Cynthia Chavez Educational Psychology November 25, 2008 I. The class: There are 30 students in my second grade class.

Among them I have one English Learning Language student (ELL) who speaks Spanish, one gifted student, and a student with dyslexia. II. Objectives: y SWBAT recall numbers using a number line. y SWBAT identify numerical value through the use of candy. y SWBAT identify numerical values between numbers using inequality signs (<, >, =). Procedures: 1) Teacher will begin by stating the learning objective. (T) will start the lesson by comparing two quantities. For example, two jolly ranchers and four jolly ranchers. The (T) will then ask the students which one they would prefer. Students will respond with four jolly ranchers. Have them explain why they would choose the greater quantity. Explain that numbers have value. 2) Remind students of the number line they studied in past weeks and how as each number increases, they become greater because it is more. 3) A. Hand out five jolly ranchers to each (S). On the board, place two quantities. For example, 1 and 3. Have the (S) put a starburst on one side of their desk and three other ones on the other side. Ask the students which they would prefer. The (S) should respond 3. B. Introduce the dinosaur heads and inequality signs. Show how the dinosaur mouths form the symbols and the mouth points toward the bigger number. Explain why this is so and how this relates to the question made at the beginning of class. Orient students back to the original problem. Ask students which one of the dinosaur heads they would place between these two numbers. (S) should choose <. or less than. C. Now, have the students place two jolly ranchers on one side and two on the other. Advise students they will use the equal sign when the numbers are the same because there is no difference in value. 4) Place four more problems on the board. Have student volunteer to come up to the board and place a dinosaur head or equal sign between the two numbers. 5) Advise students they will play a game. Place (S) into pairs. Hand out the worksheet and dice. Have the (S) each roll their dice and place their numbers on their sheet. Then they should place the inequality sign between the two numbers. (T) will walk around to assist the groups. 6) Ask groups to share their results with the class. (T) Will collect the (s) sheets and verify the signs are correct. 7) (T) will hand out the inequality work sheet for homework.

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V.

Materials: y White board y Markers y Two dinosaur heads and an equality sign y Inequality worksheet y Inequality homework sheet y 15 pairs of dice y Number poster y 150 jolly ranchers y 12 Manipulatives Grouping structures: Class discussion and paired groups.

VI.

Modifications: The student with dyslexia will use cubes in order to compare quantities. The gifted student will do four additional problem on the back of her sheet in which the numbers are greater. The ELL student will work with a bi-lingual Spanish speaking classmate.

VII.

Assessment: Students will be assessed depending on how well the inequality signs were placed on the game worksheet.