Name: Jennifer Thornton

Date: March 27, 2016

Lesson Number: 1 2 3
Grade Level: K1 2 3 4 5 6

Objectives (Learning Goals)

Arizona Art Standards
Strand 1: Create, Concept 1: Creative Process: PO 203. Develop plans for his or her
own artwork, (e.g., sketches, models, and notes).
Strand 1: Create, Concept 2: Materials, Tools, and Techniques: PO 202.
Demonstrate purposeful use of materials, tools, and techniques in his or her own
artwork.

Other Arizona Standards (Interdisciplinary)

Arizona Math Standard
Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of
comparisons (2.NBT.A.4).
Arizona Reading Literature Standard
Describe how characters in a story respond to major events and challenges
(2.RL.3).

Required Background Information (What should they know before they begin?)
Students should know how to determine what number is greater than, less than, or
equal to when examining two three- and four- digit numbers. They should also
know what symbol represents greater than (>), what symbol represents less than
(<), and what symbol represents equal to (=).
Students need to understand and be able to identify the ones place, tens place,
hundreds place, and thousands place.
Students should know the definition of model or representation.
Students should also understand the meaning of character conflict and resolution.

Materials and Supplies

 Popsicle Sticks (two sets of Googly eyes (4 per student)
two attached with teeth made Pom pom balls (optional)
out of white cardstock and two o 6 per student
separate popsicle sticks with
Ziplocs (to store alligators)
attached teeth per student)
Digit Cards (0-9):
White Glue (Not a glue stick)
o 4 sets per group
Scissors
Comparison Mats:
Drawing materials (markers,
o 1 per group
colored pencils, crayons, etc.)
or paint (if using paint, you will Alligator Math Worksheet
also need paintbrushes and paper o 1 per student
cups to put the paint in)
Introduction (Hook/ Bell Work)
Read: Alfie the Alligator: A Teaching Rhyme about Comparing Numbers by Sandy
Turley about an alligator named Alfie who goes on a journey to find the largest
numbers
Ask students what Alfies challenge was and how he overcame it
o Inform students, When you have the same challenge as Alfie and dont
know what sign to use, you can overcome that challenge just like Alfie
did.

Success Criteria (SWBAT) Based on Objectives in "kid-friendly" language

SWBAT develop a plan for how they want their alligators to look and accomplish
their plan by creating a model of an alligators mouth.
SWBAT use art materials properly.
SWBAT compare two three- and four-digit numbers using alligators made out of
popsicle sticks to determine if a number is greater than, less than or equal to.
SWBAT discuss how a character overcomes their challenges in a story.
Vocabulary
 Greater Than Model
Less Than Representation
Equal To Conflict
Compare Resolution
Explaining and Modeling:
Instruction (I Do)
1. Teacher will have various examples of the math alligators available to show
the students. (This is not to take the students creativity away, but to show them
what the finished product will look like). Have one example of a greater than
alligator, one example of a less than alligator, and one example of an equal to
alligator.
2. Teacher will explain the expectations for students during their independent
work time as they decorate their alligators (voice level should be at a two; you
are to stay in your seat the entire time, etc.).
3. Teacher will distribute a Ziploc to each student containing two attached
alligator mouths (with the teeth and googly eye already attached due to time
constraints).
4. Teacher will direct students attention to the supply table and remind students
to be respectful of the materials. Possible reminders: these materials are only
to be used on your popsicle sticks, not each other; keep the materials at your
desk until it is time to clean updo not throw materials across the room, etc.).

Practice (We Do)

Teacher will ask the students Do our alligators need to open the exact same way
if we are trying to create a greater than and less than alligator?
Once students have finished creating their alligators, the teacher will write two
three-digit numbers on the board and have the students think about which number
is bigger. Then ask a student to raise their hand and tell the teacher which number
Alfie the Alligator should eat. Once a student correctly answers, take whatever
alligator is needed and place that between the two numbers, showing students
how they will use their alligators once they are created.
Teacher will then write a four-digit number on the board and have a student come
up to the board and use their alligator to show the class which number is greater.
Teacher will then introduce the worksheet and explain that students will work
with a partner to determine which sign (>, <, =) makes the math sentence true
using place value mats. Teacher will work through the first problem on the
worksheet with the class using the place value mats and alligators.

Independent Practice, Assessment, and Feedback:

Independent Work (You Do)
Allow students 15 minutes to make their three alligators. Give time warnings to
pace the students. They will use the art supplies to be creative in making their
alligators. They are allowed to design them however they would like as long as
they have a greater than, less than, and equal to alligator.
Students will then work with a partner to put their alligators to use.

Conclusion (Wrap Up/ Exit Ticket)

As students finish creating their alligators, they will be given a laminated mat
made out of construction paper with three boxes, a circle in the middle, and three
more boxes. They will also be given two sets of digit cards with the numbers 0-9
on them. They will have an alligator themed worksheet with greater than, less
 than, or equal to problems on it, and have to make the numbers on the sheet with
the digit cards on their laminated mat. Then they will use their alligators to
determine if the number on the left of the circle is greater than, less than or equal
to the number on the right. Once they determine the answer, they will fill in the
circle on their worksheet with >, < or =.
Example Mat:

Worksheet:

Notes to Self
Walk around groups as students are making their alligators to ensure proper
construction
Remind students of expectations before and during the lesson
Ensure that independent work time does not get out of hand and that students are
staying in their seats and staying focused on their art design
Remind students that first you compare the left-most place value first, if they are
the same, then you move on to the next place value to the right, and so on until
you are able to determine which number is greater than, less than, or equal too
o Example: When comparing the numbers 2,304 and 2,302, the first three
place values are the same. Make sure students understand that first they
would compare the thousands place, then compare the hundreds place
because the numbers are the same, then the tens, and then the ones.
Please Consider
If students finish early, have them create their own two three- and four-digit
numbers with their partner using their mat and alligators to compare the two
numbers. They can also use their whiteboards to create mathematical comparisons
without the aide of the place value mat.
 Groups of 2 will work together using the comparison mat and worksheet
o Students may choose groups, but adjustments made need to be made
Common misconceptions students might have
Students may think that you examine the ones place first when comparing two
numbers instead of looking at the thousands place, hundreds place, then the tens
place, and then the ones place.
Students may think that alligators can only be green. Explain to them that art is a
way of being creative and expressing themselves.
How you will gather evidence of learning?
Grade the worksheet given to students in the wrap-up and assess whether or not
their knowledge of greater than, less than or equal to has improved by using the
alligators as a representation of >, < or = .
What interdisciplinary activities will be embedded in your lesson?
Using creativity to design alligators to compare two three- and four-digit
numbers
This lesson incorporates both Art Visual Standards and Common Core Math
Standards. It also includes a Reading Standard, as students will discuss Alfies
conflict and solution to that conflict. They will be using both math vocabulary for
their activity and reading vocabulary for their discussion of the read aloud.
Students will also use art language to understand that models can be used as a
representation for something else.