Observation - December 6th

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Title: Greater Than, Less Than Introduction

Date: December 6, 2016
Year Level: Grade 2
Overall Time Frame: 60 min (including transitions)
Big Idea / Essential Questions
Developing Number Sense:Numbers 0-100

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Materials and Supports:

SMARTBoard and notebook file
Symbol Posters
Class Set - Whiteboards and
Markers
Recycle Game Board
Class Set - Deck of Cards (no
face cards, 5 only with
numbers 1-5)
Base Ten Blocks (individual
bags)

Anticipated
Challenges:

Meeting Diverse Learning

Needs:

Misconception: The ones

place having a larger
number than the tens
place makes the
number larger.

Using manipulatives to
demonstrate concept for visual
and kinesthetic learners.

Peer collaboration and support

through game play.
Confusion regarding >
and < symbols and how
to read the math
statement.

Specific Learning Outcomes:

Represent and describe numbers to 100, concretely, pictorially and symbolically.
Compare and order numbers up to 100.
Illustrate, concretely and pictorially, the meaning of place value for numbers to 100.
Key Learning Goal(s) / Criteria:
I can use greater than (>) and less than (<) symbols correctly.
I can compare numbers.
Cross-Curricular Connections:
Connect the word recycle to science.
Assessment Plan:
Observation during whiteboard task.
Observation/ Performance based task - Recycle it! game.
Relevant Background Knowledge to Teach Lesson:

H:\LESSON PLAN FORMAT - rev Sept 2014.docx

Place value, including terms ones, tens

Recognition of symbols < and >
Proper use of base ten blocks to represent place value of numbers.
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Introduction (Set):
Time Frame: 5 min.
Have notebook file open on SMARTBoard
SAY: Today we will be practicing comparing numbers we are working towards being able
to say I can compare numbers and I can use greater than and less than symbols correctly (write
on the board)
Ask for a student volunteer to define the word compare.
After some discussion, SAY: In math, compare means we want to see if one number is
the same as, smaller than, or bigger than another number.
Show the greater than and less than posters to the class, stick them on the whiteboard.
Prompt class to tell you what each of these terms mean. After some students share write
the definition for each on the board underneath.
Remind the class that greater than means bigger, less than means smaller
SAY: These posters and symbols on the SMARTBoard have TEETH, do our symbols
normally have teeth?
- The teeth help us remember what each symbol mean, we can look at the
symbols like a big alligator, and the alligators mouth opens towards the bigger number
because of course it wants to eat as much as it can!
- Change to slide 2 and read Mr. Alligator is hungry for lunch, find the
biggest number and MUNCH MUNCH MUNCH

Teacher Modeling:
Time Frame: 20 min.
SAY: I am now going to show you how we can use base ten blocks to help us compare
numbers.
Slide 3: SAY we are comparing the number 2 to the number 10. I know many of you
already know which is bigger but I want to show you a strategy to figure it out if you dont know.
- drag base ten blocks into the proper place on the tens/ones chart
SAY: When we are comparing numbers we start looking at the digit in the front, in this
case the tens place.
- For the number 2, how many do I have in the tens place? 0 In the ones
place? 2
- For the number 10 how many do I have in the tens place? 1 In the ones
place? 0
- SAY: Because I have a larger number in the tens place I know which number is bigger. I
also notice that 2 has more ones than 0 but we always look at the tens place first.
- Drag less than picture in between 2 and 10.
- SAY: Now I want to read my new math sentence and this is what it says 2 is less than
10. Can you say it? Have students repeat.
- Slide 4 - repeat the same process calling up a student to the board to help make the
number
- ensure to emphasize that we are looking at the tens place to help us
determine which number is bigger
- Slide 5 - repeat the process.
- SAY: But wait! I have the same number in the tens place? Now what? Ask
for student suggestions. After discussion confirm that we need to look at which number
has more in the ones place. Emphasize we look at the tens place first and then if that

