count as before.

Explain that the twist is after they count to the designated

number they will add 1, 2, or 3 more depending on the

number you choose.

Model the twist for campers until you think they are ready to

try on their own.

Give the designated number, then tell campers to add 1, 2, or

3.

Kidwatch for children who have to recount or are able to

count on. Talk about what happens when you add more

counters.

8

Closing Counting 20 Cups

Counters

Review the activity and discuss what happens when you

“add” more counters. Help make the connection between

joining and adding.

Pose the following to campers: If your cup has 8 counters

inside and the teacher tells you to add 2 more, how many

counters will be in the cup?

Collect as a Quick Check / Exit Slip

Problem

Solving Counting 20

Navigating Through Problem

Solving and Reasoning in PreK-

Kdg, pp. 10-13

12 counters per camper

Paper, crayons, and pencils

BLM 30 – “The Teddy-Bear

House”

As directed on pages 10-12

Engage

Explore – campers should explain their answers

*This activity will continue tomorrow.

9


Day 5

Topic Title

Number

of

Minutes


Routines

Counting 15

Class Number

Grid

Calendar






Problem

Solving Counting 15

Navigating

Through Problem

Solving and

Reasoning in

PreK-Kdg, pp.

12-13

BLM 31 – “The

Teddy-Bear Park”

As directed

Opening

Counting 20

Developing

Number Concepts

by Kathy

Richardson (KR),

Activity 1-1 (pp.

26-27)

15 counters per

camper, optional:

rhythm

instrument – see

“Variation” KR - Number

cards 0-10 BLM

16-17 (pp. 192-

193)

Review activities/games learned this week: Slide and Check, Count and

Dump, Count and Dump with a Twist, and Counting Stories

Ask campers what all of the activities had in common (they were

counting, some were counting and joining/adding on).

Play Slide and Check with campers (see Day 1)

Model and review with campers how to work with a partner or group.

Make sure they are clear on using the numeral cards to randomly choose

numbers.

10

Worktime Counting 30

Materials from Days

1-4 prepared for

rotation – every 15

minutes

Have activities set up in the classroom. Campers will be assigned (using

info collected from Quick Checks/Exit Slips) to either Slide and Check,

Count and Dump, or Count and Dump with a Twist.

Slide and Check with a partner

Count and Dump with a group no larger than 4

Count and Dump with a Twist - teacher

Suggestion for rotations: Slide and Check rotates to Count and Dump,

Count and Dump rotates to teacher, Count and Dump with a Twist rotate to

Slide and Check (either they can on their own or you can assign them a

partner)

Look for campers who:

Are able to show one-to-one correspondence

Able to recognize numerals without counting dots on numeral cards

Able to add on successfully

Closing Counting 10

Campers will clean up

Keep information gathered during the Count and Dump with a Twist

activity

11


Day 6

Topic Title

Number

of

Minutes


Routines

Counting 15

Class Number

Grid

Calendar






Count and stop at specified number, campers then must say the number

that would follow

Read Aloud Counting 20

Quack and Count

by Keith Baker

8 sheets of white

paper per camper

Crayons

Please read the book Quack and Count to the campers. Tell the campers to

be sure that they have their listening ears on because they will complete a

fun activity tomorrow based on the story. Although there is a particular

activity to go with each book that the campers will engage in each week,

please do not hesitate to ask students questions during reading that will

allow for comprehension and math discussions, as well as small activities

that can be implemented during the reading of the book.

Campers will make their own Book of 7!

• Explain that on each page of their book they will draw a picture of a

different combination of numbers that add up to 7. They will also draw a

cover page for their book.

• Tell campers that they may choose one theme for the entire book (for

example, draw different combinations of ice cream cones on each page), or

illustrate different objects on each page.

• Tell campers that they’ll have 5 minutes to start thinking about what they

will draw. Then have campers share the kinds of pictures that they are

drawing in

their books.

• Tell campers that this week they will have some time in class to work on

their books, but they may also have to do some work by themselves when

they have extra time in class, or they might take it home to work on it.

