Teacher: Miss McCollum Grade Level/Subject Area: Kindergarten/ Mathematices Standard: Common Core- K.CC.

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. Learning Objective: Students will be able to look at two groups and state the quantity of the two groups. Students will be expected to know and write the greater than, less than, or equal to symbols in the correct location, accurately, within 5 seconds of stating the number in each group. Required Materials: Counting by Ones, dot paper Smartboard presentation, assignment sheets and assessment handouts.

Anticipatory Set: Students will be instructed to sit at their desks, facing the smart board. The
teacher will then play the Counting by Ones video to review how to count to 50 with the students Counting by Ones. The teacher will engage the students and encourage them to sing/count along with the video. The video will be played until everyone is participating and comfortable counting to 50. The teacher will then begin to frame the lesson for the students and give examples of they will be doing, first by teaching the concept of greater than, less than, and equal to. After we finish this lesson, you all will be able to tell me how many items are in a group and tell me if one group has more items, if one group has less item, or if the two groups have the same amount of items.

Instruction:
The first concept to be taught is counting number is a group. The teacher will show the first slide of the SMARTboard presentation. The teacher will lead the students in counting the number of stars. On the next slide, the teacher will write the numbers corresponding to each of the stars, to reinforce, as well as visually show that there are eight stars. The students will then complete ASSIGNMENT 1 on the worksheet provided, encourage students to write the numbers beside the items in the groups as done in the first example. Once most students have finished, the teacher will ask how many triangles the students counted and then review the assignment with them, physically writing the number of triangles, just as in the first example (slide 3 on SMARTboard presentation), answering any questions that may arise. The students will continue to practice this procedure during the next assignment, which is to be completed in the EXACT format as ASSIGNMENT 1. Once ASSIGNMENT 1 and ASSIGNMENT 2 are completed, the students will learn the concept of greater than, less than, and equal to through multiple examples given on the SMARTboard presentation (slides 5-7) only display one new example at a time. Allow students to assist in answering the questions posed in the presentation.

Once student have covered what greater than, less than, or equal to mean, the students will complete ASSIGNMENTS 3, 4 & 5. As students are working on the next three assignments, the teacher will be walking around the room looking at everyones paper to ensure they understand the concepts and are doing the worksheet correctly. If the teacher notices any mistakes and errors the teacher will promptly address the error with the students. If the teacher notices many students making the same error, the teacher will promptly address the error with the entire class. After the students have a thorough understanding of greater than, less than, and equal to, they will learn the three symbols appropriate for each, as well as where to place the symbols (SMARTboard presentation slide 8-10). After each slide, allow the students to practice drawing the new symbol on their dot-paper dot paper. After all the students have practiced drawing the three symbols, the teachers will show 3 examples (slide 11) to the students, with emphasis that the symbol goes between the two numbers. The students will then complete ASSIGNMENT 6 of the handout. As students are working on ASSIGNMENT 6, the teacher will be walking around the room looking at everyones paper to ensure they understand the concepts and are doing the worksheet correctly. If the teacher notices any mistakes and errors the teacher will promptly address the error with the students. If the teacher notices many students making the same error, the teacher will promptly address the error with the entire class. Once the students have a thorough understanding of the previous procedures and concepts, it will be time to integrate them. Slide 12 of the SMARTboard presentation will be a model of everything the students will be expected to do, at the end of this lesson. The teacher will be sure to elaborate on the concept of matching and pairing different items to show there is more items in one group or less items in one group. The students will then assist the teacher in another example before doing it by themselves. The students will then complete the last 3 assignments before their individual assessment.

Independent Practice/Assessment: The independent practice is included in the lesson, the

different ASSIGNMENTS were independent practice that the teacher will check.

Closure: The wrap-up activity is an assessment handout. The students will have 30 minutes of
class time to work on this assignment. It is expected that the students miss no more than 4 questions on the entire assignment. The teacher will be available for questions and will help

direct them of the instructions..