Running head: KISS LESSON PLAN

KISS Lesson Plan

Cayla Sandlin
Ivy Tech Community College of Indiana

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Education 255
InTASC Standards Description and Rationale
Cover Page

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Name of Artifact: KISS (Keep It Short, Sweet) Lesson Plan
Date: January 4, 2015
Course: EDUC 255: Multicultural TeachingProfessor Coleman
Brief Description:
The KISS Lesson Plan is to build on a particular subject from the Thematic Unit. For my
Thematic Unit assignment, I choose to teach about trees. In this assignment, I will choose one of
six subjects that I want to build a lesson plan around and I will elaborate on instructional
activities involving trees. The lesson plan will include materials needed, the Indiana Academic
Standards, and teaching strategies.
Rationale:
To document my understanding of InTASC Standard 7, Planning for Instruction, I have
used the KISS Lesson Plan activity as an example because I will build students knowledge on a
content area, or subject, while staying with the teaching curriculum for 1st grade students. This
assignment is evidence that I understand how to create a lesson plan that is created around a
curriculum.

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THINKING AND LESSON PLAN FORM

Grade: 1st
Subject of Lesson: Mathematics
Expected Outcomes
Learner will:
1.
2.
3.
4.
5.

Learn mathematical vocabulary like more than, less than, and equal to.
Recognize what each symbol means: <,>, and =
Examine two numbers.
Identify which number is greater than the other.
Conclude which symbol (<, >, =) is to be used to differentiate the two numbers.
Teaching/Learning Strategy:

Resources Needed
Students will receive plenty of practice prior to completing this activity on the lesson plan.
Students need to become familiar with the symbols for less than, greater than, and equal to.
After students are prepared, allow them to complete the task on their own. They will need a
copy of the worksheet that ties in with the tree unit. (See back page for master worksheet.)
Directions
Step One: Introduce to the students that each number has a different amountsome numbers
are less than other numbers, yet the same numbers are the same amount.
Step Two: Help the students to understand the symbols. For example, < means less than.
Help than see that the < almost looks like an L for less than. Also, inform the students that > is
symbolizes greater than the other number. This symbol can also look like an alligators mouth.
Help them to imagine the alligator eating the larger number because he is so hungry. Finally, tell
students that = is simply equal tojust like in addition. This symbol represents that the two
numbers are the exact same amount.

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Step Three: One a white board or Smart Board, give students examples of things that are more
than, less than, or equal to other amounts. For example, draw four trees. On the right of the four
trees, draw an empty box (to place concluding symbol), and to the right of the empty box, draw
two trees. Instruct the students to determine which side has more trees.
Step Four: Before students are released to complete the assignment on their own for
assessment, allow them to come to the white board or the Smart Board to complete some more
than, less than, or equal to problems with their peers.
Performance Assessment
1. Students will be given a worksheet to determine whether or not they know what each symbol
represents: <, >, or =. Depending on how many questions students get right or wrong is the
grade they will receive for this assignment.
2. Each student is to receive a Less Than, More Than, or Equal To worksheet. They will be
given 15-20 minutes to complete the task on their own. The worksheet will determine if students
know which number is greater than, less than, or equal to the other number. Depending on how
many questions students get right or wrong is the grade they will receive for this assignment.

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Indiana Academic Standards
for Mathematics

Process Standards for Math

PS.1: Make sense of problems and persevere in solving them
PS.2: Reason abstractly and quantitatively
PS.3: Construct viable arguments and critique the reasoning of others
PS.4: Model with mathematics
PS.5: Use appropriate tools strategically
PS.6: Attend to precision
PS.7: Look for and make use of structure
PS.8: Look for and express regularity in repeated reasoning
Number Sense
1.NS.4: Use place value understanding to compare two two-digit numbers based on meanings of
the tens and ones digits, recording the results of comparisons with the symbols >, =, and <
1.NS.6: Show equivalent forms of whole numbers as groups of tens and ones, and understand
that the individual digits of a two-digit number represent amounts of tens and ones
Computation and Algebraic Thinking
1.CA.2: Solve real-world problems involving addition and subtraction within 20 in situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all parts
of the addition or subtraction problem (e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem)
1.CA.4: Solve real-world problems that call for addition of three whole numbers whose sum is
within 20 (e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem)
Data Analysis
1.DA.1: Organize and interpret data with up to three choices (What is your favorite fruit? apples,
bananas, oranges); ask and answer questions about the total number of data points, how many in
each choice, and how many more or less in one choice compared to another

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Name: _________________
Assessment 1

1. Using what you know about math and numbers, what does this symbol tell you (<)?
_______________________________________________________________________
2. Does this symbol (>) show that something gets larger or smaller on the number line?
_______________________________________________________________________
3. What does this symbol (=) mean in terms of comparing two numbers?
_______________________________________________________________________
4. Using what you know about math and numbers, what does this symbol tell you (>)?
_______________________________________________________________________
5. What symbol would you choose if you compared a 3-digit number to a 2-digit number?
________________________________________________________________________
6. Jessie ate 3 waffles and Buzz at 5. Who are more waffles? What symbol would you use?
_________________________________________________________________________
7. Does this symbol (<) show that something gets larger or smaller on the number line?
__________________________________________________________________________
8. Mike had 7 pencils and Sulley had 10, but Sulley chose to put 3 pencils back. Which
symbol shows if Mike had more than, less than, or equal to Sulley?
___________________________________________________________________________

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Name: ________________
Assessment 2

Place the symbol <, >, or = to determine which number is more than, less than, or equal to
the other number.

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References

Tiedt, P. and Tiedt, I. (2010) Multicultural Teaching. Eight edition. Boston, MA. Pearson.

Indiana Academic Standards (May 2014) College and career ready standards. Retrieved from
http://www.doe.in.gov/sites/default/files/standards/mathematics/2014-06-26-math-g1architecturewith-front-matter.pdf