Emily Heckman!

Term III Math lesson - Greater than, Less than, Equal to!
First Grade!
!

WHAT:!
This lesson focuses on explaining the greater than, less than, and equal to symbols. To
introduce these symbols, students must be able to compare different numbers, and to compare
numbers, students must be able to make the connection between numerals and the quantity they
represent. In other words, students must understand cardinality, or the meaning of a number in
terms of quantity. In addition, students will need to understand the relationships between
numbers and their relative magnitude to be able to say which number is more or less. If students
are able to understand these concepts, they will be able to compare numbers and use the symbols
to communicate these comparisons.!
Learning to compare two numbers helps children develop their number reasoning and
mathematical fluency, as comparing two numbers is often involved in larger mathematical
processes. Knowing how to distinguish between two numbers and be able to quickly comprehend
what numerals mean in comparison to other numerals will help students to develop a better
understanding of number relationships. If students develop a better and more fluid understanding
of both the ones and tens values, they will be able to perform mathematical operations like
addition and subtraction more smoothly. In addition, Chapin and Johnson explain, The language
associated with comparisons is particularly important when working with negative numbers: we
compare numbers using the terms greater than, less than, and equal to. While we will not yet
discuss negative numbers at this stage, introducing the proper comparison language and
corresponding symbols will allow students to better understand how to comprehend and compare
both positive and negative numbers in the future.
This lesson will address Common Core standard 2.1.1.B.2, which indicates that students
in first grade should use place-value concepts to compare two digit numbers. For instance,
students can use their knowledge of place value to compare digits in their relative places, such as
the tens and ones place, to help them determine which number is more or less. In addition, the
Common Core Standards by Grade level indicate that students should be able to compare two
two-digit numbers based on meanings of the tens and ones digits, recording the results of
comparisons with the symbols >, +, and <. As such, while we will discuss strategies for
remembering the signs, I will focus on ensuring that students are able to translate the meaning of
the symbols into comparison terms. At this point in the year, I am not sure if all of the students
are able to compare two digit numbers, so I will begin the lesson with single digit numbers and
progress to two digit numbers if appropriate. If I am able to move students to comparing two
digit numbers, this lesson also falls into the Place Value section of the Number Progression
OGAP Framework. The framework includes the example of explaining that 63>59 because 6
tens is more than 5 tens.!
Emily,!this!is!a!very!thorough!discussion.!I!have!two!recommendations.!The!missing!
piece!from!this!discussion!is!a!clearer!statement!of!what!being!able!to!compare!different!
quantities!and!say!which!is!more!or!less!represents!about!ones!understanding!of!number.!The!
entire!discussion!is!about!where!it!is!going!and!the!use!of!the!symbol.!Second,!I!recommend!
you!begin!with!the!conceptual!discussion!and!then!move!into!the!role!of!the!symbol!as!a!

Comment [RJ1]: What!do!you!think!it!means!to!use!

place!value!concepts!to!compare?!

convention!that!communicates!comparison.!So,!start!with!a!statement!of!what!it!means!to!be!
able!to!compare!and!what!students!need!to!understand!to!do!so.!Then,!follow!with!the!above!
paragraph!that!explain!how!this!understanding!forms!the!foundation!for!other!growth.!Finally,!
move!into!the!discussion!in!the!first!paragraph!about!the!use!of!the!symbol.!
!
!
!
HOW:!
!

Task: The task that students will work on is comparing numbers using the appropriate symbols.
Students will learn the symbols >, <, and = using a variety of tools and activities. Students will
be able to apply these symbols in examples where they are comparing two numbers. Students
will work on this task using different types of activities including whole group discussion,
games, and worksheets. Throughout the lesson, we will be doing different activities such as
constructing a chart together, playing games, and completing worksheets. Using a variety of
interactive activities to achieve the task will help keep the students engaged and participative.!
!

Discourse: With the introductory game and the second game where they will record the numbers
and symbols, they will be doing a lot of work in pairs. Students will be able to discuss the
concepts together and help each other to understand the process of comparing and using the
appropriate symbols. We will also have some whole group discussion, where we will discuss
what compare means and I will introduce the ideas of greater than, less than, and equal
to. We will then create a chart with the symbols >, <, and =, and their definitions together as a
group. We will also do a few practice problems together. To explain the game we play in the
middle of the lesson, I will model a round of the game with another student so that they
understand exactly what they will be doing. Finally, to conclude the lesson, we will summarize
what we learned, ensuring that we discuss what each of the symbols mean. Throughout the
lesson, we will use many different group sizes, including working as individuals, pairs, and
whole group. Discussing in pairs and working with the whole group will hopefully keep students
engaged.!
!