12

• Remind campers that they will share their books at the end of the week,

and that these books may become a part of the Gallery Walk that they

create for the end of camp.

Opening

Counting 15

Connecting cubes

Cups

Review counting to a specified number and adding on/joining by

playing Count and Dump with a Twist – use connecting cubes instead

of counters in order to transition into next activity

Discuss what happens when you add on / join numbers

Worktime

Counting and

Comparing 20

Developing

Number Concepts

by Kathy

Richardson (KR),

Activity 1-3 (pp.

29)

20 connecting

cubes per camper,

*Always attempt Level 2 unless directed not to.

Read directions for 1-3 Making Towers in order to be familiar with

concept. Lesson directions will be slightly different.

Choose a number less than 6 for campers to begin with, then add 1,

2, 3, and 4 cubes

For example:

Have campers build a tower of 3 cubes. Add one cube. Ask – How many

do you have? Follow the same procedure for 2, 3, and 4. Choose another

starting number.

Choose another starting number, tell campers to add 3 cubes. Ask –

How many do you have?

Campers should turn and check with a neighbor and give thumbs up

if they have the same number. Teacher should circulate as partners

are counting together. Address any thumbs down and investigate all

work as two thumbs up could still be a miscount.

Closing Counting and

Comparing 20

Blank sheet of

paper

Connecting cubes

Crayons or pencil

Choose a starting number for campers.

Add 4 cubes.

Draw how many cubes you have.

Write the numeral.


13


Day 7

Topic Title

Number

of

Minutes


Routines

Counting 15

Class Number

Grid

Calendar






Count and stop at specified number, campers then must say the number

that would follow


Quack and Count

by Keith Baker

8 sheets of white

paper per camper

Crayons

Allow campers to work on their Book of 7

D.I.

Counting and

Comparing 20

Connecting cubes

Counters

Numeral cards

Using the data from previous week’s Quick Checks/Exit Slips, group

students for:

Slide and Check with you

Count and Dump (original and twist)

Making Towers

Opening Counting and

Comparing 20

Counting cubes

Model for campers:

Build a tower of 4 cubes

Build a tower of 2 cubes (differentiate the color if various colors are

available)

Direct campers to do the same and hold up the one that has more cubes.

Which tower has more cubes? Less cubes? (identify by number)

Direct campers to build towers with you.

Give numbers to the campers and allow them to play on their own.

14

Worktime Counting and

Comparing 15

Counting cubes

KR Activity 3-1,

pp. 146-147

Follow directions for Activity 3-1, Is it More or Is it Less?

15


Day 8

Topic Title

Number

of

Minutes


Routines Counting 15

KR Activity 1-13,

p. 42

BLM 20-27

Counters Class Number

Grid

Calendar

Calendar activities

Introduce the Tell Me Fast activity – this will be done during Routines

for the remainder of camp


Quack and Count

by Keith Baker

8 sheets of white

paper per camper

Crayons

Allow campers to work on their Book of 7

Opening

Counting and

Comparing 15

Counting cubes

KR Activity 3-1,

pp. 146-147

Review Is it More or Is it Less?


Comparing 20

Counting cubes

Paper bags

KR Activity 3-3,

p. 149

Read over directions for Activity 3-3 and model for campers.

Follow directions for Activity 3-3, Two-Color Grab Bag.


Comparing 20

Same as above

BLM 60*Be sure to

close the end of train

before photocopying

From observations made during Worktime, choose two campers to come

forward to count and compare. Choose a level 1 and level 2 camper if

possible.

Using BLM 60, pose the following task:

Color a train that is seven cubes long.

Color a train that is four cubes long.

16

Make a star (you choose the marking) next to the train that has

more.

Color a train with less than the train you made a star beside.

Collect as a Quick Check/ Exit Slip.

