USF Elementary Education Lesson Plan Template (F 2016)

NAME: Abby Davis

DATE: February 8, 2017
GRADE: 1st
CONTENT AREA: Math Comparing the value of numbers

What Standards (national

or state) relate to this MAFS.1.NBT.2.3 Compare two two-digit numbers based on meanings of the tens and
lesson? ones digits, recording the results of comparisons with the symbols >, =, and <.
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding State Essential Understanding:
(What is the big idea or
essential question that you State as a question students can answer:
want students to come away
with? In other words, what, How can I use symbols to show how numbers compare?
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching? Given _________________, the students will be able to ________________with ______________.
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives: Given two numbers of equal or different values, students will be able to find which
action, behavior, condition, side of the equation the greater value is on and select the correct symbol (<,=,>)
and degree of mastery, i.e., to place in the equation.
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
USF Elementary Education Lesson Plan Template (F 2016)
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge
is necessary for a teacher
to teach this material?
I am teaching this objective in order for students to gain foundational number
sense.
This is just one lesson from a one week unit on comparing numbers. After this
lesson, students will have a midchapter check in order to measure their initial
understanding of the standard.
A scaffolded lesson allows students who are excelling to work independently from
the teacher, while students who need more intervention can be focused on.
This standard is important for students to learn in order to gain foundational
number sense. If students know how to compare numbers, they will be set up for
high order math that is to come in the following grades.
Pre-Assessment:
The work from the two previous days of working with greater than (Monday) and
less than (Tuesday) will determine how prepared the students are to decide which symbol
they should use.
Formatives:
Open conversation during lesson
Student participation
Completion of work
Summative:
Accuracy of work (298/299)
Greater than
Less than
USF Elementary Education Lesson Plan Template (F 2016)
What do you need to know in
order to teach this concept?
What vocabulary/terms are
necessary?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
Step-by-Step Plan
Equal to
Compare
Symbols (<,=,>)
Base tens and ones
T chart
Greater than symbol
Less then symbol
Which way the symbol faces (the larger number)
How to determine which m=number is greater
How to determine which side of the equation the greater number is on (left or
right)
How to split a number using the T chart
I will ensure students have this prior knowledge in the lessons prior to this on Monday
and Tuesday. Based on those two lessons, students seem to be prepared to be challenged
by this lesson.
Students may not know which way each symbols goes.
Students may look at the wrong column of their T chart, comparing the ones when
they should start by comparing the tens column.
Students may not know which side is left and which is right.
Lesson Implementation
I do, we do, you do
Turn and talks
Students display work for others to see and compare
Partner work with manipulatives
Time Who is Each content area may require a different step-by-step format. Use
USF Elementary Education Lesson Plan Template (F 2016)

(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to Make sure to have the virtual textbook pulled up on the
address the following: projector before the lesson.
What Higher Order Open your math books to page 298. Im looking for the table
Thinking (H.O.T.) questions who can do this the fastest and quietest.
will you ask? For the past two days we have been learning about two
How will materials be friends who liked to eat. Greta got to eat the most food if it
distributed? was on the left side.
Who will work together in (Put up poster of greater than)
groups and how will you Lester got to eat the most food if it was on the right side.
determine the grouping?
(Put up poster for less than).
How will students
Remember, the gators always open their mouth toward the
transition between
activities? greater number. Lets start today by reviewing what we
What will you as the already know about greater than and less than.
teacher do? Review the model and draw at the top of pg. 298.
What will the students do? o Start with 21 < 24.
What student data will be o Split the numbers using a T chart and stack them on
collected during each top of each other to compare.
phase? o Remind students to first look at the tens column. If that
What are other adults in column has the same number (be sure to use the word
the room doing? How are EQUAL as a precursor for the equal sign they will
they supporting students learn about today), then they are to look at the ones
learning? column.
What model of co-teaching o Count and trace over the base ten model as you ask
are you using? how many tens and ones there are in each number.
o Then have students decide which number is greater
(24).
o Let them think about which side of the equation it is on
(left).
Remind them to use the L finger strategy if they
need help differentiating left and right.
USF Elementary Education Lesson Plan Template (F 2016)