Tools: After discussing the expectations for the lesson, I will introduce the lesson by having the
students play a few rounds of Compare, a game in which two students compare two cards with
the numbers 1-10 on them. We will create a chart with the symbols and definitions together as a
class, which will be a useful graphic organizer of the main ideas. Another tool that we will use is
the dice game, where students will work in pairs to compare numbers and record the
comparisons on a worksheet. As a potential extension, I will have an additional dice and an extra
set of worksheets if students are able to demonstrate that they can do the activity easily with two
dice. Following the activity, we will do the assessment, which will include some comparison
problems where students have to fill in a symbol or a number in a comparison math sentence. In
addition, the symbols themselves are tools that are going to be introduced during the lesson.
Partner sharing and small group discussions are other tools that we will use to engage in
discussion. !
!

Norms: At the start of the lesson, I will ask students what our classroom expectations are, as we
are going to apply them to our lesson. Two of our classroom expectations is to be polite and
respectful, and to always try our best. I will mention that I would like all of the students to

Comment [RJ2]: Can!these!ideas!be!integrated!into!the!

discussion!of!the!dimensions!below,!rather!than!
separate!from?!

participate in the lesson and to work together in pairs and as a small group to learn and problem
solve. Hiebert et al. mention that We believe that the opportunities of building mathematical
understandings are enhanced when students work together to solve problems and interact
intensively about solution methods. Establishing the norms of working together respectfully and
trying our best will help create a safe and interactive environment for the lesson.!
!

Diversity, Equity, and Access: One of the norms or expectations that I will discuss at the start
of the lesson is that I will expect every student to participate. I will ensure that I ask all students
to share answers and try to call on students when I think they will have correct answers. I will
also provide accommodations for students who may not grasp the concepts as well by providing
cubes for students who may need them. I will also provide my support to students during the
Work and Explore and Debrief phases of the lesson. I also think the norms and expectations we
set at the beginning of the lesson will create a safe environment of equity and access for all
students. !
!

WHY:!
The teachers in the district had to finalize grades for their students this past week, and my
classroom mentor gave the students multiple assessments in the last few weeks. There were some
problems in the assessments that tested the students understanding of the >, <, and = symbols.
The questions had students complete a number equation by filling in a blank between two
numbers (e.g., 3 __ 5). I was very confused when I saw this problem on the assessments because
we had never discussed the symbols in class. Its possible that these students learned the symbols
in kindergarten, but I would suspect that even if this were the case, they likely forgot what the
symbols mean and how to use them appropriately since last year. As I was walking around the
room during the assessments, I noticed students with incorrect answers and students writing an
answer, erasing, and rewriting an answer. This indicated to me that the students do not have a
good grasp on what the symbols mean, which led me to think that it would be useful for them to
have a concrete lesson about the symbols. !
Teaching this lesson will also help students achieve Common Core standard 2.1.1.B.2.
Even if students are not able to compare two-digit numbers at this point in the year, knowing the
>, <, and = symbols will give them the appropriate tools to compare two-digit numbers and use
their knowledge of place value concepts in their comparisons. Practicing comparing numbers can
help students apply their knowledge of number sense, as they are thinking about the order of
numbers and learning to recognize that one number is more or less than another. This number
sense and recognition will allow for quicker and more fluid computation of numbers using the
operations. !
!

GOALS AND OBJECTIVES:!

The primary goals of this lesson are twofold:
1.! Students will be able to use an understanding of quantity to compare two numbers and
determine which is greater/less. !
2.! Students will know that > means greater than, < means less than, and = means
equal to. Students will be able to use these symbols to complete the equations included in
the assessment. This objective is in line with Common Core standard 2.1.1.B.2, which
indicates that students in first grade should use place-value concepts to compare two
digit numbers.!
!

Comment [RJ3]: I!am!going!to!make!this!comment!

multiple!times!in!this!lesson:!Understanding!this!symbol!
needs!to!be!closely!connected!to!understand!of!
quantity.!!
Comment [S4]: I!address!this!by!adding!a!step!in!the!
lesson!plan,!below!
Comment [RJ5]: I!am!going!to!challenge!you!on!this.!
Knowing!these!symbols!does!not!help!them!compare.!
Knowing!the!symbols!gives!them!a!way!to!
communicate!a!comparison.!!

STANDARDS:!
This lesson will address Common Core standard 2.1.1.B.2, which indicates that students
in first grade should use place-value concepts to compare two digit numbers. If appropriate,
we will advance to comparing two digit numbers to give students practice with place-value
concepts in comparing numbers with different values in the tens place. !
If I am able to move students to comparing two digit numbers, this lesson also falls into
the Place Value section of the Number Progression OGAP Framework. !
!

MATERIALS AND PREPARATION:!

!

Materials:!
-3 sets of 3 dice (for each pair)!
-6 copies of the game worksheet and the assessment worksheet!
-Assessment checklist!
-Pencils!
-Board or Chart paper!
-Markers!

