Using Place Value to Compare – Lesson 1

Date & Time: February 19, 2019 – 11:50 AM-12:50 PM

Subject: Mathematics

Central Focus:
This lesson segment is being taught to a first-grade class to solidify their understanding of
comparing two-digit numbers using knowledge of place value. The segment supports
students in the development of strong number sense and an awareness of the conventions
of number sentences, both of which are a basis of the mathematics education throughout
the rest of their lives. This lesson is the first in a series of three. This lesson supports
students in developing a conceptual understanding of the ways in which numbers of tens
and ones change as numbers increase. The following lesson will teach students how to
write these number comparisons with the standard syntax of number sentences. The final
lesson will give students the chance to explain and justify their number sentences.

Common Core State Standards:

• 1NBT.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 <.

Objectives:
• By the end of the teaching portion of the lesson, students will be able to identify patterns
in how the amounts of tens and ones change as two-digit numbers become progressively
larger.
• By the end of the lesson, when given two base-ten pictorial representations, students will
be able to identify which picture represents a larger value, with 80% accuracy.

Instructional Resources and Materials:

• Instructional Material 1.1: large hundreds chart with removable numbers
• Instructional Material 1.2: laminated cards showing numbers 1-100 with base-ten blocks
• Instructional Material 1.3: “Which is Greater?” Smart-notebook document
• Instructional Material 1.4: “Which is Greater?” activity sheets
• Instructional Material 1.5: “Reflecting on Our Learning” Smart-notebook document
• Other materials: whiteboard and marker, magnets, pencils, colored-pencils or crayons,
Smartboard connected to computer and projector, optional manipulatives (number lines,
counters, base-ten blocks, etc.)

Instructional Strategies: Learning Tasks:

Introduction (10 minutes) Introduction (10 minutes)

1. I will remind students that the past few
weeks we have been working on place-
value, and breaking numbers into tens and
ones.
2. I will tell students that this week we are
going to use what we know about place
value to compare numbers.
1. Students will begin the lesson in the
whole-group area at the front of the room.
2. Students will recall that the past few
weeks we have been working on place-
value, and breaking numbers into tens and
ones.
3. I will ask students what it means to
compare. I will also ask for examples of
times when they compare things at home
or at school.
4. I will spontaneously build off of these
comments and experiences as appropriate
to further children’s understanding about
what it means to compare.
5. I will explain that when we compare
numbers, we compare their value or
worth. We talk about which number is
bigger or smaller.
6. I will explain that before we start
comparing numbers today, we are going
to build a giant hundreds chart out of tens
and ones so that we can see what all the
numbers look like – the smaller numbers
and the bigger numbers.
Teaching the Content (20 minutes)
7. I will lay out the giant hundreds chart on
the floor.
8. I will show students the cards that have
different amounts of tens and ones on
them. I will explain that I have one card
that shows each number from 1-100, and
that we are going to work together to put
all the cards where they belong on the
hundreds chart.
9. I will briefly review expectations about
how to work together on a task.
10. I will hand out five cards to each student
(appropriate for that particular student) to
place on the hundreds chart.
11. Once the chart is finished, I will ask the
students to sit around the chart in a circle.
12. I will ask the students what they notice
about the chart – patterns or other
observations.
13. I will spontaneously build off of these
comments and observations as appropriate
to further children’s understanding about
patterns in how the amounts of tens and
ones change as two-digit numbers become
progressively larger.
3. Students will recognize that the purpose
of math this week is to use what we know
about place value to compare numbers.
4. Students will share what they know about
what it means to compare as well as
examples of things they compare at home
or at school.
5. Students will integrate this prior
knowledge with the new awareness that
when we compare numbers, we compare
their value or worth and we talk about
which number is bigger or smaller.
6. Students will hear that the goal for the
next activity is to build a giant hundreds
chart out of tens and ones so that we can
see what all the numbers look like – the
smaller numbers and the bigger numbers.
Teaching the Content (20 minutes)
7. Students will form a circle around the
hundreds chart on the floor.
8. Students will view the cards and observe
that they have different amounts of tens
and ones on them. They will hear that
there is one card showing each number
from 1-100.
9. Students will hear that we are going to
work together to put all the cards where
they belong on the hundreds chart.
10. Students will consider appropriate
behaviors for working together on a task.
11. Each student will receive five cards
(appropriate for them) to place on the
hundreds chart.
12. Each student will study their own cards to
determine what number it represents.
They will place each card on the correct
spot on the hundreds chart.
13. Once the chart is finished, students will sit
around the chart in a circle.
14. Students will share what they notice about
the chart with the rest of the class –
patterns or other observations.
 14. I will record our observations on the board 15. Students will listen as I build off their
at the front of the room. comments, and watch as I record our
observations on the board.

