1) The lesson plan is for a kindergarten math lesson on sorting and graphing different colored candy (Smartees). 2) Students will sort the candies by color into piles, then place them on a graph worksheet above the matching color word. 3) They will count and record the number of candies in each color group, color in the graph, and identify which color has the most or least candies.

1. FRANKLIN COLLEGE
Education Department
LESSON PLAN
Student Name: Rachel Whipker Lesson Plan No.: 6
Cooperating Teacher Name: Mrs. Conlon-Northwood Subject Area: Math Grade Level: Kindergarten
_______________________________________________________________________________________
Signature for Approval (Cooperating Teacher)
Date Prepared: November 9th, 2008 Date Taught: November 11, 2008
Related Standard (Source) Indiana Academic Standards- Number Sense (Number): K.1.2 Compare sets of up to ten objects
and identify whether one set is equal to, more than, or less than another. K.1.8 Use correctly the words one/many, none/some/all,
more/less, and most/least. K.1.9 Record and organize information using objects and pictures.
TOPIC (key point; concept; skill):
Sorting and graphing smartees to identify which has more/most/least/fewer.
OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to master graphing, sorting, and understand number set
relationships, TSWBAT sort and count the different colors of candy and place them on the graph worksheet, then color in the
worksheet and verbalize which group has least/most/fewer/more after being prompted by a teacher.
MATERIALS: The teacher will supply a pack of Smartees, a smart graph worksheet, crayons, and a pencil.
I. PROCEDURES (teacher and student tasks)
A. Beginning of lesson
1. Classroom management two-part step (to have students ready to learn, in listening position, where
they need to be): I will use stand calmly in front of the students and wait for their attention. I will ask for their eyes
and ears. If there are individuals not ready to give me their attention I will call them out by name and ask them to make
good decisions. If the class as a whole is not ready to learn I will either clap a pattern or verbally ask for their attention.
2. Statements to initiate or set the stage for the lesson; motivation; overview; or establish an atmosphere: I will inform
the students that we will be doing a fun lesson, but it will also be a little bit of hard work. I will tell them I need them to
listen to all of my directions because if they follow along and make good decisions I will allow them to eat their special
treat when we are done, but if they are individuals who do not cooperate, then they will have to miss out on the fun and
not get to get their treat.
B. Instruction Steps:
*= Modifications (strategies to meet individual, special needs at a particular step)
1. I will ask for everyone’s attention and preview the lesson we will be doing.
2. I will move the children from the floor to their tables by calling on those individuals who are sitting quietly first and
allowing them to move to their seat. I will do this until everyone is at their seat.
3. I will hand out a worksheet and a pack of smartees to everyone, but tell the students to keep their hands under the
table until I am ready.
4. I will ask students if anyone knows a way to sort these smartees so we have different piles. After hearing the answer
(by color) I will ask the student to open the smartees and make separate piles for each different color.
5. After the students have sorted the piles, I will walk around to assess and make sure they understand how to sort. Then,
I will ask them to look at the worksheet.
6. As a class I will have them point to the first word at the bottom of the graph and ask who knows what it says. They
are color words so the children should be able to identify the word.
7. I will model how the children should move the sorted smartees to the boxes above the correct color. I will allow time
for the student to individually complete this part.
8. I will then instruct the children to count how many they have in each row and write the number in the blank on the
worksheet. I will walk around to assess and check if the student counted correctly and made their number the right
way.

2. 9. After they have the sorted smarted on the graph in the correct position I will have them take out their crayons and
mark where the last smartee lies on the graph. They will color in the boxes to make a bar graph.
10. After coloring the bar graph the student will need to verbalize to me which row has the most/least or make one
comparison about the graph on their own.
11. Finally I will ask the students to either circle or draw a star around the row with the most smartees.
C. Closure statement (brief lesson review, summary; does not have to be the last step if something is
going to be made or an activity will follow): After completing this review I will ask the students their results because I
believe all the packs of smartees can be slightly different. I will ask who had more red ones than yellow ones and questions like
that to review.
II. ASSESSMENT (how is objective met by students: observation, written work, presentations, quiz, etc.): I will be assessing the
children on their work in sorting, compiling the smartees above the correct color, and their verbal descriptions of the graph. I
will do a lot of the assessment on the fly as the lesson takes place by simply walking around and checking off the students who
seem to have been working hard and sorting, counting, and compiling correctly. I will also look at the worksheet and assess
what is written.
III. EXTENSION AND REMEDIATION (what will be done beyond lesson; strategies for those who need further
instruction, assistance): Extension Group- I would give the class a different type of candy (m and ms) and have them sort and
graph the other candy the same way, but when they are done compare how the red smartees compare to the number of red m
and ms and so on. Extension Individual- I would give the students another smartee pack and have them continue to sort and
graph with more smartees. Remediation Group- I would bring the kids back to the carpet with me and do the sorting as a
whole class first. I would manipulate and sort and compile the group with prompted help from them first and then I would
have them try it on their own. Remediation Individual- I would have the child sit with me and work through it with me first
and then have them pair up with another student and do it together.
IV. HOMEWORK ASSIGNMENT(S): I will give the students another graph worksheet and ask them to graph something at
home and give them ideas to graph like cereal, coins, or anything at home.