Name of Teacher Fatema Pardawala
Period Number 5&6
Learning Objective:
(Bloom’s Taxonomy)
Compare and order numbers
up to 150
Solve number problems and
reason mathematically
Success Criteria:
All: can compare and order
numbers up to 150
Most: can compare and order
numbers up to 150
independently and solve
problems with assistance.
Some: can compare and order
numbers up to 150 and solve
problems independently.
Starter:
Students verbally compare
sets of two whole
numbers. The students’
verbal response to me
should
include one of these
phrases:
___ is greater than ___.
(25 is greater than 15.)
___ is less than ___. (30 is
less than 55.)
Introduction:
Play interactive game on
comparing ordering using
the links below:
http://
www.snappymaths.com/
counting/ordering/larger/
interactive/compto1000/
compto1000.htm
http://
www.snappymaths.com
/counting/ordering/
larger/interactive/
orderingto1000/
orderingto1000.htm
Subject Mathematics Topic Number – Number and Place Value
Year 2 Sec. Date Number of students
Differentiated Activities to include EAL, SEN and G&T: Resources: Key Vocabulary: place value, digit,
Write 141, 114 and 130 on the white board. Say: Read hundreds, tens, ones (units)
these numbers with me. Point to the individual digits Wo-Wo board
as each of the numbers is said. Ensure students
realise that each of the numbers is a three digit http://www.wldps.com/
number and that they contain the same three digits. gordons/ AfL Strategies:
Ask: How can we know which the largest number is? Higher_And_Lower.swf Show of thumbs
Ask: These numbers have the same hundreds digit, so Workbook 2C Teacher assessment
how can we order them? Ask students to share their
thoughts with the class. Establish that for these
numbers we need to focus on the next significant digit
(the tens digit). Say: Write the numbers on your Homework: Revise Extension Activities:
whiteboard and underline the tens digit in each comparing and ordering in *Ask: What is the smallest possible
number. Put the numbers in order as a class and http://www.snappymaths.c number? What is the largest
om/counting/ordering/larg possible number?
record them on the board, smallest to largest. Write
er/larger.htm
4, 1, 3 on the white board. Ask: What three digit
numbers can we make using these digits? Record the
numbers on the board as students say them. Ask:
How do we know we have found all the possible
answers? Establish that we need to be systematic.
HA: Complete page no. 4, of workbook 2C.
MA: Complete page no. 4, workbook 2C.
LA: Complete page no. 4, workbook 2C.
1
Additional Support: Teacher support LA students to Cross Curricular/Cultural/UAE Links: Plenary (Know, Evaluation:
complete the designated activity. How many pages are there in your favourite book? Understand, Do):
Write the number name for this number. Partition the Write the numbers 124,
number into hundreds, tens and ones. 144, 104, 114. Ask: Can
Misconception: you place these numbers
Children may have difficulty in using the correct ‘signs’ to in the correct order?
compare numbers. Explain this further using ‘King Crocodile
likes to eat bigger number’ principle.