Sarah Vogt Date: Time: Subject: Topic: SOL: 9/24/13 1:50-2:20 p.m. Math Comparing Numbers Review 3.

1 The student will c) compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). Objectives: The student will be able to determine which number is greater or less between two numbers from the range of 0 to 9,999. The student will be able to use the symbols and words: > (greater than), < (less than), and = (equal to) when comparing two numbers. Rationale: This lesson provides students various opportunities to reinforce comparing numbers. Students will have whole-group, guided practice, small-group, paired, and individual practice with this concept through hands-on activities that allow students to determine if a number between 0 and 9,999 is greater than, less than, or equal to another. Essential Knowledge and Skills: The student will determine which of two whole numbers between 0 and 9,999 is greater. The student will determine which of two whole numbers between 0 and 9,999 is less. The student will compare two whole numbers between 0 and 9,999, using the symbols >, <, or =. The student will use the terms greater than, less than, and equal to when comparing two whole numbers. Previous Knowledge and Skills: SOL 2.1 c): The student will compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to). Materials: Bag of word problems (for snapshot) Number comparison review sheet (for homework) SOL 3.1 assessment Math journals SMART Exchange Comparing numbers lesson

Comparing Numbers Place Value Game (6 Sets) o Number cards o Place value chart Comparing Numbers Game Ordering Numbers Greatest to Least (2 Sets) o Instruction sheet o Game board o Cards o Answer key o Dice

Snapshot: Students will complete daily word problems in groups using problem-solving organizer. Groups will pick a word problem from the bag, complete the problem using the four part graphic organizer, and share their work with the class. (10 Minutes) Instructional Focus: I will begin the lesson with an interactive PowerPoint presentation. The presentation with review basic vocabulary and symbols related to comparing numbers and presents many opportunities to practice the skill. I will call the students up to the board to complete various activities in the presentation. Presentation: http://exchange.smarttech.com/details.html?id=53db7036-e603-46a6-a959-616bc81695a6 (10 Minutes) Guided Practice: The students will work in three small groups to complete two group workstations and one independent station. 1) Working in groups of two or three, the students will play the Comparing Numbers Place Value Game. Students will each have a set of number cards and a place value mat. Taking individual turns, students will draw a number and choose a place value spot to place it in. Once they put a number in the spot, they cannot move it. After each student has built their number, they will compare it with the rest of the group and decide if their numbers are greater, less, or equal to one another. They will record all of the numbers in their interactive notebook. (15 Minutes) 2) Working in groups of two or three, students will play the Comparing Numbers Game Ordering Numbers Greatest to Least. The students will: Roll the dice to see who will go first. The person with the largest number will go first. The person to their right will go second, and continue around the group. Mix up all cards. Place them in a stack face down in the middle of the game board. On a players, turn, they will draw a card. They will tell the group the letter of their card, so another player can find their card on the answer key. The player whose turn it is will then

rename the numbers on their card from GREATEST to LEAST. Another player should be checking the answer. If they get it right, roll the dice and move that many spaces on the board. If they miss it, they do not roll. Continue around the group until someone gets to the winners box. (15 Minutes) Independent Practice: The students will work on computers to complete the following comparing numbers games: http://www.sheppardsoftware.com/mathgames/placevalue/FSCompareNumbers.htm, http://www.toonuniversity.com/flash.asp?err=509&engine=9, http://www.mathsisfun.com/algebra/compare-numbers-100.html, (15 Minutes) Class Review: To review, we will have a whole class discussion about comparing numbers, prompted with questioning such as: Which symbol is used to show greater than?, Which symbol is used to show less than?, How do you compare two numbers?, What do you do if the numbers in the far most left place are the same?, What makes two numbers equal to one another?, What makes a number greater than another number?, Why is a four-digit number always greater than a three-digit number?. Then, as a whole class, we will complete a very short activity in which I can check for understanding. I will write three sets of numbers on the board: 1,117 and 1,205, 9,998 and 9,899, and 455 and 455. I will call three students to come up to the board and write the appropriate symbol in between the three sets of numbers. If there is confusion about a certain topic, I will quickly review what students are struggling with. (5 minutes) Application: The students will apply comparing numbers to real-world use through questioning. How can comparing numbers help you in math? (Know which number is bigger when completing operations) How can comparing numbers help you in life? (Money, shopping, temperature, etc.) (5 minutes) Homework: Student will complete a number comparison review sheet for homework. Assessment: The students will be assessed for understanding on the completion of the place value comparison game in their notebooks. The students will individually complete a formal written assessment on the 3.1 SOL, pre-made by the mentor teacher. Students who finish early can begin working on their homework (which will be passed out before the assessment and after the application) (15 minutes)

Differentiation: The lesson is created with universal design in mind. The students with a disability and the students below grade level will receive extra support from the special education teacher as appropriate. Specifically, the special education may read the questions outloud for the assessment.