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English lesson plan · 3rd grade (Year 4 in England) · 45 minutes

much or many? a few or a little? fewer or less?

Grammar

CCSS L.3.1.ACCSS L.3.3.BEngland: Y3 GPS (determiners)England: Y4 GPS (Standard English)

Objective and success criteria

Students will: much or many? a few or a little? fewer or less?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Plurals: -s, -es, -ies, -ves; Collective nouns

Leads to: the next skill in this area.

Materials: Sentence strips, Highlighters, Mini whiteboards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Plurals: -s, -es, -ies, -ves; Collective nouns). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Write the plural of "pencil" (more than one). → pencilsPrompt: Look at the last letter or letters of the word.
  2. Choose the collective noun. a ___ of bees (pride / swarm / herd / pack) → swarmPrompt: A collective noun names a group.
  3. Which is the correct plural of "dish"? (dishs / dishes / dishies) → dishesPrompt: What letters does the word end with?

Hook · 5 min

  • Show a sentence with the grammar point used wrongly and ask what sounds odd.
  • Share the objective: much or many? a few or a little? fewer or less?. Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Is "water" a countable or an uncountable noun?
  • Step 1: Countable nouns can be counted (one robot, two robots). Uncountable nouns cannot (some water, not two waters).
  • Step 2: So the answer is: uncountable: you cannot count it one by one
  • Answer: uncountable: you cannot count it one by one
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Is "bottle" a countable or an uncountable noun? (countable: you can say 'three ___s' / uncountable: you cannot count it one by one) → countable: you can say 'three ___s'Prompt: Try putting a number in front: 'three ___s'. Does it sound right?
  2. Choose the word that fits. Our class has ___ pupils than Mr Kay's class. (fewer / less) → fewerPrompt: Is the noun countable (apples, birds) or uncountable (milk, salt)?

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Choose the word that fits. There isn't ___ space in the car. (many / much) → muchPrompt: Is the noun countable (apples, birds) or uncountable (milk, salt)?
  2. Is "bottle" a countable or an uncountable noun? (countable: you can say 'three ___s' / uncountable: you cannot count it one by one) → countable: you can say 'three ___s'Prompt: Try putting a number in front: 'three ___s'. Does it sound right?

Watch out for

  • Naming the feature but not using it in their own sentences.
  • Thinking a sentence is right because it sounds right when spoken casually.

Support and stretch

Support

  • Review first: Plurals: -s, -es, -ies, -ves.
  • Use concrete materials: sentence strips.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

much or many? a few or a little? fewer or less?

Name

Date

Score/ 8

  1. Question 1

    Choose the word that fits. I have ___ friends coming to my party.

    • A. a few
    • B. a little

  2. Question 2

    Is "cloud" a countable or an uncountable noun?

    • A. countable: you can say 'three ___s'
    • B. uncountable: you cannot count it one by one

  3. Question 3

    Choose the word that fits. We need ___ more time to finish.

    • A. a few
    • B. a little

  4. Question 4

    Is "sand" a countable or an uncountable noun?

    • A. countable: you can say 'three ___s'
    • B. uncountable: you cannot count it one by one

  5. Question 5

    Choose the word that fits. Add ___ salt to the soup.

    • A. a little
    • B. a few

  6. Question 6

    Is "coin" a countable or an uncountable noun?

    • A. countable: you can say 'three ___s'
    • B. uncountable: you cannot count it one by one

  7. Question 7

    Is "luggage" a countable or an uncountable noun?

    • A. countable: you can say 'three ___s'
    • B. uncountable: you cannot count it one by one

  8. Question 8

    Choose the word that fits. How ___ books did you read this summer?

    • A. much
    • B. many

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Answer key: much or many? a few or a little? fewer or less?

  1. 1. A. a few

  2. 2. A. countable: you can say 'three ___s'

  3. 3. B. a little

  4. 4. B. uncountable: you cannot count it one by one

  5. 5. A. a little

  6. 6. A. countable: you can say 'three ___s'

  7. 7. B. uncountable: you cannot count it one by one

  8. 8. B. many