Learning Tasks & Practice (20 minutes)
15. I will explain that now we are going to
practice deciding which base-ten picture,
out of two, shows a bigger value.
16. I will show the “Which is Greater?”
document on the Smartboard.
17. I will read the directions and explicitly
teach what the word “greater” means in
the context of comparing numbers.
18. I will call up one student to answer each
question by dragging the appropriate
graphic to the larger base-ten
representation.
19. I will explain to students that there are
three different paper versions of this
activity – superhero, baseball player, or
gymnast – and they can choose whichever
is their favorite to try on their own.
20. I will pass out the “Which is Greater?”
activity sheets and give students time to
work.
Learning Tasks & Practice (20 minutes)
16. Students will hear that the goal for the
next activity is to look at two base-ten
pictures and determine which shows a
bigger value.
17. Students will read and hear the directions
for the “Which is Greater?” activity on the
Smartboard.
18. Students will hear the meaning of the
word “greater” in the context of
comparing numbers.
19. Students will answer the questions on the
Smartboard by dragging the appropriate
graphic to the larger base-ten
representation.
20. Students will choose which paper version
of this activity they want to try on their
own: superhero, baseball player, or
gymnast.
21. Students will work individually on the
activity sheet they choose.

Closing & Reflection (10 minutes)
21. I will ask students to return to the rug.
22. I will lead a whole-group discussion about
what we learned today. I will write in red
to make a list on the “Reflecting on Our
Learning” Smartboard document.
Closing & Reflection (10 minutes)
22. Students will turn in their activity sheet
when they are done.
23. Students will return to the whole-group
area at the front of the room.
24. Students will discuss as a whole-group
what they learned today.
25. Students will watch as I write a list of the
what we have learned today on the
Smartboard.

Assessment:
• Assessment 1.1: While students are sharing their observations about the hundreds chart
during the teaching portion of the lesson, I will informally observe the accuracy,
difficulty, and frequency of students’ comments to assess mastery of the first lesson
objective. I will take any necessary notes in the chart included in Assessment 1.1.
• Assessment 1.2: After the lesson, I will use the answer key and score sheet included in
Assessment 1.2 to evaluate students’ activity sheets and assess their mastery of the
second lesson objective.
Accommodations:
• Student with speech and cerebral palsy (severe need)...
o He always has a special floor seat available to sit in.
o For the base-ten chart building activity, I will provide him with cards that mostly
show numbers with small amount of tens and ones. I will also provide him with
all cards that are close to an outside edge of the chart so they are physically easy
to get to.
o The one-on-one aide or I will highlight the pictures of tens and ones blocks in
different colors to help delineate between them more clearly.
o The one-on-one aide will provide extra prompts and assistance during the “Which
is Greater?” activity sheet.
• Student with cerebral palsy (moderate need)…
o The aide or I will provide extra prompts to follow teacher directions.
o The aide or I will check in periodically during the “Which is Greater” activity
sheet work to provide assistance if needed.
• Student with bridging English proficiency…
o I will explain difficult multiple-meaning words and phrases if they arise.
• Students with undiagnosed social-emotional need…
o I will give extra time and verbal prompts for transitions between activities.
o I will model positive self-talk throughout the lesson.
o I will call on them to come up to the Smartboard for the “Which is Greater?”
Smartboard activity.
o If either is experiencing overwhelming frustration during the lesson, I will allow
them to spend time in the calming center and allow them to complete parts of the
activities at a later time.
• Students receiving RTI in math…
o I will check in periodically during work time on the “Which is Greater” activity
sheet to provide assistance and scaffolding as needed.
o I will model counting strategies during whole-group work.
o I will remind students they always have access to number lines and other counting
tools during work time if needed.
• Students receiving RTI in reading…
o I will read, reread, and summarize all written directions and questions aloud.

