Nicole Infantino Professor Wisnewski

EDU 341 November 29, 2016

Grade 1 Topic: Comparing Numbers Math

INSTRUCTIONAL OBJECTIVES (s) (Lesson Objective(s)*)

After an interactive lesson on comparing numbers and participating in a game like activity using
dominoes or cards, students will complete the handout Comparing Numbers using Base ten
blocks by getting completing 5 out of 10 correct.

NYS-CCLS / +NYS STANDARDS AND INDICATORS

NYS Common Core Mathematical Standards
NYS-CCLS: 1.NBT.B.3
Domain: Number and Operations in Base Ten
Cluster: Understand Place Value
Standard: Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
Indicator: This will be evident when the students compare two-digit numbers using the
three different symbols that are being discussed during the lesson.

ELA & Literacy Standard (NYS-CCLS)

Speaking and Listening: Comprehension and Collaboration (SL.1.1b)

Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups.

b. Build on others talk in conversations by responding to the comments of others through

multiple exchanges.

Indicator: This will be evident when students are forming conservations with their peers
throughout the lesson.

INSTRUCTIONAL RESOURCES
Smart Board
PowerPoint presentation
Rods
Unfix cubes
Comparing Numbers Using Base Ten Blocks assessment handout
Reference Sheet
Problem Mat
Am I George, Lizzie, or Ed? handout
You Tube Video: https://www.youtube.com/watch?v=-sdfNu9BVkQ till 1:29

MOTIVATION (Engaging the learner(s)*)

Students will listen to a song about comparing numbers.
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 DEVELOPMENTAL PROCEDURES
1. Students will listen to a song about greater than, less than, or equal to.
2. Students will make predictions about what they will be learning about in class
today. (What are we learning today?) (Why do you think that?)
3. Teacher will hand students a mat that will be used during the whole lesson that
contains one red circle and one blue circle.
4. Teacher will show students rods and unfix cubes and will briefly explain that the
rods equal 10 and the unfix cubes equals 1.
5. Teacher will pass out rods and unfix cubes to each student. Each student will have
the same amount.
6. Teacher will show the students two numbers: 22 and 11.
7. Students will make 22 and 11 using their rods and the unfix cubes on their red and
blue circle mats. (What do you notice about these two numbers?) (Which one is greater?
Which one is less?)
8. Teacher will show students two numbers: 15 and 20.
9. Students will use their rods and unfix cubes to make 15 and 20 on their red and
blue circle mats. (What do you notice about these two numbers?) (Which is one greater?
Which one is less?)
10. Teacher will show students two numbers: 33 and 33. (What do you notice about
these two numbers?)
11. Students will use their rods and unfix cubes to make 33 twice on the red circle and
blue circle on their mat.
12. Teacher will show students the sign for equal to. Teacher will talk about how we
see the equal sign for other topics in mathematics. (Where else have we seen an equal
sign?)
13. Teacher will show students the correct sign to represent greater than and less than
with the following examples; 22 and 11; 15 and 20.
14. Students will be introduced to George (represents greater than, G for greater),
Lizzie (represents less than, L for less) and the equal sign.
15. Students will be given a handout titled Am I George, Lizzie, or Ed?
16. Students will use the rods and unfix cubes and the mat they were given at the
beginning class to help them compare two digit numbers.
17. Students will have the opportunity to come to the smart board to write their
answers.
18. Students will then be given a handout to complete titled Comparing Numbers
using Base ten blocks.

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

Teacher Demonstration: The teacher will provide the students with the proper information to be
able to tell the difference between greater than, less than or equal too and when to correctly use
them.
Indicator: This will be evident when the teacher is introducing the topic of comparing
numbers by showing the students the correct signs and some examples.
Cooperative Learning: The students will work together using the rods and unfix cubes to
compare two digit numbers.
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 10/25/16
*edTPA academic language
 Indicator: This will be evident when the students are using what they learned about
comparing numbers to participate in the game like activity.
ADAPTATIONS (Exceptionality*)
The student who is a visual learner will receive all key points discussed during the lesson in a
written form so they can refer back to them.
The student who is an English Language Learner will receive their handouts and vocabulary in
their native language.
The student who profiles with grapho-motor challenges will be provided with pencil grips to help
them write their numbers and the appropriate signs.

DIFFERENTIATION OF INSTRUCTION
Struggling Students: Students will receive reference sheet to help them recognize the <, >, and =
symbols with pictures.
Average Students: Students will receive a reference sheet with no pictures just the <, >, and =
symbols.
Advanced Students: Students will not receive a reference sheet.
ASSESSMENT (artifacts* and assessment [formal & informal]*)
Students will be asked to fill in the handout titled Comparing Numbers using Base ten blocks
INDEPENDENT PRACTICE
Following the lesson, students will be given a handout titled Find Me to complete for
homework.
FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC
ENRICHMENT
Direct Teacher Intervention: The student, under direct intervention of the teacher, will have to fill
in the blanks with the correct symbol.
Academic Enrichment: Students will be given a certain amount objects they see in everyday life
like pencils, crayons, markers, and others. Students will have to determine the quantities of each
and if it is greater than, less than, or equal to.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language
 REFERENCES

New York State P-12 Common Core Learning Standards for ... (n.d.). Retrieved November 14,

2016, from

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf

This kids' educational game. (n.d.). Retrieved November 14, 2016, from

http://www.abcya.com/comparing_number_values_jr.htm

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 10/25/16
*edTPA academic language