17

Kindergarten Lesson Plan Template

Day 9

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar

Calendar activities

Tell Me Fast activity – this will be done during Routines for the

remainder of camp


Quack and Count

by Keith Baker

8 sheets of white

paper per camper

Crayons

Allow campers to finish their Book of 7


Comparing 20

KR Activity 1-15,

pp. 43-44

Connecting cubes

Numeral cards

instead of die

Follow directions for Activity 1-15, Tall and Short


Comparing 20

KR Activity 3-6,

p. 154

Connecting cubes

Number cards 1-

20

Follow directions for Activity 3-6, Number Cards


Comparing 20 Same as above

Complete one activity at Level 2 and collect as a Quick Check / Exit

Slip

18


Day 10

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar


starting points while stopping at various points

Calendar activities

Tell Me Fast activity

Read Aloud Counting 10 Camper created

Book of 7

Allow campers time to share books with each other

Opening

Counting and

Comparing 15

All materials

needed for

this week’s

activities

Review Making Towers, Two-Color Grab Bag, Tall and Short, Number

Cards


counting and comparing).


Comparing 30

All materials

used for this

week’s

activities


info collected from Quick Checks/Exit Slips) to:

Making Towers

Two-Color Grab Bag

Tall and Short

Number Cards

Teacher should circulate and take notes. Provide support where necessary.

Stop and clarify for whole class, if the need arises.

19


Comparing 20

KR Activity 3-9,

p157

Blank sheet of

paper

Crayons

Connecting cubes

Read over activity 3-9 Build a Stack to become familiar. Campers will

follow the same directions only they will draw the train/stack instead of

building it with connecting cubes.

Have connecting cubes available for campers who need them.

If a camper is struggling with drawing, allow him or her to show you

using the cubes.

Collect as a Quick Check /Exit Slip

20


Day 11

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar



Focus on counting on by 10s at various points – encourage campers to

look for patterns on the Class Number Grid

Calendar activities

Tell Me Fast activity – consider removing counters from this activity as

campers become familiar with the cards

Be sure to compare numbers during your counts.

Opening

Counting and

Comparing 20

Counting cubes

KR Activity 3-1,

pp. 146-147

Review Is it More or Is it Less? With variation and extension


Comparing 20

KR Activity 3-3,

p. 149

Connecting cubes

of two colors, if

possible

paper bags

Take time to review “Two-Color Grab Bag” (Level 1)from last week

Lead this activity at Level 2 with campers (the Extension is optional)

Circulate and take note of campers during this activity. Take note of

campers unable to complete Level 2 and/or the Extension.


Comparing 20

KR Activity 3-3,

p. 149

Connecting cubes

of two colors, if

possible

paper bags

Choose a struggling camper to pick cubes out of the paper bag and

guide the discussion using the questions in Level 2. Notes from

observation should determine campers chosen to share their thinking.

21

Problem

Solving 15

Navigating

Through Problem

Solving and

Reasoning in

PreK-Kdg, pp.

17-19, Shape

Families

BLM 33-34

As directed: Engage

22


Day 12

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar





Calendar activities



Opening

Counting and

Comparing 20

KR Activity 3-6,

p. 154

Counters

Number cards –

see prep with

directions

Guide campers through Levels 1 and 2, and the Extension activities

Tell campers they will do these activities with a partner or small group

and will need to take turns displaying the cards to one another


Comparing 20-25 Same as above

Group campers according to their level of understanding (determined by

previous exit slips and observation notes)

Three groups: Level 1, Level 2, Extension

Leader visiting with and have discussion with each group – taking notes

of strengths and struggles


Comparing 30

Same as above and

connecting cubes

with paper bag for

teacher use (Activity

3-3, p. 149)

Crayons – 3

different colors

Blank sheet of

Allow one camper from each level to lead the group in their activity

Lead campers in an activity similar to Level 2 of Activity 3-3 Two-

Color Grab Bag

Grab a handful or two of cubes from the paper bag and snap the towers

of the same color together.

Instruct campers to draw, for example, a train of 4 blue cubes and a

tower of 8 red cubes.

After campers draw the trains ask, “What would you have to do to make

23

paper both stacks the same?”

Instruct campers to use their extra crayon to color in how many more or

less is needed for the trains to be the same.