References:
National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics. Washington,
D.C.: National Governors Association Center for Best Practices, Council of Chief
State School Officers. Retrieved from http://www.corestandards.org/Math/
 Using Place Value to Compare – Lesson 2
Date & Time: February 20, 2019 – 11:50 AM-12:50 PM
Subject: Mathematics

Central Focus:
This lesson segment is being taught to a first-grade class to solidify their understanding of
comparing two-digit numbers using knowledge of place value. The segment supports
students in the development of strong number sense and an awareness of the conventions
of number sentences, both of which are a basis of the mathematics education throughout
the rest of their lives. This lesson is the second in a series of three. The first lesson
supported students in developing a conceptual understanding of the ways in which
numbers of tens and ones change as numbers increase. This lesson will teach students
how to write these number comparisons with the standard syntax of number sentences.
The final lesson will give students the chance to explain and justify their number
sentences.

Common Core State Standards:

• 1NBT.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 <.

Objectives:
• By the end of the lesson, when given two two-digit numbers, students will be able to
correctly complete the number sentence with a greater than, less than, or equal to
symbol, with 90% accuracy.

Instructional Resources and Materials:

• Instructional Material 1.1 & 1.2: hundreds chart completed with cards (from Lesson 1)
• Instructional Material 2.1: Equal, Greater Than, and Less Than posters
• Instructional Material 2.2: “Comparing Numbers with Symbols” activity sheets
• Instructional Material 1.5: “Reflecting on Our Learning” Smart-notebook document
(from Lesson 1)
• Other materials: whiteboard and marker, magnets, pencils, Smartboard connected to
computer and projector, optional manipulatives (number lines, counters, base-ten blocks,
etc.)

Instructional Strategies: Learning Tasks:

Introduction (5 minutes) Introduction (5 minutes)

1. I will remind students that this week we
are using what we know about place value
to compare numbers.
2. I will ask students to remind us what it
means to compare numbers.
3. I will explain that yesterday we practiced
figuring out which number was greater,
1. Students will begin the lesson in the
whole-group area at the front of the room.
2. Students will recall that the purpose of
math this week is to use what we know
about place value to compare numbers.
3. Students will review what it means to
compare numbers.
 and today we are going to learn to write
number sentences about it.
Teaching the Content (15 minutes)
4. I will explain that one type of number
sentence is an equation with an equal sign.
5. I will give an example of this type of
number sentence on the board. (4+2=6)
6. I will talk about how an equal sign
compares one side to the other side, and
an equal sign means that one side “is the
same as” or “is equal to” the other side.
7. I will show the equal sign poster and use
it to build a number sentence on the board
with some of the number cards from
yesterday’s base-ten chart.
8. I will explain that we read number
sentences in the same direction we read
word sentences. I will model how to read
the number sentence from left to right.
9. I will explain that another type of number
sentence is when the sides are not equal or
balanced, so we cannot put an equal sign
there. Instead we use one of these symbols
in this type of number sentence.
10. I will show the greater than and less than
posters and read what each sign means.
11. I will put two number cards from
yesterday’s base-ten chart on the board
where the number on the left is greater.
12. I will explain how I know which number
is bigger, based on tens or ones.
13. I will model that when we read it left to
right, the first number is greater than the
second number, and I will move the
correct sign there.
14. I will point out how the sign opens up to
the bigger number.
15. I will show students how to open their
arms to gesture toward the bigger number,
similarly to how the sign does.
4. Students will recall that yesterday we
practiced figuring out which number was
greater.
5. Students will hear that the purpose of
today’s lesson is to learn to write number
sentences about it.
Teaching the Content (15 minutes)
6. Students will connect new knowledge
about what a number sentence is with
their prior knowledge about equations
with equal signs.
7. Students will recall that equal signs are
used when the equation is “balanced”, or
when one side “is the same as” the other
side.
8. Students will watch as I model how to
build a number sentence with an equal
sign. Students will listen as I model how
to read it.
9. Students will make connections across
subject-areas as they realize that we
always read number sentences in the same
direction (left to right) that we read word
sentences.
10. Students will realize that unlike equations
with equal signs, some number sentences
are not balanced.
11. Students will view the greater than and
less than posters and hear what each sign
means.
12. Students will help me decide which of two
numbers represents a larger value (the
first number) and why.
13. Students will help me complete the
inequality with a greater than symbol and
listen as I model how to read it.
14. Students will observe how the sign opens
up to the bigger number; it does not point
to the bigger number like an arrow.
15. Students will open their arms to gesture
toward the bigger number, similarly to
how the sign does.
16. Students will help me decide which of two
numbers represents a larger value (the
second number) and why.
16. I will point out that lots of times, people
think it is like an arrow that points to the
bigger number, but it is not like an arrow;
it opens to the bigger number.
17. I will put two number cards from
yesterday’s base-ten chart on the board
where the number on the right is greater.
18. I will explain how I know which number
is bigger, based on tens or ones.
19. I will model that when we read it left to
right, the first number is less than the
second number, and I will move the
correct sign there.
20. I will point out how just like before, the
sign opens up to the bigger number.
21. I will again show students how to open
their arms to gesture toward the bigger
number, similar to how the sign does.
Learning Tasks & Practice (30 minutes)
22. I will continue choosing pairs of numbers
from yesterday’s hundreds chart and
modeling how to know which number is
bigger, how to choose which way my sign
goes, and how to read it. I will use sound
effects and have the students use motions
to model the meaning of the inequality
signs each time.
23. I will gradually include more student
participation as they acquire the skills.
24. Once students are ready, I will explain
that now they are going to have a chance
to practice writing number sentences
themselves.
25. I will show them the number sentence
writing sheet and explain the directions.
26. I will give them time to work.
Closing & Reflection (10 minutes)
27. I will ask students to return to the rug.
28. I will lead a whole-group discussion about
what we learned today. I will write in blue
to add to, delete from, or revise our list on
the “Reflecting on Our Learning”
Smartboard document.
17. Students will help me complete the
inequality with a less than symbol and
listen as I model how to read it.
18. Students will observe how, again, the sign
opens up to the bigger number; it does not
point to the bigger number like an arrow.
19. Students will again open their arms to
gesture toward the bigger number,
similarly to how the sign does.
Learning Tasks & Practice (30 minutes)
20. Students will help me continue to choose
pairs of numbers from yesterday’s
hundreds chart.
21. As students begin to acquire the skills,
they will increasingly help me model how
to know which number is bigger, choose
which way the sign goes, and determine
how to read it.
22. Students will help me use sound effects as
well as motions to model the meaning of
the inequality signs each time.
23. Once students are ready, they will view
the number sentence writing sheet and
check for their own understanding of the
directions.
24. Students will work individually on their
number sentence writing sheet.
Closing & Reflection (10 minutes)
26. Students will turn in their activity sheet
when they are done.
27. Students will return to the whole-group
area at the front of the room.
28. Students will discuss as a whole-group
what they learned today.
 29. Students will watch as I add to, delete
from, and revise our list of what we have
learned this week.

