Christina Kim

12/5/14 @ 1PM for ~45 minutes

Mathematics Lesson Plan (Kindergarten)
What?
Students will be learning to compare the weight of two objects based on their heaviness. They
will be able to use vocabulary like heavier than, lighter than, and equal to in discussion
to show their understanding of which weighs more. They should leave with a reinforced
understanding of how the balance scale measures an objects heaviness. They will not be
using standard units but rather be comparing numbers of certain items to make predictions on
what is taken account to make an object heavier. They will also employ counting (matching
number of objects with a number name) and cardinality (describing how many objects are in
a set) strategies by counting out and recording object counters to weigh. All of this is under
the umbrella of measurement (indicating size, capacity or amount obtained by how many
units along some continuous dimension are being considered). This asks that children will be
able to conserve and apply transtivity.
How?
Students will be a small group with me as I introduce the terms and then model the idea of
heavier than vs. lighter than. There will be direct instruction on the breakdown of the
meaning of the phrases but then there will be further discussion as well as self-connections to
things they see in the class. I will be using the pedagogical focus of representations to connect
mathematical ideas. There will be drawings of scales, actual use of scales, and consistent
ideas that work to strengthen a concept. The children will be allowed to choose items to
compare to an object I have chosen. Each child will be allowed to make predictions on whose
item will weigh more allowing everyone to be heard at least once. They will be given several
sets of items and a recording sheet. They will be asked to count each of the items out and
record them. They will be paired off so they may discuss/work together in small groups. The
children in the pairs are ones that can often be seen working together because of their seating
during the general classroom seating. They will then be brought back together to have a
whole group discussion on their findings. If there is time remaining the ideas will be
reinforced by a read-aloud of The Dragons Scales.
Why?
This particular lesson was chosen because the children have been learning about
measurement in the whole group setting. They have already been exposed to length and
weight. They have used balance scales and have a good understanding of what the word
equal means. I wanted to further their understanding and help them to explore it deeper.
The concept of understanding more than and less than is very applicable to measurement
and will be a good foundation to build upon for when they learn to compare numbers. I
added the component of counting & cardinality because we have not worked with the tricky
teens in a while and I have seen some of the students continue to refer to 15 as 50, or 16 as
60. I wanted to reinforce the knowledge of it by having them apply it to real world needs of
numbers like recording data. It also adds a good tactile component to the lesson as opposed
to it being a constant discourse or discussion. I also believe in learning through play and

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handling math manipulatives is the closest thing my kindergarteners get to playing or

recess in a school setting.

Goals / Objectives
SWBAT use balance scales, counting objects and comparing words: heavier than, lighter
than, and equal to IOT understand how to compare weight. SWBAT understand that
weight correlates with heaviness IOT understand that quantities and sizes of objects may not
necessarily make them heavier.
Standards (and Assessment Anchors, if applicable)
Counting and Cardinality
o CC.2.1.K.A.1 - Know number names and write and recite the count sequence.
o CC.2.1.K.A.2 - Apply one-to-one correspondence to count the number of
objects.
Measurement and Data
o CC.2.4.K.A.1 - Describe and compare attributes of length, area, weight, and
capacity of everyday objects.
Materials and preparation
Dry Erase Board
o Sheets prepared with weighs more than, weighs less than prompts
Number line to reference
Balance scale
Items to weigh in plastic baggies
o Crayons
o Counting bears
o Gummy Bears
o Long straws
o Pennies
o Cotton balls
o Rocks
o Links
Stickers of the items
Recording sheets
Pencils
Stickers
Classroom arrangement and management issues
Anthony, Kevin V., Michael, Jerrick will be the students that will work with me. We
will be meeting during their prep period at the small hexagon table in the classroom
where all of their familiar references will be available.
I will employ consistent classroom rules/reminders to help them keep on task.
o Rule #2: Raise your hand for permission to speak.
o Tracking Michael All: Lets go Michael!

