Holly Hager

Date: Tuesday, February 8, 2014

TITLE: Greater Gators

PLAN:

Description of learners:
First grade classroom, 21 students, typically the slower developing of the first grade
students.
1 speech IEP
8 Title students
3 repeating students
1 gifted
Ohio Common Core ELA Standard: CC. 1. NBT. 3 Compare two, two-digit numbers
based on meanings of the tens and ones digits, recording the results of comparisons
with the symbols >, +, and <.
I Can Statements
I can compare 2 digit numbers using the symbols <, >, = to record the results.
I can read and write numerals to 120.
Lesson Goal:
The students will compare two, two-digit numbers using the greater than symbol to
effectively understand, read, write, and model the difference in value of two, two-
digit numbers by demonstrating understanding on both workbook pages and during
an in class activity comparing numbers.
Anticipatory Set:
The students have been working on understanding the value of numbers 0-120. The
previous unit was on modeling the numbers 0-120 using tens and ones charts and
manipulatives. The students struggled with this concept so beginning a new unit
today will be tricky. The previous lessons had the students working out of their
workbook and on the smart board using Think Central’s slides, because of this
uniformity in the lessons I have continued to carry out this pattern to better help the
students to understand the concepts. Today’s lesson is the beginning of a new unit
furthering the students’ understanding of comparing numbers. The students are
now comparing numbers using the greater than symbol. I will elicit their prior
knowledge by discussing the idea of some numbers having a greater value over
others. I will ask the students to first use manipulatives to show them how one
number has a greater value than others. I will then work through the assigned
workbook pages for the day. I will model a few questions, then work on the next few
together, and wrapping up the remaining questions on their own. Once the assigned
pages are completed for the day we will complete a follow up activity comparing
their student numbers.
Key Vocabulary/Academic Language:
Numbers, numerals, greater than, value, >, place value,

MATERIALS, RESOURSES AND TECHNOLOGY

 Holly Hager
Date: Tuesday, February 8, 2014

Instructional Materials: Go Math by Houghton Mifflin Harcourt pages 289-291,

smart board technology, wipe off boards, dry-erase markers.
Resources: Think Central, Go Math by Houghton Mifflin Harcourt

ENGAGE:

Allotted Time: 50 minutes

Procedures:
Opening:
 Before every lesson the students have a question to get them thinking about
the following math lesson. I will introduce the question “How can you
compare two numbers to find, which is greater?” I will move into eliciting
their prior knowledge through comparing several numbers using the
previous strategy learned in the previous unit the past few days.
 I will have a “tens/ones” chart drawn on the board, which will have a column
to place the tens of a number on one side and the ones place value of the
number on the other side. I will give the students a different number and
they will place the different base-ten blocks in the proper column of the
chart. The first one I will demonstrate, the second I will do half and the other
half will be done by the student and I will do two more where the students
will compare the value of the numbers on their own to determine which one
is the greater number.
o For example if the numbers are 15 and 23, for 15 I will place one base-
ten block under the tens column and five base-one blocks under the
ones column. Then for twenty-three I will place two base-ten blocks
under the tens column and three base-one blocks under the ones
column. I will then explain how I see that the number twenty-three
has a greater value then fifteen and explain how this is possible to the
students.

Teacher Modeling:
 The students will be sent back to their seats and they will grab their “big”
math book and turn to page 289.
 I will show them how to do the problem on page 289 and expect them to
follow along and complete the problem alongside me.
 We will be comparing 65 and 56 by completing a similar exercise that we had
just done on the carpet, by drawing base-ten blocks to demonstrate the
different value between the numbers 65 and 56.
 I will then move to the “Model and Draw” on page 290. Here I will model how
to complete the two problems.
 Holly Hager
Date: Tuesday, February 8, 2014

Guided Practice:
 The students and I will complete numbers 1-3 on page 290 together. If
assistance s needed I will help assist. I will try and have them do the numbers
on their own and then show them the answer on the board.

Independent Practice:
 The students will complete page 291 on their own and once everyone has
completed it we will check the page together.

Class Discussion /Closure of Lesson:

 As a closure to the lesson and a form of review the students will come back to
the carpet and we will have an interactive activity for me to see if they
grasped the lesson concept
 The students will write their student number on their individual white
boards. I will then call up two students to hold up their boards and another
student to be the “gator” in the middle who will use their arms to be the
greater than symbol to demonstrate which number has the greater value.

ASSESS:

Assessment for this whole lesson will be pretty informal. My way of assessing the
students’ knowledge and understanding will be after each problem using their
thumbs to assess their knowledge. The formal assessment will come on Thursday
after I have taught my less than lesson on Wednesday and combining both on
Wednesday. I will circulate the classroom to see who is grasping the concept when
they are working on page 291 on their own. I will also be able to assess when they
complete the activity after the book. I will know which students to focus on and
assess from what I observed through circulating.

Accommodations for Special Learners

The classroom I am in has a few struggling learners and I prefer to not single these
students out so their other peers will know they are struggling. Instead I will assist
them during their independent practice on page 291. When we are in a group
activity I plan on giving my struggling learners more simpler number combinations
and plan on pairing them with a student who is higher developing student. This way
I’m hoping the students will be able to learn off each other.