Assessment:
• Assessment 2.1: After the lesson, I will use the answer key and score sheet included in
Assessment 2.1 to evaluate students’ “Comparing Numbers with Symbols” activity sheets
and assess their mastery of the lesson objective.

Accommodations:
• Student with speech and cerebral palsy (severe need)...
o He always has a special floor seat available to sit in.
o The one-on-one aide or I will highlight the pictures of tens and ones blocks in
different colors to help delineate between them more clearly.
o The one-on-one aide will provide extra prompts and assistance during the
“Comparing Numbers with Symbols” activity sheet.
• Student with cerebral palsy (moderate need)…
o The aide or I will provide extra prompts to follow teacher directions.
o The aide or I will check in periodically during the “Comparing Numbers with
Symbols” activity sheet work to provide assistance if needed.
• Student with bridging English proficiency…
o I will explain difficult multiple-meaning words and phrases if they arise.
• Students with undiagnosed social-emotional need…
o I will give extra time and verbal prompts for transitions between activities.
o I will model positive self-talk throughout the lesson.
o If either is experiencing overwhelming frustration during the lesson, I will allow
them to spend time in the calming center and allow them to complete parts of the
activities at a later time.
• Students receiving RTI in math…
o I will check in periodically during work time on the “Comparing Numbers with
Symbols” activity sheet to provide assistance and scaffolding as needed.
o I will model counting strategies during whole-group work.
o I will remind students they always have access to number lines and other counting
tools during work time if needed.
• Students receiving RTI in reading…
o I will read, reread, and summarize all written directions and questions aloud.

References:
National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics. Washington,
D.C.: National Governors Association Center for Best Practices, Council of Chief
State School Officers. Retrieved from http://www.corestandards.org/Math/
 Using Place Value to Compare – Lesson 3
Date & Time: February 21, 2019 – 12:40 PM-1:40 PM
Subject: Mathematics

Central Focus:
This lesson segment is being taught to a first-grade class to solidify their understanding of
comparing two-digit numbers using knowledge of place value. The segment supports
students in the development of strong number sense and an awareness of the conventions
of number sentences, both of which are a basis of the mathematics education throughout
the rest of their lives. This lesson is the third in a series of three. The first lesson
supported students in developing a conceptual understanding of the ways in which
numbers of tens and ones change as numbers increase. The second lesson taught students
how to write these number comparisons with the standard syntax of number sentences.
This lesson will give students the chance to explain and justify their number sentences.