Deleted: -3 sets of 18 cards with numbers 0-9 on them ... [1]

Preparation: !
-Create the sets of cards with the numbers for comparison!
-Set up conference room for lesson, ensuring a board or chart paper is available!
!

CLASSROOM ARRANGEMENT AND MANAGEMENT ISSUES!

1.! We will use a small conference room or a quiet area of the classroom, and students will
be sitting at a round table with the teacher. We will use this setup because we dont want
students to be distracted and we want to be able to hear and work with each student.
2.! Management concerns that may occur include students who call out or try to participate
more, which would likely come from the more advanced students as they will know the
answers more readily. Another concern is that the students who arent able to follow or
understand the activity may feel discouraged and not want to participate as much.
Another concern for this specific lesson is that students may want to just play the games
and not participate as much in the rest of the lesson. In order to try to prevent any
management issues, we will explain the step-by-step directions before beginning the
activity, and explain our expectations for behavior. We will also make it clear that we
expect all students to participate and try their best throughout the lesson so that no
students try to take over or not pay attention.
!

PLAN: !
I.! Launch
1.! Expectations
a.! The very first thing I will do for this lesson is establish the norms and
expectations for the activity. I will ask students what our classroom rules are so
they are reminded of behavior expectations during the lesson

Comment [RJ6]: Typical!cards!for!this!activity!include!

the!numeral!and!the!corresponding!number!of!objects.!!

b.! I will also tell students that I expect each student to participate and work with
their classmates to do the activities. I will also tell them that I may call on
students even if their hands arent raised, so its important to pay attention during
the whole lesson
!
!

2.! Introduction
a.! To introduce the lesson, I will have the students play the game Compare, a
game they play often in class. In this game, two students flip cards with the
numbers 1-10 on them, and whoever has the larger number wins the round. The
students will pair up and play a few rounds of the game. After, I will ask them
what they are doing when they are playing the game, and then ask them to help
me define the word compare, and record their answers on a board or chart
paper.
b.! I will then tell the students that we are going to be discussing the phrases greater
than, less than, and equal to, as well as the mathematical symbols that
represent these phrases. I will ask students what they think greater than, less
than, and equal to mean, recording answers on the board. I will create a small
table with the terms in the left column and the definitions in the right column.
Once weve established a good understanding of these terms, I will introduce the
symbols that represent these terms mathematically (i.e., <, >, and =), and add
these to the table. I will ask students if they know these symbols to get an idea of
who is familiar with them and who is not. I envision the following table for the
chart:

Comment [RJ7]: So,!it!sounds!like!your!students!

already!know!how!to!compare!single!digit!quantities.!
Do!you!anticipate!that!they!all!understand!quantity!
differences?!!
Comment [S8]: Yes,!for!this!group!in!particular,!I!think!
they!understand!differences!in!quantity!!However,!I!
will!include!a!small!addition!to!address!this!below!

!
!

Definition!

Symbol!

Greater than!

Bigger, larger!

>!

Less than!

Smaller!

<!

Equal to!

Same!

=!

II. Work and Explore!

!

3.! Lesson and Practice

a.! Once we discuss the symbols, I will first show an example of a simple number
comparison (e.g., 3 < 5). For this example, I will first draw three dots in a triangle
and then five dots as seen on a dice and ask students what these numbers are, and
write the numbers below the dots. I will ask them to tell me which is bigger, and
write the appropriate symbol between the two series of dots as well as between
the two numbers. I will then explain some ways to remember what each symbol
means. For example, I will explain that sometimes people envision the symbols as
a pacman mouth or an alligator mouth, and it always wants to eat the bigger
number. I will ask a student to give me two different numbers and write them on
the board. I will then ask the students to help me figure out what symbol we can

Comment [RJ9]: You!could!also!point!out!that!bigger!

opening!faces!the!bigger!number.!!!

use to create an equation. I will write the equation on the board, explaining that I
am having the symbol eat the bigger number, and draw teeth on the symbol to add
to the visual representation of the concept. I will then switch the order of the
numbers and show how this causes the symbol to switch direction (e.g., 5 < 7; 7 >
5). In addition, I will ask students to explain how they know which number is
larger.
b.! I will then present examples with two-digit numbers (e.g., 18 > 13; 17 < 22),
eliciting responses from the students and gauge their understanding of place value

Comment [RJ10]: At!what!point!do!you!think!you!should!

ask!students!to!explain!how!they!know!which!is!larger?!

