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Description

Overview:
This resource is part of Tools4NCTeachers.

In this lesson, students will identify the number of objects in a group as greater than, less than, or equal to the number of objects in another group, for numbers 1-5. Students will understand the relationship between number labels (such as "4" naming a collection of four) and quantities. They will understand that counting by ones increases the quantity by one more.
Subject:
Mathematics
Level:
Lower Primary
Grades:
Kindergarten
Material Type:
Lesson, Lesson Plan
Author:
Date Added:
07/07/2019
License:
Creative Commons Attribution Non-Commercial Share Alike Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Format:
Downloadable docs, Text/HTML

Comments

SHELBIE SETZER on Dec 03, 05:47pm

* I am second grade teacher and this lesson is amazing to use in the classroom.* This lesson has only partial alignment for the standards. The way this is presented it should be part of a larger lesson set or even a unit. This lesson should be taught in conjunction with other lessons. *This lesson has clear learning objectives and this would be amazing to use for student rigor as well as knowledge. *This lesson is also a great way to promote collaboration within groups. *This lesson/resource has some ways for assessment but could be more clearly defined as well as adding ways to formatively and summatively assess the students. *This resource may want to examine additional technology examples that would allow whole class responses to discussion question

TAKEIMA RICKS on Nov 29, 07:04am

*I am a kindergarten teacher and I really appreciated how common misconceptions were listed and how to handle them.
*Partial alignment by covering only the 1-5 part of standard and should be considered as part of a unit that would address the standard up to 10.
*Has clear learning objectives that are achievable through completion of this resource.
*Has some assessment strategies that will measure (student progress or mastery) of the specified standards, but needs additional (formative or summative) strategies.
*Students are actively engaged in an instructional task that promotes critical thinking, collaboration, communication, and/or creativity.

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