Alicia Govannicci Individual Lesson Plan ELD 375 March 25, 2013 RATIONALE: I am teaching this lesson so that

t students can learn to use the tens and one places to compare two-digit numbers (as stated in the CORE standard below). CORE Standard: 1.NBT.3 compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. OBJECTIVE: Students will be able to compare two two-digit numbers, based on meanings of the tens and ones places, using the symbols <, >, and =. LESSON PROGRESSION: I will introduce this lesson by reviewing the tens and ones places in two-digit numbers on the board as a group. I will have the students explain to me what each place tells me. For example, one number I will give them is 54. They will have to tell me that the 5 means that there are 5 tens and the 4 means that there are four ones. I review about 4 example two-digit numbers, or more if needed. This lesson fits into the big picture because it makes for constant progression in the students math knowledge. They had previously learned about the tens and ones places in a two-digit number and now they have to apply that to help them determine which of the two numbers they are given is greater or equal to each other. The math lesson that they are learning keeps building off of the next. This lesson is for first grade. It is appropriate for first graders because the objective matches one of the Common Core State Standard for first grade math. After I see that the students understand the introduction to the lesson I will then move on and link it to the overall lesson objective. First, I will ask 3 students to come up to the front of the class and stand to my right and then two students come up and stand to my left. I will ask the students as a class which group has more people in it. I will then ask them to describe the groups using the terms greater than and less than. Next, I will write the numbers 24 and 34 on the board. I will have the students, with the partner that they sit with at their tables, use their chickies to represent each number and then I will ask each pair to tell me which number they think is greater, and why. Then I will introduce the symbols <, >, and =, and explain when and why each is used. I will then put pairs of numbers on the board and have the

students decide which symbol should go in between them. When I feel that the students have a good sense of understanding of what I just taught them I will hand out a worksheet (attached) for the students to work on. When they complete the worksheet they will bring it up to me so I can check it. The students can then move on to the enrichment (attached). The students understanding of what is being taught will influence the pace at which I will proceed. If they understand something completely I can move on but if they are struggling with a certain part of the lesson then I will spend more time on that part. The lesson will be closed by me putting two three-digit numbers on the board. I will tell the students to think about which three-digit number is greater. I will ask them to think about why they chose which number they did to be greater, and to write down their answers on the back of their worksheets for us to talk about next math class.

OTHER CONSIDERATIONS: Materials that will be used will be the white board, chickies, and pencils to complete the worksheet. My cooperating teacher, Mrs. Mulshine, gave me the idea for this lesson, from the source Envision Math. I adjusted some of the terminology for the lesson based off of previous terminology that the students were taught by their teacher. Some questions I might ask during the lesson that will focus on eliciting better mathematical understanding would be, How did you get that answer?, can you show me how you did that?, Is there another way you can figure this out?, or how did you use what we learned in the previous lesson to help you solve this problem?. When considering classroom management, I will make sure that I give all directions before handing out any of the materials the students will be using so that they are not a distraction while I am teaching. I will also make sure that each students partner that sits next to them is present before beginning the lesson so that I can make sure that every student has someone to work. I will use the ask three before me rule. This means that if a student does not understand a question on the worksheet that they must ask three students in the class to help them solve the problem before asking me. I am having them do this in hopes that they learn different strategies from each other and so that students can explain how they came up with an answer to the student who needs help, furthering their mathematical understanding. I expect the lesson to go well. Some students may have a hard time understanding which way the greater than or less than sign is supposed to go, so I will be specifically looking to make sure all of the students understand that before moving on in the lesson. DIFFERENTIATION:

Since I believe in having a student-centered classroom I will make sure that I encourage students throughout the lesson to use their own methods to solve the problems. The students have different learning styles so I will let them know that they can use any of the materials that we have to help them solve the problem in a way that works best for them. Students will be able to draw pictures to help them solve the problems if needed. I will make sure that I not only tell the students examples, but I will also write them down so that it is fair for both the auditory and visual learners. I will make sure I put problems into context for students who have difficulty reading. Students will always have the option of working with partners. For students who finish more quickly than the others will have an enrichment problem to do.

ASSESSMENT: I will assess the students throughout the lesson by asking them questions related to the objective. I will be looking at their worksheets to make sure that they understood the lesson and have met the objective. If they get questions on the worksheet correct then I will know that they have met the objective since the questions on the worksheet are based off of the objective.

Name:______________________

Date:__________________ Guided Practice

DIRECTIONS: Answer the following question. 1.) How do you know that 48 is greater than 40?

DIRECTIONS: Draw chickies to represent each number in the box above each number, then write greater than, less than, or equal to on the line. 2.)

15 is ______________________________ 21

3.)

53 is _______________________________ 35

4.)

32 is ________________________________ 32

DIRECTIONS: Write <, >, OR = on the line. 5.) 6.) 7.) 8.) 9.) 26 ___________ 51 34 ___________ 43 61____________ 40 74 ___________ 74 13 ___________ 27

10.) 46 ___________ 64

Enrichment DIRECTIONS: Write a two-digit number on the line to compare. 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.) __________ > 64 __________ = 35 __________ >22 __________ < 56 __________ > 48 __________ <62 __________ = 87 __________ > 19 __________ >45