09/21/2016

MathLessonplan
Competencies:

Competency2:Toreasonusingmathematicalconceptsandprocesses During
thelesson,studentswillhavetoactivatetheirpreviousknowledgeonplacevalueandconnectit
totheconceptofcomparison.
Competency3:TocommunicatebyusingmathematicallanguageThroughout
theclass,studentswillhavetousemathematicalvocabulary(greaterthan,lessthan,equivalent
to) to complete various activities. During the warmup activity, they will have to read the
equationsusingthevocabulary.
Crosscurricular:
1. Touseinformation
2. Tosolveproblems
3. Tocooperatewithothers
4. Tocommunicateappropriately
Objective:
Studentswillbeabletocomparenumbersbylookingatplacevalue.
Prerequisites
Materials
Smartboard
Numbersandsymbols(>,<,=)writtenonconstructionpapers.Allnumberswillhave
printedbase10blocksrepresentationsontheback.
NumbersWorkbook(p.14ILearnandPracticenumber1)
1.
2.

Thesmartboardwillbeusedtopresenttheexampleandproblem1inMathworkbookand
keeptherecordsofscaffoldingtheexampleintheIlearnandthePracticesectionon
page14.
Useconstructionpaperstorepresentvariousnumbersandthecomparisonsymbolsforthe
warmupactivity;therewillbenumberswith2to3digits.Allnumberswillhavevisual
representationsusingbase10blocksatthebackoftheconstructionpaper.

LessonProcedure

Task1:Startwithawarmupactivity.Atthistime,studentswillalreadyhavetheknowledge
about>,<,=.Explainthatstudentswilltaketurnstoplay;theteacherwillchoose3students
(onefromeachrow)eachturn.Thefirsttwostudentshavetochooseanumberoftheirlikingand
standbesideeachother,thethirdpersonwillhavetodecidewhichnumberisbiggerandchoose
thecorrespondingsymboltocompletetheequation.Thenthewholeclasswilldecidewhether
theequationistrueorfalse.Onlystudentswhorespecttheclassroomruleswillhavethechance
togofirst.Eachturn,theteacherwillaskonestudenttodeterminewhetheriftheequationwas
TrueorFalse.Thentogether,readtheequationwiththem.Ifcertainstudentshavelosttheir
attentions,askthemtoreadtheequationandexplainwhyitistrue/false.Theteacherwillprepare
guidingquestionstohelpthemexplainhowtodeterminewhichnumbersarebiggerthanothers,
forexample:Dotheyhavethesamedigitinthetens(units/hundreds)position?Doesthis
numberhasadigitinhundreds/tensposition?(15minutes)
Task3:GoovertheIlearnsectionintheworkbook.First,thestudentswillhavetoread
theexplanationpartandcrossoutthesentenceBeginwiththedigitsthathavethehighest
value.andwritedowncomparethedigitsthatareinthesameplacenexttotheoriginaltext,
sincethepassageinthetextbookisunclearandconfusing.Theteacherwillfurtherexplainthe
expectation by using 111 and 1111 as examples, and the students to compare the1 in the
thousandsplacewiththe1inthehundredsplace.Then,theteacherwilltellastorytohelp
studentconnecttheconcepttostudentseverydaylife.(10minutes)
Task4:TheteacherwillgoovertheexampleintheIlearnsection.Together,theclasswill
comparethenumbersbylookingateachthedigitsontheplacevalue.Guidingquestionslike:
Dothesenumbershavethesamedigitinthethousands/hundreds/tensposition?Dotheyhave
differentdigitsinaposition?Whichone?(5minutes)
Task5:Startexercise1inthepracticesection.Modelthefirsttwoexamplesinquestion1,
andaskthemtoalignthedigitsfromtherightside(Clarifythatwereadthenumbersfromleftto
right), model the problem using this strategy. Students will then be asked to complete the
problemfor10minutes.Onceeverybodyhasfinishedtheproblem,theteacherwillaskstudents
tocomeuptothesmartboardtosharetheiranswers.(20minutes)
Closure:
Mentionthatfromthispoint,studentsareexpectedtocomparenumbersaccordingtotheirdigits
intheirpositions.Ifthereisnothingonaplacevalueposition,itmeansthatthedigitonthat
positionis0.
Assessment:
Theteacherwillassessthestudentsthroughobservation.Assessedareaswillbestudents
abilities ofconnecting theconcepts ofgreater,lesser andequal to withthe representing
symbols(<,>,=),andwhetheriftheyareabletocomparethenumbersbylookingattheirplace
value.

ThroughObservation
1. TheStudentunderstandshowtousetheconceptofplacevaluewhilecomparingnumbers
2.TheStudentisabletounderstandtheconceptofgreaterthan,lessthan,equalto,andis
abletocomparethenumbersbytheirdigitsindifferentplacevalue.
Extension/RemediationStrategies:
Forstudentswhofinishedtheprobleminadvancedwillhavetoquietlyreadtheirquietreading
book.
Iftheteacherwasabletofinishthetasksbeforetheendofclass,giveoutWordSearchsheetsas
fillers.
Areasofconcernandpersonalobjectives:
Classroommanagement(Professionalcompetency6)
Goal:Makelessonengagingandgiveoutclearinstructions.
Strategies:Changingthetoneofvoice,walkingaroundwhileteaching
Tellastoryrelatedtothetopic,inordertomakeconnectionwithstudentspriorknowledge.
Usepositivereinforcementatthetimeofthewarmupactivitytohighlightgoodbehaviors.
Discipline
Goal:Useasmallamountofdisciplinestrategiestostopmisbehaviors.
Strategies:Cuemisbehaviors,standnexttothestudent;askstudentswhodidnotpayattentionto
answerquestions.Pointatthepictogramsontheboardtoremindstudentsaboutourclassroom
rules.
Timemanagement
Goal:coverthematerialwithinthetimelimitandquicklyswitchupactivitieswhenstudents
haveahardtimefollowinginstructions.
Differentiation:
Duringthewarmupactivity,theteacherwillpreparethenumberswithvisualcluesnumbers
(base10blocksrepresentations).Studentswithdifficultyidentifyingthedigitineachplacevalue
willhavetherepresentationsonthebackoftheconstructionpaper.