Comparing Numbers Lesson Plan
Comparing Numbers Lesson Plan
Comparing Numbers Lesson Plan
Education
Reflective Lesson Plan Model
Name: Brittany Ellis
PART I: PLANNING
Comparing numbers with the Greedy Gator
Title of Lesson
Original Lesson
Source
Math
Subject Area (s)
First
Grade Level
Curriculum Standards
Description and
Background Information
1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens
and ones digits, recording the results of comparisons with the
symbols >, =, and <.
The Lesson will be introduced with the teacher accessing the students
prior knowledge on comparing whole numbers. The teacher will go
over the number places on the number line. Lastly the teacher will
review the meanings of the tens and ones places.
The teacher will have the students do a KWL chart about the symbols
>,<, and =. Next the teacher will introduce the new comparing symbols
>,<, and = By using an alligator mouth. The Teacher will explain that
the alligator only eats the largest number so the Greater Than symbol
will always face toward the highest number. And if the numbers are
equal the alligator stands right in the middle like an equal sign. The
instructor can then show https://www.youtube.com/watch?
v=M6Efzu2slaI
This you tube video to enforce what he/she has went over.
After watching a video the students will partner up for group work and
play the Greater Than Less than Dice game. In this game the first
student rolls the die and writes the number in the first column of the
first row. Then the other student rolls the die and writes that number in
the last column of the same row. The first student then decides if the
first number is greater or less than the second number and writes the
corresponding words in the middle column of the same row. The
second student rolls the die and writes the number in the first column
of the second row. Then the other student rolls the die and writes that
number in the last column of the same row. The second student then
decides if the first number is greater or less than the second number
and writes the corresponding words in the middle column of the same
row. The pair of students that have the most correct completed when
times up wins.
After the math game the students will complete a Comparing Numbers
worksheet that gives them different two digit numbers and they are
required to write the corresponding symbol. They will complete this as
guided practice. This will help the teacher check with the students for
understanding.
For independent practice the students will complete another sheet
where the teacher will give the students two numbers and each
student will have to write the correct symbol and then explain why that
is the correct symbol. This can be used as an informal assessment.
Lesson Objectives
Statement of Purpose
Anticipatory Set
After a short review the teacher will use the greedy gator you tube video as
an anticipatory set. The video uses a fun song to help introduce the new topic
and this will help get the students involved.
Pre-assessment
Teacher Modeling or
Demonstration
Guided Practice
Checking for
Understanding
The teacher will pre-assess the students in the beginning of the lesson
by asking them questions that will help her determine what they
already know. And using the KWL chart.
What does compare mean?
How do you compare numbers?
What is another word for greater than?
What is another word for less than?
During the introduction the teacher will model how to correctly
compare numbers using the appropriate symbols. The teacher will
also model a problem from each worksheet excluding the one used for
assessing the students.
The students will complete one of the attached comparing numbers
worksheet depending on their level of understanding.
To help the teacher check for understand they should have the
students complete the L portion of the KWL chart independently.
The students will complete the final worksheet as independent practice
and have an optional homework assignment.
Independent Practice
Closure
Assessment
(Give a description and attach
to lesson plan)
Extension Activities
The lesson will close with the assessment worksheet and any
questions the students may have after they turn in the sheet. Along
with an oral review of what they have learned today
To assess students informally the teacher will check through
questioning and observing/listening to students while playing the
game.
Do the students quickly determine the number values?
Do they struggle to find the correct symbols?
Another form of assessment can be the final work sheet where the
students have to explain their reasoning behind their symbol.
As an extension activity the students will be required to go home and
find objects that the class can compare together the next day. (ie.
Pennies, paperclips, bottle tops)
Technology will be used with the smart board when the You Tube
video is playing.
Technology
Connection Across the
Curriculum
This math lesson connects with ELA because with the assessment
worksheet the student has to use his/her language skills to explain
why they chose the answer they did.
