Lesson Plan #6 Title: Greater Than, Less Than or Equal To?

(>, <, =)

Lesson Overview: Students will continue to build upon their knowledge of place value, by

comparing numbers, using the base-10 model.

Resources or Materials Needed

 Smart Board

 Comparing Place Value Recording Sheet (See Appendix K) (use a sheet protector)

 Dry Erase Markers

 Deck of Playing Cards (without the face cards, Aces are valued as ones)

 Exit Ticket (See Appendix L)

Performance Objective 6: Given 2 sets of 3-digit numbers, students will correctly compare the

numbers 2 out of 3 times.

Time: 65 Minutes

Step 1: Pre-Instructional Activities (10 Minutes)

 Review with students the previous lessons on creating the smallest and largest numbers.

 Review the symbols greater-than, less-than, and equal to. (>, <, =)

 Ask and explain if necessary what the difference between a digit and a number is.

 The goal of the lesson will be shared with students. The goal of the lesson is for students

to be able to compare numbers by determining the value of numbers.

Step 2: Content Presentation (10 Minutes)

 Display a three-digit number on the board (137). Model and explain each digit in the

number 137. Draw a chart on the board below the number showing a column for the

ones, tens and hundreds. Model separating the number by place value and then drawing

the base-10 model for each digit.

  Display another number (174) on the board and repeat the steps above.

 Tell students we can compare the numbers by looking at the value the base-10 blocks

show us.

 Explain, that you always start with the left digit first and compare it to the other digit in

the left place. Look at the base-10 model to help compare each digit.

 Demonstrate to students while looking at both of the base-10 model in each number, we

can decide which number is larger and compare them. Write the sign (<) in between the

numbers.

 Explain and model the activity students will complete. Students will be grouped in pairs,

and be given a deck of cards, a place value-recording sheet and a dry erase marker.

Students will take turns, each drawing three cards. The 1st card will represent the

hundreds place, the 2nd card, tens place and 3rd card, ones place. Each student in the pair

will write the digits in the place value-recording sheet and draw a depiction of the

number using the base-10 models. Then looking at the base-drawings they will compare

the two numbers using the (>, <, =) signs.

 Ask students if they understand, or need clarification on the activity. Group students into

pairs.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity completing several comparisons.

 During the learner participation, change the activity and have students use the cards to

build the largest number possible and then compare the numbers. Change again, asking

them to build the smallest number possible.

  While students complete the activity, teacher ensures students are correctly comparing

the numbers, are able to build the largest or smallest numbers possible. Provide guidance

and feedback to correct any errors such as students comparing numbers from the right

side rather than the left.

Step 4: Assessment (15 Minutes)

 Exit Ticket: Students will compare three sets of numbers. Three groups of 2, three

random digits will be written on the smart board. (241 & 817), (435 & 217) and (109 &

931). They will use their math journals to complete the assessment. They will draw a

base-10 model for their new numbers and show the comparison of the numbers using the

signs (>, <, =). See Appendix L.

Step 5: Follow-Through Activities (5 Minutes)

 Class Discussion Questions.

o When comparing three digit numbers, which digit should be compared first?

What about in a two-digit number?

o What other ways could we compare numbers, how can we “see” if a number is

larger, smaller or equal to another number? (Looking for a response such as a

number line, number charts).