o Which of our friends goes in the middle if the most

food is on the right? Tell your neighbor. (Lester) Place
the less than sign in the middle of the equation. Read
the equation as a sentence first, and then have
students read it with you.
Skip over the equal model and draw and repeat this process
with 30 > 24.
Now, go back to the equal model and draw.
o Go through the same process as the first two problems,
but when you get to the comparing tens and ones,
emphasize that the tens are equal and the ones are
equal.
o If both the tens and ones are equal, then the numbers
are equal.
o Place the equal sign poster on the board.
o This is an equal sign. You will use this when comparing
two equal numbers.
o Place an equal sign in the equation and read it first by
yourself, then with the students.
Review questions 1 and 2 with the students. Allow student
volunteers to help write the answers on the board.
After completing 1 and 2 as a class have students close their
eyes and give a signal of how they are understanding the
concept.
o If many students are giving thumbs up, tell students to
work on the rest of page 298 and all of page 299 with a
partner.
o If many students are still unsure, review a few more
problems on the board, while targeting student
misconceptions.
o If few students give a thumbs down or sideways, allow
them to work with you or Mrs. Williams in order to
address specific student misconceptions.
No matter their answer, check up on and/or
meet with
Tony
USF Elementary Education Lesson Plan Template (F 2016)

Andrew
Dylan
Navaelah
o Pass out Greta/Lester manipulatives, numbers, place
mats, and base ten blocks (if necessary).
o Instruct students to decide which way the gator will eat
or if the two numbers are equal.
o They will use these manipulatives to finish the next two
pages.
o When students are finished, check their work. They can
continue practicing with extra numbers until all
students are finished or the lesson is over.

What will you do if a student struggles with the content?

If a student struggles with the content, they will join me at the kidney bean table for a
more one on one small group. I will also heterogeneously pair groups based on where
students are sitting. This will allow students who understand the concepts, to use kid
words to explain and correct any misconceptions their partners may have about the
standard.

What will you do if a student masters the content quickly?

If students understand and master the standard, they will be challenged to use more
numbers while practicing. Based on previous lessons, many students have already
mastered this standard and are just reviewing at this point, thusly my hope (and almost
expectation) is that many students will speed through these problems and we will be able
to move on as a class with a quicker pace.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
In all of economics and many other aspects of life, number/objects/people/etc. are
compared. This lesson provides the foundational skills for students to learn how to
compare two different numbers.
USF Elementary Education Lesson Plan Template (F 2016)

If applicable, how does this lesson connect to/reflect the local community?

In all of economics and many other aspects of life, number/objects/people/etc. are

compared. This lesson provides the foundational skills for students to learn how to
compare two different numbers.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Process
Product
Content
Learning Styles
X Readiness
Interest

Explain-
These students will have longer access to my teaching of the we do of my scaffolding.
These students will only be released to work with partners when they are deemed ready.
We will work with manipulatives (mainly base ten blocks) in order to connect this new
concept to concepts these students already understand.

How will you differentiate instruction for students who need additional
language support?
Process
X Product
Content
Learning Styles
Readiness
Interest

Explain-
These students will be expected to produce answers that are leveled to their specific
ability. If the answer says explain, I would expect these students to explain to the best of
USF Elementary Education Lesson Plan Template (F 2016)
their ability even if it does not involve using words.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)
o Andrew
This learner needs help staying focused and seeing the work because he
currently does not have his glasses that are a crucial aid in his education.
o Tony
This learner prompting to continue working at a certain pace. He may work at a
slower pace, but should understand the concept enough to work independently.
o Dylan/Navaelah
These learners may need help reading the instructions and should receive
repetition of directions.
Projector/Computer/Ebook version of the textbook
Student math textbooks/pencils
<,=,> posters/magnets
<, =, & > manipulatives
Place mats/number cards
Base ten blocks