24


Day 13

Topic Title

Number

of

Minutes


Routines Counting 15-20

KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar





Calendar activities

Tell Me Fast activity – consider removing counters from this activity

as campers become familiar with the cards

Opening

Counting and

Comparing 20

KR Activity 3-6,

p. 154

Counters

Number cards

Guide campers through Levels 1 and 2, and the Extension activities

Allow campers the opportunity to Turn and Talk with a partner or to

work in small groups for discussion

D.I. Counting and

Comparing 30

KR Activities 3-

1, 3-3, 3-6

KR Activity 3-2,

pp. 147-148

Campers should be grouped accordingly to do the following activities:

3-1 Is It More or Is It Less?, 3-3 Two-Color Grab Bag, 3-6 Number

Cards

Activity 3-2 Stacks is a teacher-led activity. Work with no more than

three campers for this activity.


Comparing 20

Counters

Paper bag

Blank sheet of

paper

Number cards

Teacher will give each camper a number of counters from the paper

bag.

Each camper will count his/her counters then write the numeral on the

blank sheet of paper.

Teacher will pull a random number and campers will write on their

papers, “M” if the number pulled is more and “L” is the number is less

than the number pulled. For example: The teacher pulls 5. Camper A

has 9 counters. He/she should have written the numeral 5 and the

letter “L” because 5 is less than 9. Most campers’ answers will have

25

different numbers.


26


Day 14

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar





Be sure you are allowing campers to compare numbers

Calendar activities




Comparing 10

Class Number

Grid

Review counting by tens

Practice choosing a number and adding 10 on


Comparing 20

KR Activity 1-3,

p. 29

Connecting cubes

Class Number

Grid

Review 1-3 Making Towers with campers. Tell them they will do

Making Towers with a twist.

Today they will make towers, but add 10 just like they have been doing

during their counts at Routines time.


Comparing 20

Number cards

Blank sheet of

paper

Crayons

Pull a random number. Campers should add ten and write that number

on their paper.

Repeat this 3Xs

Collect as Quick Check / Exit Slip

Problem

Solving 25

Navigating

Through Problem

Solving and

Reasoning in

PreK-Kdg, pp.

Continuation of Day 11

As directed: Explore and Extend

27

17-19, Geometry

Relationships

BLM 34-35

28


Day 15

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27


Grid

Calendar






Calendar activities



Opening

Counting and

Comparing 15

Materials for

Activities listed

KR Activity 3-18,

pp. 168-169

Counters

Paper bag

More/Less/Same

cards BLM 62

Review Making Towers with a Twist, Two-Color Grab Bag, and

Number Cards


counting and comparing).

Introduce campers to Activity 3-18. This is a good place to assess if

campers are familiar with the symbols for <,>,=


Comparing 30

All materials used for

this week’s activities


info collected from Quick Checks/Exit Slips) to:

Making Towers with a Twist

Two-Color Grab Bag

Number Cards

Comparing Handfuls – teacher led activity

29


Comparing 15

Clean up materials

Collect work for formative assessment

Notes from small group work with teacher to be used as formative

assessment and planning

Problem

Solving

Time for campers to complete the Problem Solving, if necessary.

30


Day 16

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar






Calendar activities

Tell Me Fast activity – no more counters

Read Aloud Addition 10 Mission: Addition

by Loreen Leedy

Please read the book Mission Addition to the campers. Tell the campers to

be sure that they have their listening ears on because they will complete a

fun activity tomorrow based on the story. Although there is a particular

activity to go with each book that the campers will engage in each week,

please do not hesitate to ask students questions during reading that will

allow for comprehension and math discussions, as

well as small activities that can be implemented during the reading of the

book.

Opening

Comparing

numbers 20

KR Activity 1-25,

pp. 54-55

Connecting cubes

BLMs #30-31, 1-

6 dice

Read directions for 1-25 Roll-a-Tower Race, Level 1

Do as a whole group with teacher modeling, followed by campers

working independently

Worktime Comparing

numbers 20

KR Activity 3-8,

p. 156

Counters or

connecting cubes

Counting boards,

1 per child BLMs

2-6

Read directions for 3-8 More-or-Less Counting Stories, Levels 1 and 2

Follow the directions for Level with the whole class, then differentiate

using Level 2

Observe and note campers unable to identify more or less and/or unable

to tell how many more.

