Hunter Method

Teacher: Rachel, Hailey, Lexi, Justin Subject Area: Math

Grade Level: 2

Unit Title: Comparing Numbers Lesson Title: Greater than, Less than or Equal to

Objectives (Write 2-5 objectives stating expected learner outcomes.):

The student will be able to identify and correctly execute the greater than, less than and equal to

symbols with 50% accuracy by the end of the lesson.

The student will be able to correctly answer a Comparing Numbers question with 75% accuracy

by the end of the lesson.

The student will able to come up with a Comparing Numbers sentence in their math notebooks

for a friend with 100% accuracy by the end of the unit.

Materials/Resources Needed:

Math notebook

Pencil

Access to the bulletin board

Room in the classroom to move around

Projector for powerpoint

Prior Knowledge:

KWL chart
Anticipatory Set (List specific statements or activities you will use to focus students on the

lesson for the day.):

Students, take out your math notebooks and write down this answer for me. Which number is

bigger, 104 or 117?

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end

of the lesson and why these objectives are important to accomplish.):

The student will be able to identify and correctly execute the greater than, less than and equal to

symbols with 50% accuracy by the end of the lesson.

The student will be able to correctly answer a Comparing Numbers question with 75% accuracy

by the end of the lesson.

The student will able to come up with a Comparing Numbers sentence in their math notebooks

for a friend with 100% accuracy by the end of the unit.

Input (What information is essential for the student to know before beginning and how will this

skill be communicated to students?):

What are numbers?

Do you know your numbers in chronological order?

Do you understand what these symbols mean when told to you?

Can you add and understand two and three digit numbers?

Model (If you will be demonstrating the skill or competence, how will this be done?):

Reviewing answers as we go along the presentation

Explaining the symbols in the beginning

Reviewing answers to bulletin board

Check for Understanding (Identify strategies to be used to determine if students have learned the

objectives.):

Exit slips for the end of the lesson with a few questions and places for comments if the

children are struggling

Have children come up to the interactive bulletin board to practice and give feedback

Lesson Development:

Begin with asking children to get out their math notebooks and write down the following

information.

Ask them which number is bigger, this one or this one?

Have children volunteer to answer.

Begin explaining how we can show this with symbols.

Begin to discuss and show what the symbols are and what they mean.

Discuss how this can be shown with alligator mouths!

Begin Choose Your Own Adventure presentation and have students interact.

Take students on a journey through the woods.

Move throughout the classroom to choose your adventure, aka your answers to questions.

Review the bulletin board.

Ask for volunteers to practice on the bulletin board.

Go over correct answers for bulletin board.

Ask if any questions.

Hand out exit slip and review directions.

Guided Practice (List activities which will be used to guide student practice and provide a time

frame for completing this practice.):

Choose Your Own Adventure interactive presentation (15 minutes of a presentation)

Interactive examples on the bulletin board (5-10 minutes)

Closure (What method of review and evaluation will be used to complete the lesson?):

Exit slips to see childrens progress, questions over how the lesson went, if they struggled, and

room for comments

Bulletin board interactive answers

Independent Practice (List homework/seatwork assignment to be given to students to ensure they

have mastered the skill without teacher guidance.):

Come up with problems in their own math notebooks that they could give to other children as

examples