Common Core State Standards:

• 1NBT.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 <.

Objectives:
• By the end of the lesson, when given two two-digit numbers, students will be able to
correctly complete the number sentence with a greater than, less than, or equal to
symbol, with 100% accuracy.
• By the end of the lesson, students will be able to correctly read number sentences aloud
using the phrases greater than, less than, equals, or equal to, with 80% accuracy.
• By the end of the lesson, students will be able to explain why their number sentence is
correct with reference to tens and/or ones.

Instructional Resources and Materials:

• Instructional Material 2.1: Equal, Greater Than, and Less Than posters (from Lesson 2)
• Instructional Material 3.1: 2 personal whiteboards with magnetic clips and construction
paper covering half of each board, and dry erase marker
• Instructional Material 3.2: “Talk About COMPARING! Directions” electronic document
• Instructional Material 3.3: “Talk About COMPARING!” Seesaw activity (created and
assigned on Seesaw prior to the lesson)
• Instructional Material 3.4: “Talk About COMPARING!” accommodation sheet
• Instructional Material 3.5: Post-it notes with partners’ names written on them and a
special mark denoting pairs that need closer monitoring during the activity
• Instructional Material 1.5: “Reflecting on Our Learning” Smart-notebook document
(from Lessons 1 and 2)
• Other materials: student Chromebooks, magnets, Smartboard connected to computer and
projector, optional manipulatives (number lines, counters, base-ten blocks, etc.)

Instructional Strategies: Learning Tasks:

Introduction (5 minutes) Introduction (5 minutes)