Make note of campers to share their work. You may choose strugglers,

as well as non-strugglers.

31

Closing Comparing

numbers 20

Same materials as

Routines

Tell Me Fast activity with a twist…Tell Me Fast +10

Teacher flashes a card to campers, campers add 10 and write their

answer/sum

Do this with three numbers

Collect as Quick Check / Exit Slip.

32


Day 17

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar






Calendar activities


Read Aloud Addition 15 Mission: Addition

by Loreen Leedy

Re-read the story aloud and solve each problem as a class.

With each story situation you may write or have campers write the addends

on the board. Use numbers and/or tallies.

Campers can turn and talk or work in small groups to solve the problem.

Campers should then share answers as a whole group.

Opening

Comparing

numbers 20

KR Activity 3-8,

p. 156

Counters or

connecting cubes

Counting boards,

1 per child BLMs

2-6

Read directions for 3-8 More-or-Less Counting Stories, Level 2

Follow the directions for Level 2 with the whole class

Observe and note campers unable to tell how many more.

Worktime Comparing

numbers 20

KR Activity 3-9,

p. 157

Connecting cubes

Read directions for 3-9 Build a Stack

Refer to and follow directions for guiding this activity.


Comparing 20

KR Activity 3-9,

p157

Blank sheet of

paper

Campers will follow the same directions, only they will draw the

train/stack instead of building it with connecting cubes.

Have connecting cubes available for campers who need them.

If a camper is struggling with drawing, allow him or her to show you

33

Crayons

Connecting cubes

using the cubes.

Collect as a Quick Check /Exit Slip

34


Day 18

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar






Calendar activities


Opening

Comparing

numbers 20

KR Activity 3-10,

p. 158

Counters

Working-space

papers (1 per

child) BLM 1

Class Number

Grid

Chart paper or

chalkboard for

teacher charting

Read the directions for 3-10 Grow, Shrink, and Compare

Complete as a whole class activity

Chart their responses…for example, 6…8…more…2 more, may find it

helpful (see exit slip) to draw counters for numbers to guide campers

This is a great opportunity to Turn and Talk to discuss more/less/how

many more

Observe and take notes of camper misconceptions

Refer campers to the Class Number Grid, if necessary.

Worktime

Comparing

numbers

30 Same as above

Continue the Opening activity with a partner.

Teacher should call out the number, circulate, then chart

Campers should explain their answers in complete sentences.

Be sure to ask, “How do you know?”

Closing Comparing

numbers 20 Same as above

Exit slip task -

If I have 9 counters, how many more or less do I need to make 5?

If I have 3 counters, how many more or less do I need to make 7?

35

Campers should draw pictures to represent their work. This will be

easier, if teacher models during Opening.

Collect as Exit Slip / Quick Check

36


Day 19

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar






Calendar activities


Opening

Comparing

numbers 20

KR Activity 3-6,

p. 154

Connecting cubes

Number cards

Review Activity 3-6, Number Cards, Level 2

Do this activity with campers as a whole class

Worktime Comparing

numbers 30

KR Activity 3-11,

p. 159-160

Connecting cubes

of two colors

Number cards

More/less/same

worksheets, 1 per

camper, BLM 63

Read directions for Activity 3-11, More or Less

Guide campers as a whole group through this activity. Writing number

sentences will be revisited during Day 1 of next week.

Chart the comparison number sentences (can be used during Day 1, next

week).

Discuss what the symbols mean.

Look for campers already familiar with the symbols. Ask how they

remember which is which.

Closing Comparing

numbers 20

Blank paper for

camper

1 die for teacher

Connecting cubes

Exit slip…

Teacher rolls the die (number cube).

Campers build a train with that number of cubes.

