Lesson Plan 1 math same more less than

Name: David L Tetterton
Title: Is it more, less or the same?
Summary: Students will point to objects and tell whether they are the same, more or less than the example
Primary Core Objective: Kindergarten -- Mathematics Standard 1 Students will understand simple number concepts and relationships. Objective 2 Identify and use simple relationships among whole numbers up to 30. d. Compare sets of objects and determine whether they have the same, fewer, or more objects
Materials Used by the Teacher:   ·       Pictures, blocks, chalk, chalkboard, whiteboard, dry erase markers, paper and worksheet	Materials Used by the Students:   ·       Paper, pencils, blocks
Technologies Used by the Teacher:   ·  Chalkboard/Whiteboard, dry erase       markers/chalk, ·  Computer and projector	Technologies Used by the Students:    Pencils, markers/chalk Computer with math software
Intended Learning Outcomes:   ·       Students will describe the difference between more, less or the same.
Instructional Procedures: Teacher shows as preview: http://www.youtube.com/watch?v=bxpAHliQ8ww The teacher will explain what the students will learn today.  At this point, the teacher will explain the difference between same, more and fewer (less).  The teacher will show pictures of what more and less (fewer) than look like.  This will be projected onto the front of the classroom by use of computer and projector.  The teacher will then model with the blocks what the same is, as well as model more and less.  At this point the teacher will again model the precepts taught with the students also participating with their blocks.  Finally the students will model the concepts taught with their blocks.  The teacher will also use the white/chalk board to demonstrate, after which the students will do the same.
Extensions: In case there are those students that finish ahead of the other students, teacher will have either paper (handouts) with pictures the students can color that will go along with the class instruction.
Assessment Plan: At the end of the instructional period, the teacher will have the students demonstrate their knowledge content by asking questions and having them answer, using the blocks.  A worksheet with pictures of more than, less than, and the same number of objects will be given to students to measure their learning.  The students will circle the correct answer.  This will be a permanent product assessment tool that follows the summative arrangement of assessments.