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# Lesson Plan Form

## CSUDH - Teacher Education Department

Candidate: Susan Melnick

Subject(s):
Math

Date: TBD

Standard(s):
Single/Multi-Day Lesson:
Math Common Core State Standard Grade 1
Single Day
Number and Operations in Base Ten
1.NBT
Understanding place value.
3. Compare two two-digit numbers based on meanings of the
tens and ones digits, recording the results of comparisons with
the symbols >, =, and <
Writing Standard K-2
Research to Build and Present Knowledge
W.1.8
8. With guidance and support from adults, recall information
from experiences or gather information from experiences or
gather information from provided sources to answer a question
Language Standards K-12
Conventions of Standard English
L.1.1
1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Working in base 10, compare two, two-digit numbers. (Concept.)
II. LEARNING OUTCOME (Objective):
The student will compare two, two digit numbers with the symbols >, <, and =.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
In a prior lesson, students understood the two digits of a two-digit number. This will prepare students
to be able compare three-digit numbers.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Students will watch the alligator video:
https://www.youtube.com/watch?v=M6Efzu2slaI (Brainzy Games by Education.com). Following
the video, the teacher will ask students leading questions concerning the symbols >, <, = and their
meaning. Each student will be provided materials to make alligator mouths in the shape of >, <, and
= to be used in the lesson.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
Step #1 Review of the signs for less than, greater than, and equal
a. Using alligator mouth students will work with a partner to review, which shape means greater
than, less than and equal.
b. Teacher will walk around the room, listening & assisting where need and asking students
Step #2 Application of skill
a.
Students will be given a worksheet with blank squares for numbers and a circle for a sign.
Working together the teacher will select students to provide numbers for each comparison.
Working together the students will put the correct sign in the circle for comparing the two
numbers.
b. Teacher reviews worksheets.
*Note: Use CTRL + TAB for indents in outline format.

Step #3 Practice
a.
Students will use their alligator mouths to help complete practice problems in their math
textbook, Section 5 Lesson 10
b. The teacher will walk around room to ensure understanding and see if any students have
questions or need clarification then review the completed lesson.
Step #4 Review and summary
a.
Students will share what they learned, what was easy, what was challenging.
b.
Teacher will discuss challenges with students.
Step #5 Reflection
a.
Students will write in their math journal what they learned and provide 3 examples using
appropriate vocabulary
b.
Teacher will observe students, ask if anyone needs assistance, then ask a few students to
share their ideas.
C. APPLICATION ACTIVITY (Practice and/or Reflection): See Step2
D. MATERIALS & RESOURCES:
6 green sticks per student
6 eyes per student
Symbol & Vocabulary chart
worksheets
class textbook
math journal
pencil
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative Assessment: See step 3
Summative Assessment: See step 5
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Accommodations for individual learners include, using video with music, use of visual aids, working in
pairs, and use of repetition and providing hands on activity.
VII. HOMEWORK (IF APPROPRIATE): Share with family member or friend what you learned today.