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o When I get a piece of paper, the first thing I do is always the same. I pick up
my pencil and write my name.
Plan
Review the rules with them
Rule #2 Raise your hand for permission to speak
Tracking one person as they talk
1. Launch (15 min)
Remind them how we have been learning about measurement
o How do we measure how heavy something is?
Can I use this ruler to measure the weight of this cup? No? Why not? Right!
Because weight measures how heavy something is, not how long it is.
o What are some examples of heavy things?
Accept any answers
o What are some example of things that are light?
Talk about more than, less than - comparing:
o Have a drawing of a balance scale prepared where there is a car on the heavy
side and a sock on the other side.
Show me which side is heavier? The car! How do you know? The balance
is almost hitting the ground!
When we compare the two we can say: The car is heavier than the sock
or the sock is lighter than the car. This will change when we talk about
which item we are using to compare.
What happens when the balance looks like this? Use hands to show leveled
balance.
o Tell the kids to each go around the room and pick a small item. During this
time put 3 crayons on one side of the balance scale and have the sheet with 4
prepared comparing sentences: _________weighs ________ than 3 crayons
Take each of their items and compare them to the crayons as a group.
Pick one of the items that the kids bring back that only has 1 of
an item.
o Lets predict which one will weigh more.
o But wait! There are 3 crayons and only 1 of x object! Doesnt
that automatically mean the crayons will weigh more than x
object?!
o But wait! The crayon is shorter (they have already covered
shorter vs longer). Doesnt that mean it weighs less than x
object?!
_______is heavier than 3 crayons
_______is lighter than 3 crayons
Now we wanted both sides to be equal?
o Have them add crayons until it is level.
Point out its important which item goes first in your sentence
because it could change the outcome completely!
o If x object weighs more than 3 crayons. . .does it matter the order
I write it? Like: 3 crayons weighs more x object. Does that mean
the same?

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is heavy or light!

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2. Work and explore (20 min)

Now you guys are going to be in pairs (Anthony & Kevin, Michael & Jerrick) and you will be
getting a balance. If you look on the sheet, it shows what objects you should be comparing. Before
you get to each problem, I want you and your partner to talk and predict the results of your
comparisons. Remember, when one person is counting, the other person to be listening and
checking their work. And I want to hear what kind of comparison words? Right. Heavier than,
Lighter than or the same/equal to.
Give them the recording sheet and balances. Put the items on the table and explain
that they will need to identify which 2 items the problem is asking you to compare,
predict, count, record, circle if it weighs more or less, and then put the stickers on the
right side of the scale.
o The items will be comparing:
8 rocks and 7 links
2 long straws and 3 short crayons
15 pennies and 18 cotton balls
12 gummy bears 6 counting bears.
o Extra challenge: go to the gummy bear problem and see how many you need to
add in order to make them equal
Bring them back and discuss their findings.
o Were any of your predictions different (not wrong) from the answer you got?
o Was anything surprising?
o How did you count your objects?
One by one or
Counting them out and then putting it in all together?
3. Debrief and wrap up (10min)
Recap more than, less than or equal to.
Read The Dragons Scales.
Thank them and give out stickers and gummy bears
Anticipating students responses and your possible responses
Students may find the concept of order in more than vs. less than. As the teacher I
should pay careful attention to how I demonstrate this. I should particularly
note/highlight the importance of where the words go and that using the same objects
you can make a whole new comparison sentence with the order of the words.
o That being said that may be even more confusing. I should gauge their
understanding throughout and if it is too much, I should just focus on more
than
All four students have shown strong knowledge of identifying numbers 11-20. A good
portion of the objects will require them to record numbers in the teens. If they have
trouble with writing I will point them to the number line in the front of the classroom.
I feel like the students will enjoy getting to count gummy bears and using the balance
scale. The gummy bears will also probably be subject of incredible distraction. I will
let them know that they will be able to eat them after the lesson
I also feel the story, which strongly ties in with more than, less than will be of
interest. I hope I will have enough time to read it to them but if it has to get cut I am
okay with that as well.

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All four of them are known as talkers. They also tend to be more advanced when
it comes to mathematical concepts (quick with subitizing, have a strong understanding
of conservation, some can already skip count/show early signs of
additive/multiplicative strategies). I anticipate that they will have self-connections as
we go on and I will need to acknowledge them but also move them along.
o Especially with Michael and Anthony. One was my child learner and the other
one just loves to use me as an outlet to talk about random things.
I need to package the items separately so when they go to count their items they can
easily pick it up with little fuss.

Assessment of the goals/objectives listed above

There will be ongoing assessment of their emotional/physical state throughout. Do
they look bored? Are they antsy?
Make note as I listen to them predicting. How is their abstract thinking/comparing?
I will observe them as they count the objects
o Do they count one-to-one?
I can observe the recording sheets. How do their numbers look? Do they need to look
at the number line in order to write their numbers? How confident are they in
counting/writing?
There will be an assessment checklist at the end.
Accommodations
The children may have trouble reading the problem/items. I will provide reference
pictures that correspond to the correct baggie.
If they need help writing the numbers have them refer to the number line.
If they are getting confused with the concept I can leave the more than less than
examples up on the board for them to refer to.
I will cut the story if I run out of time.
For the group that finishes quickly give them the challenge paper, which has the
gummy bear problem and asks how many more of the item do you need to make it
equal?
Student

One-to-one
correspondence

Matthew
John

Andrew
Kenny

Understands
heavier than

Understands
less than

Understands
equal to

Writes
numbers
correctly

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