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# Design for Learning

Instructor: Melia Vines Lesson Title: Bigger or Smaller? Curriculum Area: Math Grade Level/Cooperating Teacher: K/ McAdams Date: Nov. 13, 2012 Estimated Time: 45 minutes

Standards Connection: CCRS Standard K (6): Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (include groups with up to ten objects.) Learning Objective(s): Students will use counting and matching strategies to explain whether two sets of objects are greater than, less than, or equal two each other with 100% accuracy. Learning Objective(s) stated in kid-friendly language: Today we are going to learn how to know when something is greater than, less than, or equal to another object. Evaluation of Learning Objective(s): Each student will be given two sets of counters. The student will then use strategies taught in class to determine whether the number of counters on the table is greater than, less than, or equal to each other. Students will use the set of counters to their left as a beginning place (to determine if the set is greater or less than.) The teacher will then walk around the classroom and allow each student to show his or her set and explain how they know that the set is greater than, less than, or equal to each other. If the student can explain it correctly, they have mastered the content. If a student cannot, the teacher will make a note of it and will give the student small hints to help him or her find the correct answer. The teacher will then return to that student after giving him or her enough time to find the answer. Should the student still not understand, the teacher will put differentiation strategies in place. Engagement: Boys and girls, I have a problem and I need your help! Teacher holds up 3 different sized bowls. I have to stack these bowls up and I cant seem to figure out how they should be stacked. They dont fit right for me. When my mom stacks them, they always go together perfectly. She stacks them from biggest to smallest. Can you help me stack them biggest to smallest? Students reply with yes. Okay, which one do you think goes on the bottom? It would be the biggest bowl. Teacher calls on a student. Student will reply and the teacher will put whatever he or she says on the bottom. Do we think (s)he is right? Why? Give students the opportunity to reply. Teacher corrects or affirms students decision on the biggest bowl. If the student is wrong teacher calls on another student to find the biggest bowl. If that student is wrong give another student the opportunity to find the biggest bowl. Once the biggest bowl is on bottom, move on to the medium sized bowl and the smallest bowl. Thank you so much for helping me stack the bowls. How did we know which bowl was which? Students should reply by looking at them. Very good! Did you know numbers can work in the same way? Some are bigger while others are smaller. Sometimes we are able to look at them and decide that one is bigger than the other and other times we have to count to decide if one is bigger than the other. Today we are going to learn how to know when something is greater than, less than, or equal to another object.

Learning Design:

I. Teaching: Ok everybody, we are going to read a book about an alligator named Alfie who likes to eat numbers. Teacher reads Alfie the Alligator. Boys and girls, why did Alfie only eat big numbers? Which number is bigger here? What number do you think he will eat here? What do you think is about to happen? Ok everyone, now look at the board. Teacher puts out two cups and a bag of gummy bears and draws four dots on the left side of the board and six dots on the right side of the board. Now, everybody look at the dots I just drew. How many are on this side? Teacher points