This will be the format you will use when creating your Game.

Please number each component of the

lesson plan and identify the state and grade level content standards in section # 2. You can remove this
paragraph as you draft your lesson plan. Likewise, you can remove the prompts from each of the
numbered sections as you fill in the information pertaining to your lesson.
Name and course number: Rachel Hamilton, EDU 215 N
Licensure area and date: Early Childhood (K-3). February 6, 2016.
1. Objective: The student will be able to compare numbers and shapes.
2. Content Standard (s) Common Core if applicable: Ohio, 1st grade Mathematics.
Reason with shapes and their attributes.
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and
quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones,
and right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.
Understand place value.
CCSS.MATH.CONTENT.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 <.
3. Motivation: Students must have prior knowledge of CCSS.MATH.CONTENT.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.in order to be successful in reaching the goals of the lesson. I will incorporate these concepts by first
showing the students how to compare single digit numbers through the visual, tactile example of
Skittles and M&Ms, which they can physically count (see Procedure below). I will then build off of
this concept by showing them how to use this foundational knowledge to compare the value of each
place in two digit numbers. Ideally the game will develop childrens analytical thought, which is part
of the creative thinking process, helping children at this age learn how to develop analytical thought
and learn how to analyze, compare, contrast, evaluate, and explain.
Four characteristics of children that I am hoping my game would foster in my students are:
1) The ability to be focused to completion, since my game would be classified as games
with rules, which is a type of cognitive play my students would be engaging in through
the game. Within the characteristics of playing a game with both predetermined rules and
an end goal, the students will learn to stay focused with interacting with one another.

2) Social development by exhibiting characteristics of negotiating roles, appreciating

feelings of their peers, cooperation, waiting turns, and learning to work through conflicts
about the game. This game is aimed at having the players compete to most quickly and
accurately compare the numbers between cards marked with the same shape, so social
development will definitely be encouraged and emphasized.
3) Because this age can be exciting, loud, and fast-paced, this game will help foster the
importance of controlling emotions with themselves and towards their peers, which is
positive for their emotional development. Rather than aiming to do this through
unpleasant experiences, it is more focused on the quality of managing ones feelings
when a peer defeats him/her, messes up, or takes a little longer to figure out the answer.
The goal is to have them learn the material through working together, which cannot
happen if the students are too expressive in their anger or frustration.
4) These students will also be factoring in constructive play through my games
requirements of having to construct numbers repeatedly to learn the symbols and
meanings of greater than, less than, and equal to value. The students are functionally
playing with the symbols and numbers to determine their place value and collaborating
with one another to get the final result.
My game and activities would support Piagets theory of cognitive play, which involves children
using play to practice and review material they have learned.
4. Instructional materials: What supplies will you need for the lesson? What will you have
prepared before teaching the lesson?
1) Several packs (enough for each table) of
1. Skittles
2. M&Ms
2) A means of projecting my computer screen on the board so I can show the class
1. two instructural videos
2. a Powerpoint presentation
3) One white board and dry-erase marker for each student

5. Procedures:
I will start off by showing the class a video demonstrating each of the different shapes.
Then I will have the students compare single digits with simple shapes by giving each of
the student tables a pack of Skittles and a pack of M&Ms. Each table will then dump out
the circular candies on the desk and will be asked to count how many yellow pieces they
have of each kind, and then determine what candy has more yellow pieces.
I will ask them to explain their answer (example: There are more yellow Skittles than
M&Ms because there are eight yellow Skittles, and eight is more than five!)
Then after clearing up any misunderstandings shown by incorrect answers (if necessary),
I will write their findings up on the board, explaining, There is another way to say this!

The number [8] is greater than the number [5]. Which also means that [5] is less than [8].
Now, what about bigger numbers?
I will have the table groups carry all of their their yellow pieces to the center table and
gather around, assembling all of the yellow M&Ms together and adding their yellow
Skittles to the center tables pile, allowing two volunteers to each count one of the two
new piles of yellow candy. They will then tell the class how many there are total- (say its
43 yellow M&Ms and 37 yellow Skittles), and I will write this on the board: Now lets
use place value to see which number is bigger- 43 or 37?
Heres a tip: you should always start with the place furthest to the left when comparing
numbers. In this case, that would be the tens place. So for 43, we have a 4 in the tens
place, and for 37, we have a 3 in the tens place. Which value is greater- 4 or 3? (I will
explain why 4 is greater.) So 43 is greater than 37, and we know this because four
groups of ten is more than three groups of ten. (I write is greater than between the two
numbers.)
Say we put a three in the place of the four in the tens place of the 43. It would then be
33. How do we compare 33 and 37 when they both have the same number in the tens
place? Thats when we move over to the ones place and compare there. 33 has a 3 in the
ones place, and 37 has a 7 in the ones place. Which of the following is greater- 3 or 7? (I
explain why 7 is greater.) So now we would change is greater than to is less than

because by the digits in the ones place, we know that 33 is less than 37.
I will then erase the phrase between the two numbers. There is a shorter way to write
this phrase. It is a symbol that looks like this. (I will write the < symbol in the new
space). The direction it faces, however, depends on the order that two numbers are
expressed. Im going to show you a little video now about an alligator hungering for
some numbers. It should help you to remember how to decide which direction the symbol
should face depending on whether the first number is less than, greater than, or equal to
the second number. We will watch the video twice, and I will encourage the class to sing

along the second time and sing along myself.

6. Classroom Discussion: Following the video, I will reinforce the concepts and academic language
by going through a Powerpoint which simply shows one of the three symbols for each of the first
three slides, and say the proper academic phrase for each one. (For example, the equal sign slide
will show the = symbol, and while on that slide, I will say, Repeat after me: this is called the
equal sign, and it means, is equal to).
7. Academic vocabulary: As said before, I will have them explain their answer in the yellow candy
activity (example: There are more yellow Skittles than M&Ms because there are eight yellow
Skittles, and eight is more than five!) I will introduce the academic language for this concept by
writing their findings up on the board, explaining, There is another way to say this! The number
[8] is greater than the number [5]. Which also means that [5] is less than [8].

8. Assessment and Evaluation: The following slides in the Powerpoint will give the students five
more sample problems of two digit whole numbers to compare, and we will go through them
together. Two of the sample problems have a visual example of shapes being compared (For
example, one slide would contain 32 watermelon slices versus 54 lemon wedges, which portrays
the semicircle shape). I will give each student a small dry-erase board to write down each of
his/her answers of the correct symbol between the two numbers, and allow them one minute
before they have to hold up their papers and display their answers to me. This activity will allow
me to see who is grasping the concepts and who is struggling before starting the game. As will be
explained in my presentation tonight, the goal of the game is to collect as many cards as possible
by the end of the game through quickly stating the correct answer. The player with the most cards
by the end is declared the winner, so once they each have counted and stated their amount cards
after the game, I will write the two greatest values that I hear on the board and use this as another
opportunity to review the lesson. The game will ideally allow them more practice before I give
the class a quiz which will conclude the lesson.