October 24, 2015
by Rickishia Coleby

Lesson plan

Can I Have Some More?

Download lesson plan
Grade Subject View aligned standards

Students will be able to deduce the meaning of more. Students will be able to select the group that contains more.

(5 minutes)
  • Act out a skit with two students.
  • Call two students to the front of the class.
  • Give one student 3 dollars and the other only 1 dollar.
  • Ask the class questions about what happened. For example: Was that fair? Why or why not? What should have happened?
  • Explain what is meant by more. Define more as a greater or additional amount of something in comparison to someone or something else.
  • Make reference to the skit and how one student had more money than the other.
(10 minutes)
  • Write two numerals on the whiteboard on top of each other.
  • Draw images next to them to show one to one correspondence. For example: 3 ooo and 6 oooooo
  • Ask which group has more.
  • Tell students to explain how they know which group has more.
  • Repeat this until students can easily answer which group has more correctly.
(15 minutes)
  • Give each student a mat that is divided into two columns.
  • Give each student several bear counters.
  • Write a number on the board and tell the student to place that many bear counters on the left side of the board.
  • Check to see if all students placed the correct number of bear counters.
  • Tell the class to place more bear counters onto the right side of the mat than the amount that is on the left side.
  • Check to see if the activity was done correctly.
  • Have students who did it correctly count their amount aloud.
(15 minutes)
  • Give students the More or Less? worksheet to complete.
  • Read the instructions with your class and complete the first question together as a class for an example.
  • Enrichment: For advance students, give them more bears and allow them to show more with greater numbers. Allow students to complete the Count the Animals! worksheet.
  • Support: Give struggling students fewer bears and allow them to show more with smaller numbers.
(5 minutes)
  • Check students' completed more worksheets to see if they choose the correct answers.
  • Note how students arrange their bear counters during the activity.
(5 minutes)
  • Draw two boxes on the board.
  • Fill one box with several drawings, such as 5 balls.
  • Call on students to draw more items in the other box.
  • Ask the class if the student is correct.

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