4.! Activity
a.! In this section, I will connect the symbols that we have learned to the game we
played in the beginning of the lesson. I will divide the students into pairs and give
each student a worksheet for the game. I will model the activity with one of the
students, showing how we will both roll two dice, total the number of dots, record
our numbers in a table (which I will create on the board or chart paper), and then
determine the symbol that goes in the middle. Please see the attachment called
Math Symbols Game to see the worksheet they will complete. While they are
playing the game and completing the worksheet, I will walk around and observe
the students, providing explanation and support as needed.
b.! If the students seem to have a good handle on the activity with single digit
numbers, I will provide them with one more dice so that they can also practice
comparing with some two digit numbers. If students seem to be able to compare
with three die, I will also ask students about their understanding of place value. I
will write an example of a two-digit number on the board and ask them what
place value is for each of the digits.
c.! Once we have played the game, I will ask each student to share one of the
examples they had from a round of the game.

Comment [RJ11]: I!know!they!are!familiar!with!the!card!

game,!but!an!alternative!would!be!to!use!dice.!Each!
roles!a!die!or!two!dice.!They!total!how!many!dots!and!
write!the!corresponding!numeral.!This!will!focus!the!
attention!on!quantity.!You!could!even!add!a!third!die.!!
Deleted: pick a card

Deleted: cards with larger numbers so they can practice

quickly comparing
Deleted: with different numbers in the tens place (i.e.,
46 vs 32)

III. Debrief!
5.! Assessment
a.! The assessment will be a short worksheet of six problems of increasing difficulty.
The problems are formatted in a 5 __ 7 format, where the students will have to
fill in the blank with one of the three symbols.
b.! I will also use an Assessment Checklist to evaluate the students understanding of
the concepts discussed in the lesson, including the concept of comparing, the
symbols used to compare, and the ability to accurately compare two numbers
using symbols.
6.! Conclusion
a.! Conclude the lesson by asking students what we learned, making sure we
summarize what each of the symbols mean
!

ASSESSMENT OF THE GOALS:!

!

Comment [RJ13]: One!suggestion!about!the!

assessmentinclude!some!symbols!and!have!them!
write!numbers!in.!!
One!question,!if!a!student!gets!some!answers!wrong,!
what!will!you!know?!That!they!dont!understand!how!to!
use!the!symbol!or!they!dont!understand!the!size!of!the!
numbers!involved?!Is!there!a!way!to!adapt!this!lesson!
and!assessment!to!help!clarify!the!difference.!!

Deleted: Time permitting, finish the lesson with a few

problems with larger numbers

Formatted: Indent: Left: 0.75", No bullets or numbering

The assessment will be a short worksheet of six problems of increasing difficulty. The problems
are formatted in a 5 __ 7 format, where the students will have to fill in the blank with one of
the three symbols.!
!

The assessment is attached and is called Math symbols assessment.!

!

I will also use the attached assessment checklist as a formative form of assessment. The
attachment is called Assessment Checklist - Grade 1 - Emily Heckman.!
!
!
!
!

ANTICIPATING STUDENTS RESPONSES AND YOUR POSSIBLE RESPONSES:!

!

Student Response!

Teacher Response!

Some students may not be able to recognize

and recall the numbers and how they compare
to other numbers in terms of magnitude
without counting !

If some students need to count out the

numbers to see which number is more, I will
provide cubes. I can also draw a number line
on the board or chart paper to help them see
the order of the numbers!

Students may make the game into more of a

competition where they are trying to win
more rounds than the other student by picking
a higher number!

In this case, I will say that the main goal isnt

winning the game but writing out the
number sentences correctly!

To create the table with the symbols and the

meanings, students might not be able to come
up with the definitions and symbols on their
own!

I will give the students prompts to help them

think about the meanings and symbols!

I am including one student who is extremely

active and moves around a lot and often goes
off topic during lessons. I anticipate that there
may be behavioral issues with this student in
particular!

I will have to remind the students of the

norms and expectations of any student acts
inappropriately or does not follow directions.
If needed, I can use proximity to minimize
misbehavior and stand near students who may
start to wander from the lesson.!

!
!
!

ACCOMMODATIONS:!
! For students who may not be able to read the chart paper with observations, include
simple drawings
! While students are working independently, check in with some of the students to see how
they are thinking and possibly provide some guiding questions and ideas
! I can provide more support for students that need help with the assessment

Comment [RJ15]: On!the!check!list,!the!far!right!column!

doesnt!seem!very!revealing!of!understanding.!Think!
about!what!their!work!on!the!assessment!can!indicate!
to!you!and!add!that!to!a!column.!
Comment [S16]: I!changed!this!column!in!the!
assessment!

! Pair the students who are less advanced in math with those who are more advanced so
that they can help the other student
! Provide counting cubes for those who need to see visual representation of the numbers to
compare them
! If needed, I can also draw a number line on the board so that students can refer to it as
they are doing the activities
!

Page 4: [1] Deleted

Students

-3 sets of 18 cards with numbers 0-9 on them!

-3 sets of 12 cards with the numbers 16, 24, 29, 36, 43, and 57 on them
!

11/28/16 4:32 PM