Teacher rolls die a second time and campers build another train with the

number of cubes just rolled.

Camper writes a number sentence comparing the two trains.

Collect as a formative assessment to inform next Monday’s lesson.

37


Day 20

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar






Calendar activities


Opening

Comparing

numbers 20

Exit slips from

previous day’s lesson

Review the Exit Slip with campers.

Have campers create another more/less train and write a number

sentence to compare them.

Worktime Comparing

numbers 30

Materials necessary

for Activities 1-13*,

3-8, 3-9 with Number

cards, and 3-10 with

Number cards

Using Exit Slips/Quick Checks for the week, group campers for:

1-13 Tell Me Fast +10 – small group

3-9 Build a Stack using number cards with a partner

3-10 Grow, Shrink, and Compare using number cards with a partner

3-8 More-or-Less Counting Stories with the teacher

Closing Comparing

numbers 10 Same

Campers continue working

After you have worked with your small group, observe for:

Campers ability to determine more or less

…ability to determine how many more and/or how many less

…ability to verbalize the above

38


Day 21

Topic Title

Number

of

Minutes



KR Activity 1-13, p.

42

BLM 20-27

Class Number Grid

Calendar



Focus on counting on by 10s at various points – encourage campers

to look for patterns on the Class Number Grid

Be sure you are allowing campers to compare numbers – be sure to

allow them the opportunity to express using number sentences and

incorporate the use more/less/same symbols

Calendar activities


Opening

Comparing

numbers and

writing number

sentences

20

KR Activity 3-3, p.

149

Connecting cubes

Paper bags

Read activity 3-3 Two-Color Grab Bag, Level 1 (campers should be

familiar)

Allow campers to work with a partner through this activity as you

circulate and observe.

Worktime

Comparing

numbers and

writing number

sentences

30

KR Activity 3-14, p.

163

Connecting cubes of

two colors

Paper bags

More/less/same cards

BLM 62

More/less/same

worksheets BLM 63

Read Activity 3-14 Two-Color Grab-Bag Station.

If last week’s Exit Slips call for a lesson on writing number

sentences and the use of symbols…Introduce the use of symbols to

campers explaining symbols provide short cuts for writing.

Find out how many campers have seen or used symbols for

more/less/same. (All campers should be familiar with same and the

equal sign =)

Numerals can be used as examples of symbols for short cuts.

Follow directions. Choose levels based on your previous and

present observations.

Do 2 or 3 whole group, then allow campers to work independently.

Observe for campers having difficulty in order to provide on the

spot DI.

Allow campers the opportunity to verbalize “is more than”, “is less

39

than”, or “is the same as/is equal to” before releasing them to write.

Closing

Comparing

numbers and

writing number

sentences

20 More/less/same

worksheets BLM 63

Collect number sentences and complete a few examples with

campers.

Use BLM 63 as an Exit slip to inform decisions with lessons to

follow.

NOTE: When reviewing Exit slips, you may find some campers

with writing difficulty. Call these campers one-on-one to hear their

thinking and learn if it is a math concept issue or a writing issue.

Allow these campers more support with their writing so they do not

become frustrated.

40


Day 22

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar





Be sure you are allowing campers to compare numbers – allow them the

opportunity to express using number sentences and incorporate the use

more/less/same symbols

Calendar activities


Opening

Comparing

numbers and

writing number

sentences

20

Large

representations of

<, >, and =

Review more than, less than, and equal – interchange greater than with

more than so campers are not confused by language

Use the large symbols when referring to the terms

Compare a series of numbers, such as 3 and 7, 10 and 5, 2 and 2,

etc…write the numbers on the board and ask which symbol would fit

You may want to call campers up to choose the symbol and place it

between the number

Ask for campers to verbalize and help you write it.

Worktime

Comparing

numbers and

writing number

sentences

30

Same materials as

previous day’s

Worktime lesson

Repeat Activity 3-14 with campers allowing more practice.

Circulate to provide necessary support. This is a good time to interview

campers you are questioning whether it is math concepts or writing (see

note in yesterday’s closing).

