Name: Taylor Newton

Grade: Second Date: 10/4/18

Unit: Math Unit 1, Lesson 11 Lesson Title: Comparing Numbers
Time Duration: 50 Minutes
Content Standard Alignment:

2.NBT.3, 2.NBT.4
Children write and compare numbers.
2.OA.2, 2.NBT.4, 2.MD.8, SMP2, SMP6
Children review relation symbols and use them to compare numbers, coin
amounts, and expressions.

Lesson Objectives/Instructional Outcomes:

1. Students will be able to write and compare numbers.

2. Students will be able to add and subtract within 20.
3. Students will be able to work with the concept money.

Instructional Materials/Resources:

1. The smart board

2. The students math journals
3. Pencils
4. Relevant math packets
5. Scrolls
6. Roll a Number Model game sheet and dice
7. Real coins
Methods and Instructional Strategies
Anticipated Student Misconceptions:

Students believe that the number that’s ‘greater than’ the opposing number
will always be on the left side whereas the number that’s ‘less than’ will
always be on the right when looking at relation symbols.
Concept Prerequisites:

1. Students will already know that some numbers are bigger or smaller than
others.
2. Students will already know the worth of a penny, nickel, dime, and
quarter.
Introduction- I will begin the lesson by having the students’ transition
Anticipatory Set: to the carpet after read aloud time. I will instruct my
paper passers to pass out the math journals and for each
student to get out their math workshop folders prior to
coming to the carpet. (I will have Group One take their
math journals and pencils to the carpet with them as I
will be keeping them on the carpet to work more closely
with me after my whole group instruction.) Once the
students are all at the carpet, I will then hook them into
the lesson. I will hook the students by telling them to put
their mathematician hats on as we get ready for math
workshop today. I will say: “Okay, mathematicians! I am
going to give you a hint as to what we’re going to be
working on today…. Think alligators chomping on…
money and more!”
Instructional 1. To begin the lesson, I will instruct the students’
Activities: attention to the smartboard where I will have the first
slide shown: The first slide will show a picture of an
alligator in between the numbers 5 and 2, and eating
the number 5. I will begin by asking the students
what this is a picture of, and what it means. I will
them move further down the slide where it shows
another example of a comparison problem. Here I
will give some helpful hints in determining how to
represent ‘greater than’ and ‘less than.’ I will say:
“The point on the two lines of the symbol will
always point to the smaller number! Does that makes
sense?” I will then show an example of this.
2. I will then move to the second slide where it shows
comparison problems but using cents as the
quantities. I will have a discussion with the students
as we work through these comparison problems
together.
3. On the next slide it will show another comparison
problem using cents; however this time it only shows
the coins, not their amounts. The students and I will
have to determine the amount of cents for each
comparison problem in order to determine which side
is greater than the other. I will be looking for student
thinking here as the students’ will guide the
instruction on this slide.
4. On the next slide there will be addition and
subtraction problems that must be solved in order to
determine which value is greater than, less than or
equal to the other value. I will ask the students to
guide me through these problems as well.
5. Once the students and I have worked through the
slides on the smartboard. I will review the next phase
in the lesson. I will say: “Ok, students. Now that
we’ve talked more about the concepts for today, you
get to continue building your skills as
mathematicians. I’m going to keep Group One at the
carpet with me, however, the rest of my groups can
now go off and begin working on the math journal
for today, then the math box, and then you can play
our fabulous game: Roll a Number Model OR work
on your scrolls because by now I’m sure you are all
experts at that game! If you have finished the math
Wrap Up- To end the lesson, I will have the students give me five
Synthesis/ and eye contact. I will then say: “Alright, I loved how
Closure: math workshop went today. I really feel like we’re all
growing as mathematicians, don’t you? Now, when you
hear the music, you are going to carefully put your math
journals away, dice in the designated bin (I will have that
out and ready on the counter for them), math workshop
folders away, and then you may begin afternoon jobs!
Any work that is done can be turned in to the completed
work tub, any unfinished work aside from scrolls and
math packets can be put back in your work in progress
folders. Wonderful job today!”

Transition(s):

I will play the music (see wrap-up for more detail) which transitions them to
the next phase of the day which is afternoon jobs, in this case. Once the
students have finished their afternoon jobs, I will decide who gets the love
notes for the day and then have the students pack their bags and get ready for
dismissal.
Differentiation According to Student Needs:

Because my students are unique and learn in different ways, I will

differentiate my instruction in several ways. I will differentiate my instruction
for the students who need extra support in math by working with them for a
longer period of time, and in a small group setting by doing the math journal
page and the math box together. I will also provide those students with real
coins to use while working on the math journal and math box. In having
something tangible to manipulate and use as a tool, I believe that the students
will benefit from this immensely. For the students that excel in math, I will
not to the math journal page and math box with them and they will receive a
math packet that is more advanced in its content so that once the students
finish the necessary work for math workshop, (which they will, and at a quick
pace) they can then begin working on their math packets. The students who
are higher in math can also use two die for the ‘roll a number model’ game
which would allow them to be working on multi-digit addition and
subtraction whereas the other students will only be rolling one die to give
them single digit addition and subtraction problems to solve.

Assessment (Formative and Summative):

I will be formatively assessing my students throughout my whole group

instruction based off of their responses to my prompts and questions and I
will also ask the students to give me a thumbs up or thumbs down if the
content makes sense or not. I will also formatively assess my students as I
circulate around the room observing their work and asking questions so that
they share their thinking.

Personal reflection on the lesson:

I will reflect on my performance throughout this lesson and whether or

not the students came to a level of understanding in regards to the
material.