Unit Topic or theme: Comparing Numbers 1-20
Grade: First Grade
Lesson Topic or Theme: Less Than, Equal To or Greater Than Game (numbers 1-20)
Lesson Objectives:
The student will be able to compare one and two-digit numbers and determine which numbers are:
Greater than
Less than
Equal to each other
Instructional Materials:
Handout/worksheet
Pointer
Whiteboard
Whiteboard markers
Overhead projector
Individual computers/ipads for each student
Procedure:
Introductory activity
(15 - 20 minutes)
To begin the lesson, explain to the class that they will be comparing numbers.
Teacher places “=” sign on the board.
Teacher asks the students, “Does anyone know what this sign means?”
Discussion on what the equal symbol means. Teacher puts a few examples on the board as they discuss what numbers are equal (ex: 8=8, 10=10, 2=2).
Teacher writes numbers on the board following an equal sign (ex: 6=*class responds 8=*class responds).
Discussion about why 10 does not equal 9.
Teacher asks, “since we all agree that 10 is greater than 9 and not equal to, how do we write that in a number sentence?
*Write =* Explain this means equal. What sign means greater than? Calls on students for ideas.
Teacher writes “10>9” on the board (using a different color for the greater than sign).
Using the pointer, the teacher reads aloud the number sentence.
Pointing to the sign, the teacher asks what does this mean? *students call out answer*
The teacher writes the sign to the left and writes the words “greater than” underneath (for students to use as a reference).
Teacher again writes the number sentence on the board, but this time she leaves the sign as a blank (ex: 10 __ 8, 12 ___ 4, 2 __ 1).
Teacher ask the students to help her fill in the blanks as she goes (ex: students “10 is greater than 8.” Teacher fills in blank with greater than sign).
Teacher writes “3 ___ 5” on the board. “Is 3 greater than 5?” “How would we write 3 less than 5?”
Students share ideas.
The teacher writes “3<5” on the board and then says “By flipping the sign, it now means less than”
Using the pointer the teacher asks the students to repeat her, “3 is less than 5”
Teacher again writes the sign to the left and writes the words less than underneath for reference.
Teacher writes a mix of less than and greater than practice problems on the board (using blanks for the signs).
The teacher explains: “A good way to remember which way the sign goes is to pretend it is an alligator. *Put hands together and pretends to chomp down on the greater number*
“See how it looks like the mouth of an alligator? Well, alligators love big numbers. Whenever they see a big number, they eat it. Let’s look at the first problem!”
*Points to 7 __ 10* “7 is blank 10. Is 7 greater than, equal to, or less than 10” *Calls on student”
“That’s right! 7 is less than 10. To remember which way the sign goes, we make sure the mouth is facing the bigger number”
“Since 10 is the bigger number, show me with your hands which way the alligator’s mouth faces?”
*waits for all students to put their hands up*
“Yes!” *fills in the blank* “see how he’s eating the 10?”
“Now using our hands lets try the rest of the problems.”
After each problem, one student comes up to write the sign and reads aloud the number sentence.
Step by step
(15 - 20 minutes)
“We are going to practice some more using greater than, less than, and equal to signs. We will be using the computer today to play an online game. First, you will watch me do one example to see how to play, and then I will break you up in pairs!”
Teacher puts on a projector. She states the steps to take to get onto the website.
First problem comes up (ex: 12 ___ 4)
Teacher has students' answers.
Teacher then projects the worksheet and shows the students where they would record the problem and how to fill out the worksheet as well as go over directions.
“Now it’s your turn.” *Pairs students up and asks them to go to laptops where the website is already pulled up and bookmarked.”
Teacher then hands out the worksheet.
Ask if there are any questions.
Float around the room to make sure everyone can get to the website and is understanding the worksheet.
Closure
(10 - 15 minutes)
Draw number Line on the board #1-20.
Go over the less than examples.
Teacher calls on students for one example from their worksheets.
As they say their example, the teacher points to each number.
After each group gives one example, the teacher asks, “what did you notice about where the first number was compared to the second?” (the smaller number was always before, the bigger number making it less than).
Go over greater than examples.
Teacher calls on students for one example from their worksheet.
As they say their example, the teacher points to each number.
After each group gives one example, the teacher asks, “Now what did you notice about where the first number was compared to the second?” (The bigger number was always after the smaller number making it greater than).
Go over equal to examples.
Teacher calls on students for one example from their worksheet.
The teachers' pointers always stays in the same place, and it does not move (this shows that the numbers are equal to each other).
Teacher will ask the students how they liked using a game along with their worksheet using their thumbs:
Thumbs up (liked)
Thumbs down (disliked)
Thumbs sideways (ok)
Teacher will ask the students how would they feel if they were given more math problems liked this:
Thumbs up (comfortable)
Thumbs down (uncomfortable)
Thumbs sideways (somewhere in between)
Evaluation
The teacher will know that their students met the objectives by asking questions while teaching the lesson. They will also see students interact, answer questions correctly, and show they are trying and retaining the knowledge, therefore fully understanding the subject/topic.
The teacher will walk around after teaching the introduction lesson while students are playing the interactive game online and see how well they are working (offer assistance when needed).
The teacher will collect the student’s worksheets and see how well they did and give feedback and additional help to those who need it.
Teacher will take note and record what students got right and wrong.
If student did not get at least 4 problems right in each section (greater than, less than and equal to), the teacher will then know there must be additional lesson plans in the future to reinforce this subject.
Once the student accurately gets 4/5 correct in each column, the student shows that they have fully met the objective.
The teacher may give out a math worksheet for homework that contains greater than, less than, and equal to problems to reinforce the lesson.
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