le: (A complete sentence stating the purpose of the lesson.

)
ents will be able to create a representation of data and compare 2 numbers.

(I Scream, You Scream, We All

Scream For Ice Cream)

ials/Equipment: (Include the source for any book, recording, song, game, or idea, in APA format.)

uction paper
n paper

Submitted by: Kayla Gonzalez

Course # __ for Grade Level(s) __1,2___
Subject____Math________

Objectives/Outcomes:

(Statements about what

the children will do, written out as the student will.
Include objectives for your chosen content area(s). Refer
to the TEKS.)

TSW be able to create a representation to

organize and record data.

(Include TEKS for at least two areas, including music--labeled, numbered, and summarized.)

ations to organize and record data

stify mathematical ideas and concepts
on of two numbers to 100 using symbols >, <, =

ow, delete any criteria which do NOT apply to your lesson.)

TSW be able to compare two numbers using symbols

<,> and =.

Lesson Plan:
Introduction (Anticipatory Set/Motivation):

(Write what CREATIVE, COMPELLING thing you will say or do to

immediately grab the childrens attention and interest.)

1. Catch the children's attention by talking about ice

cream and explaining that there are several different
flavors of ice cream, tell them to discuss flavors and
share their favorite flavor of ice cream with their
group.
Process: (Plan how you will teach the lesson. Break the material
into very small steps and write out each step.)

1. Cut out triangles and different colors of construction paper depicting 5

different flavors of ice cream.
2. Let the children share with the class which of these 5 flavors is their
favorite.
3. Make rows for each flavor and then put the child's ice cream cone in the row
they choose.
4. Begin asking questions such as, What is the flavor with the most cones in
its row?
5. How many people are in our class?
6. Does this flavor have more than, less than, or the same number as this
flavor? etc.
7. We will continue to look at the graph and compare the outcomes.

Blooms Taxonomy:
KnowledgeAnalysis
ApplicationEvaluation

Differentiated Learning:
AuditoryVisual/Spatial
Logical/Math
Verbal/Linguistic
Intrapersonal

Practice: Write the homework or practice

Worksheet: fill in the blanks with <, > or = between two numbers.
Get into pairs and on a sheet of paper write down a number, share
that number with your partner and discuss which number is larger,
smaller, or if it is equal.
Use a graph to identify which row has the most, least and which
rows are equal.

Classroom Strategies:
Cooperative Groups
Charts/Graphs/Maps
Problem Solving

Simulation
Lecture
Whole-group

Accommodations:

(what YOU will do to modify your lesson)

1. Allow the child to work with a peer to help discuss the different flavors and choose their flavor.
2. Give the child visuals and allow them to write down what he observes from the visual graph and
them talk with them individually about it.

Assessment/Evaluation:

Curriculum Integration:
Math Art

(State your method of evaluating whether or not the students

learned the concepts or skills listed in your objectives above. State WHAT you will assess and
HOW you will assess.)

1. I will observe the children and make sure to track each childs participation
and discussions. I will be aware of each child participation and input during the
activity.

Resources used to create this lesson (APA)

1. (n.d.). Retrieved November 22, 2016, from

http://www.parentcenterhub.org/repository/accommodations/

2. View a plan. (n.d.). Retrieved November 22, 2016, from

http://lessonplanspage.com/mathfavicecreamgraphideap2-htm/
3. Texas Essential Knowledge and Skills. (n.d.). Retrieved
November 22, 2016, from http://tea.texas.gov/index2.aspx?
id=6148