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Subject: Math Lesson # & Title: Comparing Numbers to 5

Function of the Lesson (check all that apply):

Introduce New Skill or Content

**Practice

Review

Remediation/Re-teaching

There are 15 students in the classroom, 10 males and 5 females. There are 15 Caucasian

students. This is a title school with some classrooms that co-teach, although this classroom is not

a co-teaching classroom. There are 6 Title students, 4 that are boys and 2 that are girls. There

are no students on IEPs, no students with a 504 plan, and no English Language Learners. The

classroom contains 2 retention students. Within the classroom, there are many visual,

kinesthetic, and interactive learners. The school is located in a rural environment.

Classroom Environment: There are three groups of tables, and each group seats 5 students.

There are seat sacks on the back of the back of each student’s chair that contains important

materials for the students’ learning, including pencils, crayons, and white boards. This particular

table setup encourages optimal student learning and collaboration among peers. There is a

bathroom located in the back corner of the room, along with a sink. There are lockers lining the

left wall where students place their backpacks and coats. In the front of the room, there is a

SMART board with a wooden box in front of it so that students can stand on the box to reach the

board. There is a carpet area with a teacher’s chair and easel to assist with teaching. The

teacher’s desk sits in a back corner of the room.

Content Standards

Standard: CC.K.CC6: 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 of objects up to 10).

Rationale: Students will often need to compare different values, whether in math class or in the

real world. For example, when watching a sporting event such as baseball, students will need to

know which score is greater in order to determine who is winning. Comparing numbers also

occurs when it comes to spending money, in which case one may look for the lower price of an

item to get the best deal. Numbers can be compared in many real-life situations, so it is

important for students to understand this concept early on.

Learning Objective

1. I can compare numbers up to 5.

Academic Language

More Less Equal

Greater Fewer

Assessment Plan: Formative Assessment

The teacher will be assessing students and checking for understanding at various points

throughout the lesson. The teacher will often ask for students to volunteer their activity results

as they compare various numbers with Unifix cubes, and will listen to what they find in order to

check for accuracy and understanding. The teacher will also ask students to give thumbs up to

signal that they understand and are ready to move on. If the teacher ever notices someone

struggling or not participating, she will make a point to work with them more in order to assist

them. Additionally, if the teacher notices that many students are still struggling, she will review

the previous topic more before moving on with the lesson.

During this lesson, students will be given a pretest and a posttest in order to check for learning

gains. The pretest and posttest will be identical, and will ask students to compare various

numbers. The assessment will contain three pairs of objects, with each object containing a

number. Students will be asked to draw that number of objects within the larger object

(Example: draw 3 fish within a fishbowl). Next, they will be asked to determine which value is

greater, and which value is less. This will be displayed by having students circle the greater

value out of each pair. The pretest and posttest will be collected upon completion. Students will

be graded on both tests, and the goal will be for scores on the posttest to be higher than scores on

the pretest.

1. To begin the lesson, a brief pretest will be given to the students. The pretest will test to

see current student knowledge regarding their ability to compare numbers up to 5. The

test will ask students to draw out certain numbers of objects and determine which is

greater and which is less by circling the greater number.

2. After collecting the pretests, the teacher will grab students’ attention by asking if any of

them like sports, such as baseball. Some students may raise their hands to imply that they

do indeed like sports.

3. The teacher will then ask students how we determine which team is the best. Students

may volunteer answers such as “The team that wins the most games, the team that scores

the most points,” or more.

4. The teacher will then ask students about scores. How can we tell by looking at the score

which team wins? The answer is in the numbers for the score. By comparing the two

numbers, we can easily tell which number is more, and which number is less.

5. The teacher will then explain that in today’s lesson, students will be learning how to

compare different numbers as well. They will learn about what it means to be greater

than, less than, or equal to.

Note: This lesson is meant to be taught as a center for extra practice. Therefore, it does not

include any explicit instruction, as the teacher will work with students and explain the activity

to them during structured and guided practice.

1. The teacher will give each student 10 Unifix cubes to work with for this lesson.

2. The teacher will explain to students that they have each received their cubes so that they

can count out the numbers about to be displayed, and can use them to help compare the

numbers.

3. The teacher will hold up some number flashcards. Each flashcard will have one number

written on it between 0 and 5.

4. The teacher will ask one quiet volunteer to select one card at random from the teacher’s

hand.

5. Once the student pulls the card out, the teacher will hold up the card to the class, and will

ask students “What number is on this card?” The students will respond out loud as a class

with the value (Example: “Three.”).

6. The teacher will then say, “Let’s find this number of cubes and connect them in a row.”

The teacher will then demonstrate this process, in this particular example, grabbing three

cubes and attaching them into one row.

7. As students do the same, the teacher will move around the classroom to make sure they

are on task and understand what needs to be done. The teacher may assist any student

who appears to be having difficulty.

8. Once all students have three cubes together, the teacher will ask for a second volunteer

student to select another random card.