H:\LESSON PLAN FORMAT - rev Sept 2014.docx

doesnt help us we look at the ones place

Slide 6 - repeat the process
- Show students how to draw the symbols. Put two dots near the big
number, one near the small number and connect the dots!
Slide 7 - repeat the process
Slide 8-11 -WHITEBOARD CHECK-IN
SAY: please grab your whiteboard and marker. Write down the two
numbers at the top of the screen and if you need to, draw base ten blocks to help you
figure out which symbol you need to use to compare the numbers. When you are done,
hold up your whiteboard up so I can see.
- Use this as assessment for learning, to see who is struggling and
what misconceptions might be occurring.
- Confer with individual students as needed to correct mistakes and
misconceptions.
- When finished slide 11 ask students to put away whiteboards.

Student Practice: Performance Based Activity

Time Frame: 20 min.
- SAY: Yesterday we added a game called Recycle It! to our math game binder. It is going
to help us practice comparing numbers and I will show you how to play.
- Switch to document camera, show Recycle It game board recording sheet, and cards.
- SAY: To play you need one game board each, one recording sheet, one whiteboard
marker and one deck of cards.
- Player 1 will flip 3 cards from the deck, then Player 2 will. You need to
make the biggest number you can by placing the cards in the tens and ones place on
your game board. You can RECYCLE one card from your hand.
- What does recycle mean? - put it away so we can reuse it later
- Demonstrate one turn.
- To record the numbers Player 1 puts number on first line, Player two puts
number on the second line and you have to decide together what symbol to draw. The
player with the bigger number gets a point! keep track on your game board by making a
tally chart.
- Put all cards in the RECYCLE pile once the turn is done.
- When you are out of cards, you use the cards from the RECYCLE pile and
keep playing.
- Each group can also take a place value mat and bag of base ten blocks. If
you are having trouble figuring out which number is larger you can make both numbers
like we did on the board to help you compare.
- SAY: I have picked your partner for you, when I call your name you can get your supplies
and find a place to play.
- Partners have been picked so peer-mentoring and collaboration will occur
- I will take a small group of students who need support to the C-shaped
table to play the game with them and provide support and reinforce concepts.

Closure:
Time Frame: 5 min.
- Tell students to clean up their games and go back to their desks.
- Ask a student to tell what they learned today. - Learned to compare numbers and
use symbols properly
- Student self assessment:
- SAY: Show me how you feel about comparing numbers: thumbs up,
thumb in the middle or thumbs down

H:\LESSON PLAN FORMAT - rev Sept 2014.docx

- SAY: Show me how you feel about using the greater than and less
than symbols: thumbs up, thumb in the middle or thumbs down

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Reflection:

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Next Steps:
- Review concept and give more time for independent practice
- Provide a time for intervention with those students who had trouble with aspects
of this lesson.
- Create and give a product based assessment
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How will you share the learning goal and build a shared understanding of what
success looks like?
- Clearly state the expected I can statements at the beginning and end of the
lesson.
- Model what success looks like on the notebook file
How will you gather evidence of student learning?
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Whiteboard check-in activity

Observation during performance- based task
Student self assessment at end of lesson.

How will you use this evidence to inform your instruction?

H:\LESSON PLAN FORMAT - rev Sept 2014.docx

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- Assessment for learning (Whiteboard check-in) will help inform student grouping
for performance based activity.
- Results of performance based activity and student self assessment will inform if
whole class review of the topic is needed or if a small group intervention would be
more beneficial.
How and when will students receive feedback to support their learning?
Teacher feedback
- during whiteboard check-in, immediate feedback can be given quickly to
individual students
- during the performance based task, immediate feedback can be given to pairs
of students, clarifying information and correcting mistakes

Students as resources for one another .

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during the performance based task students work together to compare numbers

Students as owners of their own learning

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self assessment at the end of the lesson

H:\LESSON PLAN FORMAT - rev Sept 2014.docx