Some campers may need one-on-one or you may need to pull a small

group.

Pay attention to campers ready to move to Level 2

Closing

Comparing

numbers and

writing number

15

Blank sheet of

paper

Provide campers with a series of numbers to compare. Write the pairs

on the board or poster paper. For example: 6 8, 3 3, 10 5

Campers will write the numbers with the correct symbol between them

41

sentences Collect and use as an Exit slip/Quick Check

42


Day 23

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar








Calendar activities


Opening

Comparing

numbers and

writing number

sentences

15

Chalk board,

white board, or

poster paper

Review comparisons from previous day’s Exit slip

Have campers stand if it is more than (greater), remain seated if less

than, and place both hands on their heads if equal

Take notes as a quick formative assessment

Worktime

Comparing

numbers and

writing number

sentences

30

KR Activity 1-22,

pp. 52-53

Connecting cubes

Creation cards

BLMs 7-12

More/less/same

worksheets BLM

63

Read and follow directions in Activity 1-22 Creations Station

Campers should count the cubes needed/used to build their creation and

write the numeral

Campers should share their creations with a partner and compare the

number of cubes used.

Campers should write a number sentence about their comparisons.

BLM 63

Campers have the option of using words or numerals and symbols.

For example:

Josiah’s creation used 9 cubes and Henry’s used 12. Campers could

write…

9 is less than 12 or 12 is more than 9

Campers could also write…9 < 12 or 12 > 9

43

Closing

Comparing

numbers and

writing number

sentences

20

BLM 63

Crayons

BLMs 7-12

Campers should share their number sentences

Collect as Exit Slips/Quick Checks

Allow campers to color their creations – collect and group with their

written work

44


Day 24

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar








Calendar activities


Opening

Comparing

numbers and

writing number

sentences

15

Large

representations of

<, >, and =

Review more than, less than, and equal – interchange greater than with

more than so campers are not confused by language

Use the large symbols when referring to the terms

Compare a series of numbers, such as 3 and 7, 10 and 5, 2 and 2,

etc…write the numbers on the board and ask which symbol would fit

You may want to call campers up to choose the symbol and place it

between the number

Ask for campers to verbalize and help you write it.

Worktime

Comparing

numbers and

writing number

sentences

20

KR Activity 3-18,

pp. 168-169

Counters or

connecting cubes

More/less/same

cards BLM 62

More/less/same

worksheets BLM

63

Read Activity 3-18 Comparing Handfuls and follow directions

Choose between Levels 1 and 2 appropriately – campers work

independently

Closing Comparing 10-15 Review the BLM 63 sheets

45

numbers and

writing number

sentences

Provide a list of activities (perhaps the most popular for each week of

study) done during camp and allow campers to vote on their favorites

NOTE:

Choose top 4-5 activities voted on. Prepare necessary materials for

tomorrow. Campers will spend the majority of tomorrow’s math block

rotating through activities.

46


Day 25

Topic Title

Number

of

Minutes



KR Activity 1-13,

p. 42

BLM 20-27

Class Number

Grid

Calendar








Calendar activities


Opening

Review

15

Stations set up for

campers to rotate

through activities

Inform campers they will rotate through their favorite activities per their

vote yesterday.

Review each activity and its educational purpose

Explain they will have a Traveling Group and a Travel Route

(suggestion…number each station and direct groups to go in order)

Station visits should last no longer than 15 minutes

Worktime Review 30-35

Same as above

On the board or

poster paper identify

groups (traveling

groups) and where

they will begin

(travel route)

Assign campers to their “Traveling” groups and give them their “Travel

Route”

Remind campers they will travel every 15 minutes so they MUST use

their time wisely (perhaps set a timer and turn lights off – have some

sort of signal for transition)

Closing Review 15 Chart paper Ask campers what they learned in math during SDA 2012 Camp

Chart responses

Documents

Kindergarten Math Lesson Plan Template Day 1 · PDF fileExample/Description ... Review month, day of week, date and year. ... Kindergarten Math Lesson Plan Template Day 3 Topic Title