1. I will remind students that this week we
are using what we know about place value
to compare numbers.
2. I will explain that yesterday we learned
how to write number sentences to
compare numbers, but today we are going
to play a tricky game where we will really
have to use what we know about place
value in order to write our number
sentences.
Teaching the Content (20 minutes)
3. I will explain that we are going to play a
game called “Mystery Numbers.”
4. I will write the first two numbers on the
individual whiteboards, cover the ones
digits of each number with a half piece of
construction paper, and put the two
individual whiteboards on the front wall.
5. I will explain that if they think the two-
digit number on the right is going to be
greater, they should stand at the right side
of the classroom; if they think the two-
digit number on the left is going to be
greater, they should stand at the left side
of the classroom; if they think there is not
enough information to decide, they should
stand in the middle of the classroom.
6. I will ask a few students to explain why
they stood in the spot they did.
7. I will model an explanation of how we
can tell which number is bigger just by
looking at the tens place, even if the ones
are covered up.
8. I will remove the notecards covering the
ones digits to reveal the full two-digit
numbers on the board.
9. I will model how to write, read, and
justify the number sentence. (For
example, “43 is greater than 39, because it
has more tens.”)
10. I will repeat steps 5-10 with the whole
group with several different pairs of two-
digit numbers. For the first few, I will
1. Students will begin the lesson in the
whole-group area at the front of the room.
2. Students will recall that the purpose of
math this week is to use what we know
about place value to compare numbers.
3. Students will recall that yesterday we
learned how to write number sentences to
compare numbers. Students will hear that
today we are going to play a tricky game
that will really require us to use what we
know about place value in order to write
our number sentences.
Teaching the Content (20 minutes)
4. Students will get excited to play a game
called “Mystery Numbers.”
5. Students will view two two-digit numbers
with the ones places covered. They will
use what they know about place value to
deduce which two-digit number is greater.
6. Students will walk to the right side of the
classroom if they believe the two-digit
number on the right side of the board is
greater. Students will walk to the left side
of the classroom if they believe the two-
digit number on the left side of the board
is greater. Students will stay standing in
the middle of the classroom if they
believe there is not enough information
provide to decide.
7. Students will reason about how they came
to the conclusion they did. Several
students will share their reasoning aloud.
8. Students will hear a teacher-modeled
explanation of how we can tell which
number is bigger just by looking at the
tens place, even if the ones are covered.
9. Students will observe the numbers as the
ones digits are uncovered. They will
analyze the full two-digit numbers.
10. Students will redetermine which number
is the greater number in order to self-
check their original hypothesis.
11. Students will watch the teacher model the
written inequality and hear the teacher
model how to read and justify it aloud.
 cover the ones digit and choose numbers
with different amounts of tens; then I will
also present some with the same amounts
of tens.
Learning Tasks & Practice (25 minutes)
11. I will show the “Talk About
COMPARING! Directions” document on
the board and I will explain that we are
going to be completing this activity on our
Chromebooks.
12. I will explain to students that in order to
find the assignment, they must go to
Seesaw, go to Activities, and look for the
“Talk About COMPARING!”
13. On the Smartboard, I will display and
explain the directions for completing the
activity. I will summarize the directions as
follows:
a. Draw in the symbols.
b. Practice reading and explaining
with your partner.
c. Record yourself.
14. I will then assign students to their partners
for the activity and instruct students to get
their Chromebooks and begin.
15. As students work on their Chromebook
activity, I will move around the room to
answer questions and scaffold students as
appropriate. I will specifically check in
with the students that have showed
significant gaps in understanding on the
previous days’ assessments.
Closing & Reflection (10 minutes)
29. I will ask students to return to the rug.
30. I will lead a whole-group discussion about
what we learned today and throughout the
entire segment. I will write in green to add
to, delete from, or revise our list on the
“Reflecting on Our Learning” Smartboard
document.
12. Students will repeat steps 7-16 with each
new pair of two-digit numbers. They will
discover that it is possible to determine
which two-digit number is greater based
on the number of tens alone, as long as
they have different numbers of tens.
Learning Tasks & Practice (25 minutes)
13. Students will hear the directions for the
“Talk About COMPARING!”
Chromebook activity. They will self-
assess for comprehension of the directions
and ask clarifying questions as needed.
14. Students will find their assigned partner,
get their Chromebooks from the cart, and
agree on a place to sit in the room.
15. Students will log on to their Chromebooks
and go on their Seesaw account.
16. Students will go to the Activities tab and
locate the “Talk About COMPARING!”
assignment.
17. Students will click to start the activity.
18. Students will use the drawing tool to draw
the correct symbols in the circles to
compare the numbers.
19. Students will check their answers with
their partner.
20. With a partner, students will practice
reading the number sentences and
justifying them with reasoning based on
numbers of tens and ones.
21. When they are ready, each student will
individually record themselves reading
and justifying each number sentence.
22. Students will submit the assignment.
Closing & Reflection (10 minutes)
30. Students will return to the whole-group
area at the front of the room.
31. Students will discuss as a whole-group
what they learned today and throughout
the entire segment.
32. Students will watch as I add to, delete
from, and revise our list of what we have
learned this week.
Assessment:
• Assessment 3.1: After the lesson, I will use the answer key and score sheet included in
Assessment 3.1 to evaluate the written component of students’ “Talk About
COMPARING!” activity and assess their mastery of the first lesson objective.
• Assessment 3.2: After the lesson, I will use the rubric included in Assessment 3.2 to
evaluate the spoken component of students’ “Talk About COMPARING!” activity and
assess their mastery of the second and third lesson objectives.

Accommodations:
• Student with speech and cerebral palsy (severe need)...
o He always has a special floor seat available to sit in.
o I will provide a written list of ways to justify the number sentences on the “Talk
About COMPARING!” Seesaw activity in a multiple-choice format for him to
choose from, highlight, and read directly from. The one-on-one aide will provide
extra prompts and assistance during this activity as well.
• Student with cerebral palsy (moderate need)…
o The aide or I will provide extra prompts to follow teacher directions.
o The aide or I will check in periodically during work time on the “Talk About
COMPARING!” activity sheet to provide assistance if needed.
• Student with bridging English proficiency…
o I will explain difficult multiple-meaning words and phrases if they arise.
• Students with undiagnosed social-emotional need…
o I will give extra time and verbal prompts for transitions between activities.
o I will model positive self-talk throughout the lesson.
o If either is experiencing overwhelming frustration during the lesson, I will allow
them to spend time in the calming center and allow them to complete parts of the
activities at a later time.
• Students receiving RTI in math…
o I will check in periodically during work time on the “Talk About COMPARING!”
activity to provide assistance and scaffolding as needed.
o I will model counting strategies during whole-group work.
o I will remind students they always have access to number lines and other counting
tools during work time if needed.
• Students receiving RTI in reading…
o I will read, reread, and summarize all written directions and questions aloud.
o These students will be pulled out for RTI time during a portion of the lesson.

References:
National Governors Association Center for Best Practices, Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics. Washington,
D.C.: National Governors Association Center for Best Practices, Council of Chief
State School Officers. Retrieved from http://www.corestandards.org/Math/