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## Lesson: [Number: 9/ Title: More than, Less than]

Unit Overview
Main Idea (Claim) Summative Assessment
Mathematics
We compare objects base on their
quantities or numbers not only by their
sizes, weights, lengths, and height.
Biblical
God has created everything in the order.

## Guiding Questions Objectives (know/understand/do/value)

1. How do we count by 5? The student will be able to count by ten
and five from forward and backward.
2. How do we count by 10?
They will practice to find out the more
3. How to compare a number by using than and less than by doing some oral
terms more than and less than? drills.

## Time Instructional Procedures and Strategies

Beginning the Lesson
3 min Review:
Raise your hand if you remember what we learned yesterday in the math class?
- Teacher will pick one of the students name and ask. (Varo can you tell us?)
- If the answer is correct then teacher will say: yes, Good job!
So, today we are going to learn how to find the numbers that are more than 10 and
less than 10 and also the numbers that are more than 5 and less than 5.
Developing the Lesson:
5 min
First, we will learn how to find the numbers which are more than 10 and less than
10.
- Here, we are going to use the number lines.
- Raise your hand if you know how to count by 10? If not then I will teach you.
- So, we are going to start with the number and then we are going to go more
than 10 and less than 10.
- I am going to start with the number 20. If I say give me10 more than 20 then
the answer will be 30 because when we are finding the number that is 10 more
then we need to go to the right direction to count.
- If I say give me 10 less than 20 then it will be 10 because when we are finding
the number that is 10 more then we need to go to the left direction to count.
- So, here 20 more than 10 is 30 and 20 less than 10 is 10.
5 min
Oral Drills: Next, teacher will give a number and ask students:
- Now, I will give you a number and pick your name and you will answer me.
- 30 (what is 10 more than 30?) and (what is 10 less than 30?) = (40 and 20)
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[Teacher Name] [Unit Title] [Unit Length]

- 40 (what is 10 more than 40?) and (what is 10 less than 40?) = (50 and 30)
- 50 (what is 10 more than 50?) and (what is 10 less than 50?) = ( 60 and 40)
5 min
Next, we will learn how to find out the numbers that are 5 less than and 5 more
than
- Raise your hand if you know how to count by 5? If not then I will tell you.
- So, lets start with the number and then we will go to more than 5 and less than
5.
- If I say tell me the number that is 5 more than 25. It will be 30.
- If I say give me the number that is 5 less than 25 then it will be number 20.

## 5 min Lets do an oral drills:

- Now I will choose a number and pick one of your names and you will be
- 35 (what is 5 more than 35?) and (what is 5 less than 35?) = (40 and 30)
- 55 (what is 5 more than 55?) and (what is 5 less than 55?) = (60 and 50)
- 25 (what is 5 more than 25?) and (what is 5 less than 25?) = ( 30 and 20)
10 min
Worksheet:
- Now, teacher will tell the students that they are going to do the worksheet.
Show them a worksheet.
- Tell them to put the name and date first.
- Then read the answer and start the work and if they have any questions then
they may raise their hand and ask to the teacher.
- If you finish your work earlier do not disturb others just get a book from the
shelf and read on the carpet.
- Now you may go and get you pencil out I will come to you and give you a
worksheet.
2 min
Closing the Lesson
Teacher will clap 5 times and tell them that they the time for this class is done and
if they are not done with their work they will continue in the next class.
Thank you all for today.

## Formative Assessment Differentiation

Participation and interaction Oral drills
Worksheet: more than and less than

Resources
Number line
White board
Marker
slide

## Feedback from cooperative teacher:

This is your best lesson do far.
You used the strategies for management and for teaching that were suggested.
You must have felt much more in control.
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[Teacher Name] [Unit Title] [Unit Length]

Good responses to the students answers- youre praising them for correct answers
It was good to allow students to make explanations for their answers- it clarifies the thinking for
everyone.
It was clear that you were in control and had the attention of the kids you reinforced appropriate
behavior and encouraged kids to respect their friends.
You were more explicit in your direct teaching and in giving instructions.

## Feedback from Professor Espiritu:

Overall, It was good
Concern:
Practice on the grammar and vocabularies