Lesson Plan : More or Less than a Minute

Teacher Name:
 Kayla Elliott
 Grade 1

 More than a Minute/ Less than a Minute
 Cooperative Learning Structure: Informative Sharing Rationale: This less on follow this structure because the students will work together to create a game that will be shared and played in their own team and with the other teams in the class. Students will have the opportunity to equally participate in the team by thinking of their ideas for acitivities to be a part of the team game. Also, students will share their information with one another by playing the game once the team has created it. By playing other teams games, students will have the opportunity to see the concept presented several times. Vocabulary: minute, more than, less than, prove
 Content: Students will be able to identify and demonstrate activities that take more than a minute and less than minute. Language: Students will be able to demonstrate language development through discussion and working with other members of a team to create a game.
 clock, chart paper, markers, blank index cards, construction paper labled more/less, index cards labeled with activities, tape, Practice On My Own pg. 103, Problem Solving pg. 103
 1. Explain to the students what 1 minutes is, show them by using the minute and second hand on the clock. 2. Explain mroe than and less than to the students. Tell them they are going to look at activities that take more than a minute and less than a minute.
 1. Give examples of things we can prove to see if they take more than a minute or less than a minute to do. 2. Explain what it means to prove and how we are goign to preove the activities. 3. Porve the following activities by demonstrating and timing them: put on shoes, put on jacket, say name, etc. After each activity is proven, write it on the chart under more than a minute or less than a minute. 4. Let students prove the following activities: write name, do 10 jumping jacks, sing "Happy Birthday", open door, read story. 5. Give examples to students of activities that cannot be proven. Ask students to give thumbs up or thumbs down if they think more or less than a minute. Label these on the chart paper: eat lunch, take a bath, watch a movie, come to school.
 1. Dive the class into groups fo 5. Tell the students they are going to make a game for the other teams to play. Give each team a piece of chart paper. Have one student from each group label the top of the chart paper: more than a minute and less than a minute. 2. Have each student in the group think of 3 activities (15 in all), some that take more than a minute and some that take less than a minute. Have them write each activity on an index card. 3. After the teams have completed making their game, each team will rotate the game around until everyone has played all the games. 4. For playing the game, each team will take the cards and read the activities on the cards. Then as a group, decide if the activity takes more or less than a minute. They will place the card on the correct side of the chart. 5. When each team has played all the games, come together as a class and discuss the games. Ask the teams which activities were easy to decide on and which were difficult.
 Partner Activity- Play a game with a partner. Give students a piece of construction paper with more than a minute and less than a minute labled at the top. Give the students index cards with activities that can be proven written on them and a stop watch. Have the two students read the cards, and take turns acting out and timing the activities. Then they will place the card on the correct side of the page.
Checking For Understanding:
 As a class, look over the independent page, Practice On My Own page 103. (school math curriculum workbook)
 Return to the games the teams made. Let group members glue their cards in the appropriate places on the chart paper. Display all the games in the room, so students can quickly and easily refer to them.
 Have the students complete Problem Solving pg. 103 (school math curriculum workbook)
Teacher Reflections:
 The lesson went well. The students enjoyed proving the activities, being able to demonstrate and time them made it easier for the students to understand. They had a more difficult time with the activities that could not be proven.

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