Lesson 24 PK 4
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 24
Objective: Compare numbers using greater than and equal to statements.
Verify with materials.
Suggested Lesson Structure
Fluency Practice

Application Problem

Concept Development

Student Debrief

Total Time
(6 minutes)
(3 minutes)
(13 minutes)
(3 minutes)
(25 minutes)
Fluency Practice (6 minutes)
 Clay Numeral 4 PK.CC.2
(4 minutes)
 Balance Challenge PK.CC.1
(2 minutes)
NOTES ON
COMPARATIVE
LANGUAGE:
In the next group of lessons, students
compare a number of objects. When
comparing sets using numbers, the
correct vocabulary to use is greater
than and less than. For example, 4 is
greater than 3, and 3 is less than 4.
Again, it is not expected for students to
know the difference between when to
use greater or more, and fewer or less;
however, it is important to model the
correct vocabulary for students to help
build a strong foundation.
Clay Numeral 4 (4 minutes)
Note: This activity anticipates writing numerals in Module 5 and is intended to familiarize students with
numeral formation.
Materials: (S) Numeral formation card (Fluency Template), clay
Ask students to roll the clay into a long snake and lay it on top of the short vertical part of Numeral 4 on the
template, starting at the star. Guide students to use one piece of clay (rather than attaching several smaller
pieces together) to encourage proper numeral formation, pinching off any excess. Repeat with the short
horizontal part and, finally, the long vertical part. (Early finishers can trace the clay numeral with their finger
while saying the number name, or they can remove the clay and make the numeral again.)
Balance Challenge (2 minutes)
Note: This activity addresses one of the core fluency goals for the grade, rote counting to 20.
Previously, in Lesson 19, students balanced to 15. Now, have students first count to 17 and then to 20.
T: After 15 comes 16, 17. Let me hear you say 15, 16, 17.
S: 15, 16, 17.
T: Let’s balance on one foot while we count to 17. Ready?
S: 1, 2, 3, …, 17.
Repeat to 20.
Lesson 24:
Compare numbers using greater than and equal to statements. Verify
with materials.
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This file derived from GPK-M4-TE-1.3.0-06.2015
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Lesson 24 PK 4
NYS COMMON CORE MATHEMATICS CURRICULUM
Application Problem (3 minutes)
Materials: (T) Game pieces (checker pieces or bingo pieces)
Explain to students that each player needs the same number of pieces to
play a game. Take out 4 game pieces without counting. Then, instruct
students to take out 2 game pieces, and ask them to compare their number
of pieces to the teacher’s: “Do we have the same number of game pieces?”
Model the response for students: “No, I have more game pieces than you
do.” Have students respond with “No, you have more game pieces than I
do.” Continue this process, ending with both the teacher and students
having the same number of pieces.
Note: This Application Problem allows students to practice comparing sets of objects using the terms more
than and the same as to prepare for today’s Concept Development, where they compare numbers using the
term greater.
Concept Development (13 minutes)
Part 1: Concept Introduction
Materials: (T) 10 rectangular blocks, large numeral cards 1–5 (2 copies of each)
Place blocks in a bin for students to use for building, and lay out the numeral cards so students can see them.
Note that the phrase numeral cards is used in the instructions to the teacher to be more precise by means of
the simpler phrase number cards when used in the dialogue with students.
MP.3
1. Say, “I was walking down the street and saw a building with 5
floors.” Show the numeral 5 card.
2. Say, “The next building I saw had 4 floors.” Show the numeral
4 card.
3. Guide students to say, “5 is greater than 4.”
4. Call on two students and say, “Let’s construct the buildings to
show 5 is greater than 4.” Have each student construct one
of the buildings and place the corresponding numeral card in
front of the building.
5. Ask the class, “Is 5 greater than 4? Tell your neighbor how
you know.”
6. Repeat using two numeral 3 cards. Construct two buildings with 3 blocks each. Guide students
to say, “3 is equal to 3.”
7. Repeat Steps 1–5 with different-sized buildings until every student has had a chance to make a
building. After the construction of the buildings, ensure students use the comparison statements
greater than or equal to for comparing the number of blocks.
Lesson 24:
Compare numbers using greater than and equal to statements. Verify
with materials.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from GPK-M4-TE-1.3.0-06.2015
144
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Lesson 24 PK 4
NYS COMMON CORE MATHEMATICS CURRICULUM
Part 2: Practice
Materials: (S) Numeral cards 1–5 (Lesson 13 Template), tub of linking cubes per table
Place a large tub of disconnected linking cubes at each table. Give each student a set of numeral cards 1–5.
1. Say, “Lay your number cards in front of you face down so you can’t see the numbers.”
2. Say, “Turn over two cards. (Pause.) Use the words greater than to compare the numbers you
see on your cards.”
3. Say, “Check your comparison by constructing 2
NOTES ON
buildings. Pretend that each cube is 1 floor like we
MULTIPLE MEANS
did in our lesson.”
OF ENGAGEMENT:
4. Repeat Steps 1–3 several times.
Some students may need to build the
5. Say, “Show me the number 4.”
towers first before they can make the
6. Say, “Look at the numbers everyone is holding. Use
greater than or equal to statement to
compare numbers. Celebrating
the words equal to to tell about the numbers you
students’ success at the concrete level
see.”
encourages them to take risks and
7. Say, “Construct a building to match the number 4
move to a more abstract level.
you are holding. What do you notice about all the
buildings we made?”
Student Debrief (3 minutes)
Lesson Objective: Compare numbers using greater than and equal to
statements. Verify with materials.
The Student Debrief is intended to invite reflection and active
processing of the total lesson experience. It is also an
opportunity for informal assessment. Consider
taking anecdotal notes or using a simple checklist to note each
child’s progress toward meeting the lesson objective.
As students complete the Practice portion of the Concept
Development, listen for misconceptions or misunderstandings
that can be addressed in the Debrief.
CENTER CONNECTION:
Put a spinner to 5 or a die with the 6
covered and counters in the center.
Let students spin the spinner or roll the
die and count out that many counters.
If they roll the blank (covered 6), they
roll again. Listen for students making
greater than or more than statements.
Some students compare numbers, and
some compare quantities of objects.
Any combination of the questions below may be used to help students express ideas, make connections, and
use new vocabulary (greater than, equal to).






Talk about ways you can show that 4 is greater than 2.
Talk about ways you can show that 4 is equal to 4.
Does the taller tower always match the greater number?
Can you use greater than to compare the number of fingers you see? (Hold up 3 fingers on 1 hand
and 5 fingers on the other.)
Can you use equal to for comparing the number of fingers you see now? (Hold up 5 fingers on both
hands.)
What did you notice about the buildings when they all matched the number 4?
Lesson 24:
Compare numbers using greater than and equal to statements. Verify
with materials.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from GPK-M4-TE-1.3.0-06.2015
145
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 24 Fluency Template PK 4
Cut along dashed lines.
44


numeral formation cards
Lesson 24:
Compare numbers using greater than and equal to statements. Verify
with materials.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org
This file derived from GPK-M4-TE-1.3.0-06.2015
146
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.