9. The teacher will again hold up the chosen card, and will ask students to name the number

out loud (Example: “Four.”)

10. The teacher will then ask students to create a second group of cubes, demonstrating the

process of attaching four new cubes into a row.

11. While students complete this, the teacher will again check to see that students understand

instructions and are on task.

12. The teacher will say, “Now that we all have two rows of cubes, let’s compare them.

Which row has more cubes in it?” The teacher will ask for volunteers to answer.

Students should see that the row with four cubes is longer than the row of three, and

should therefore say that the row of four has more cubes in it.

13. The teacher will then confirm that the row of four cubes is indeed greater, while the row

of three cubes is less.

14. This activity may then be repeated two to three times, using different numbers that are

randomly selected by quiet students.

15. After completion of the activity, the teacher will check for understanding by asking

students for thumbs up or down, and will take note of students who may still be confused.

If needed, the teacher will review more before moving on.

1. The students will independently complete the posttest, which will be identical to the

pretest.

2. The posttest contains three pairs of items, with each item containing a number inside.

Students will focus on one pair of items at a time.

3. Students will be asked to draw the number of objects inside of the larger object based on

the number displayed. For example, the first problem contains a fishbowl with the

number 3 in it. In this case, students will draw three fish inside of the fishbowl.

4. Once the objects are drawn in both objects in the pair, students will look at their drawings

to determine which has more, and which has less.

5. Students will then circle whichever object has more drawings in it, therefore which

number was greater.

6. Once completed, the teacher will collect the posttest to be taken for a grade. The grade

will be compared to the pretest grades in order to see whether students improved their

scores after the completion of the lesson.

1. The teacher will briefly review the main topics that were covered in the lesson, stating

that today’s lesson discussed how to compare numbers.

2. The teacher will then review that to be more than or greater than means that a number is

the bigger of two numbers. For example, the number 5 is greater than the number 2.

3. The teacher will review that to be less than or fewer than means that a number is the

smaller of two numbers. For example, the number 3 is less than the number 4.

4. The teacher will review that equal to means that two numbers are exactly the same. For

example the number 2 equals the number 2.

5. The teacher will then explain to students that comparing numbers is a skill that can be

used in many real-life situations. For example, one might compare two different prices

for the same item to see which one costs less money.

6. The teacher will ask students if they have any other example of when comparing numbers

might be used, and will call on volunteers to share.

7. Finally, the teacher will inform students that in the next lesson, the class will begin

comparing even larger numbers, up to 10.

1. This lesson will work to benefit several different learning styles. During the explicit

instruction, the teacher will often demonstrate the topic being discussed with Unifix

cubes. This will appeal to the many visual learners in the class, as they will be able to see

that one row of Unifix cubes may be longer than the other, proving that one number is

greater or less than another. Later, during structured and guided practice, students will

get the chance to explore this concept on their own, using individual sets of Unifix cubes

to create and compare various numbers. This will benefit interactive learners, as they are

able to have a hands-on and engaging experience with number comparisons. This will

also help kinesthetic learners, as they will be able to move their hands to build rows of

Unifix cubes.

2. This lesson will also accommodate for students of different learning abilities. During

structured and guided practice, the teacher will be working with small groups of students.

This will allow for more one on one work between the teacher and students who may be

struggling or are on a lower academic level. Additionally, the teacher will be able to vary

the difficulty of problems to accommodate for higher or lower learners. Since each

student has their own Unifix cubes to work with, the teacher can give students different

numbers to form, giving higher numbers to higher level students and smaller numbers to

lower level students.

Instructional Materials and Support

Unifix cubes Pretest/Posttest

Number flashcards, containing 2 of Pencils

each number 0-5 Container for number cards

1. This lesson will incorporate Vygotsky’s scaffolding technique. At the beginning of the

lesson, the teacher will explain the basics of the topic, while students simply listen or

answer the occasional review question. Later, students will work with the teacher, using

Unifix cubes to create rows of numbers to compare. During this time, the teacher will

assist them if needed. At the end of the lesson, students will complete a summative

assessment independently, completing all of the work on their own without aid from the

teacher.

2. The lesson will also use Dewey’s idea of learning by doing. During structured and

guided practice, students will use Unifix cubes to build rows that represent certain

numbers. This will give students a chance to represent numbers through a hands-on

activity. It will also allow them to visually experience what the numbers look like in

object quantities. By using hands-on activities in the lesson, students will find the lesson

to be more memorable, and will be able to better retain the information taught.

3. This lesson also uses the ideas of wait time by Mary Budd Rowe. Whenever students are

asked a question, or are instructed to complete an activity of some sort, the teacher will

give the students ample time to do so. This will reduce the pressure to immediately come

up with a response, and will allow for students to think more about their responses or

actions before presenting them. This will lead to more thought out answers from

students, and will give them the chance to better understand the information that they are

responding to.

Name: ______________________________

circle the one that is greater.

3 5

4 2

3 1

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