It connects with the Arts because the students can cut out the greater
than, less than, and equal to symbols and put eyes on them to make
alligators.
It connects with health because for homework the students can find
something healthy that the class can compare together.
The lesson connects with Science because the dice game teaches the
students to record observations like they do during science
experiments.
It connects with social studies because when the students go home
they have to look around their community to find the things they want
to compare and the social studies standard 1.1-1 focuses on
communities and locating things within your community.
Finally the lesson connects with PE because the students are actively
rolling the dice, they also are moving when they walk around the class
to form their groups.
Strengths
Weaknesses
Suggestions for
Improvement
http://teachers.net/lessons/posts/4465.html
This is the worksheet for students who have already mastered the concept of
comparing two digit numbers.
CLAFLIN UNIVERSITY
SCHOOL OF EDUCATION
REFLECTIVE LESSON PLAN MODEL RUBRIC
Candidate____________________________________ Title of Lesson ________________________________________________ Date: ________________
INTRODUCTION
(Title, Source, Subject
Area, Grade Level)
ACEI .1.0
NAEYC 1a
CURRICULUM
STANDARDS
2.1-2.7
NAEYC 4c
DESCRIPTION AND
BACKGROUND
INFORMATION
ACEI 1.0; 3.1
NAEYC 1a
LESSON
OBJECTIVES
2.1-2.7
NAEYC 5c
Target
(5 Points)
Highly Acceptable
(4 Points)
Acceptable
(3 Points)
Moderately
Acceptable
(2 Points)
The candidate includes
only one introductory
component that is
appropriate to the
lesson
The candidate lists
standards, but standards
are inappropriate for the
lesson.
The candidate identifies
the lessons activities or
the lessons content
Unacceptable
(1 Point)
The candidate fails to
include the
Introductory
components
Score
DIFFERENTIATION
OF OBJECTIVES
ACEI 3.2
NAEYC 1b; 5c
STATEMENT OF
PURPOSE
The candidate
appropriately explains the
importance of the content
for the student, but more
information is needed.
The candidate
describes an ill-planned
lesson that is not
student-centered or the
candidate fails to
describe the lesson
NAEYC 5c
MATERIALS AND
RESOURCES
ACEI 1.0
NAEYC 4b
LESSON DESIGN
ACEI 3.1-3.5
NAEYC 4b
KEY ASSESSMENTS
ACEI 4.0
NAEYC 3b-c
CHECKING FOR
UNDERSTANDING
ACEI 3.1-3.5
NAEYC 5c
TECHNOLOGY
ACEI 3.1-3.5
NAEYC 4b
PRESENTATIONS &
CONVENTIONS
ACEI 5.1
The candidate
meaningfully incorporates
and describes student used
technology in the lesson or
explains why technology
cannot be meaningfully
incorporated
The candidate
meaningfully incorporates
and describes teacher used
technology in the lesson
The candidate
incorporates and
describes technology in
the lesson in superficial
ways.
The candidate
incorporates technology
in the lesson in
superficial ways;
candidate does not
describe the use of
technology
The candidate
demonstrates a high level
of competence in spelling,
grammar and typing
The candidate
demonstrates competence
in spelling, grammar and
typing, but exhibits few
errors
The candidate
demonstrates sufficient
competence in spelling,
grammar and typing, but
exhibits several errors
The candidate
demonstrates little
competence in spelling,
grammar and typing,
through many errors
The candidate
demonstrates little
competence in spelling,
grammar and typing
through a significant
NAEYC 6b
EXTENSION
ACTIVITIES
ACEI 5.3-5.4
NAEYC 4c
CONNECTION
ACROSS THE
CURRICULUM
ACEI 2.8
NAEYC 5c
REFLECTIONS
ACEI 5.1
NAEYC 4d
number of errors
The candidate provides
more than one extension
activity to connect the
lesson with the home,
community and
community agencies
T OT A L
Revised 1-2