Hungry Alligators: Greater Than, Less Than and Equal
Resource ID#: 49917
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
In this lesson, students will learn to compare two, two-digit numbers and record their comparisons with >, < and = symbols. Students will easily
determine which two-digit number is larger based on comparing the tens and ones.
Subject(s): Mathematics
Grade Level(s): 1
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Computers for Students, Internet Connection, LCD
Projector
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: greater than, less than, equal, place value, tens and ones, numbers and operations in base ten,
Instructional Component Type(s): Lesson Plan,
comparing numbers
Worksheet, Assessment , Educational Game ,
Educational Software / Tool, Formative Assessment
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
The students will:
compare two two-digit numbers and record the results of the comparison using the symbols <, > and =.
learn the vocabulary "less than" "greater than" and "equal".
identify the tens in two, two-digit numbers and determine which one is more.
identify the ones in two, two-digit numbers and determine which one is more.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students must know place value to 100.
Students must be able to compare two-digit numbers and determine which is more or less.
Students must be able to identify place value column positions.
Students must be familiar with how a number line works.
Guiding Questions: What are the guiding questions for this lesson?
1. Looking at the symbol (>) and using what we know about math and numbers, what do you think this symbol means?
2. Looking at the symbol (>) and using what we know about math and numbers, what do you think this symbol means? What do you think will happen if you have two,
three-digit numbers to compare?
3. What do you think will happen if you have two, three-digit numbers to compare based on what we know about math?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Before beginning lesson, write the symbols > and < on the board and ask the students:
Looking at the symbol (>) and using what we know about math and numbers what do you think this symbol means? (something is getting bigger like on a
number line)
Looking at the symbol (<) and using what we know about math and numbers what do you think this symbol means? (something is getting smaller like on a
number line)
2. Discuss with students that they will be learning the symbols >,< and =. Tell thi the symbols do relate to how we see numbers on the number line. The greater than
page 1 of 3 symbol has the arrow shape going forwards on the number line and the less than symbol has the arrow symbol going backwards on the number line.
3. Show the video Learn Grade 1-Math-Learn Greater Less and Equal to Symbols to show the basic use of the symbols >,<,= and how they can easily riiber which way
the arrow should go when comparing two numbers. Be sure to fast forward the video past all of the commercials before showing it to the students.
4. After students understand the concept of comparing numbers and recording those comparisons using >,< and = using two, one-digit numbers then move on to the
comparison of two, two-digit numbers. When working numbers above 9, this requires students to work with the 10's place and 1's place. Tell the students that the
rule when comparing larger numbers is to first compare the numbers in the 10's place; if one is bigger, the whole number is bigger or greater. If they are both the
same, they move over to the 1's place and compare those numbers; the bigger one in the ones place is then the greater number.
5. To teach how to use this rule, go to the interactive activity http://www.crickweb.co.uk/ks2numeracy-calculation.html#ncmenu and click on Compare Numbers. Using
"Think Talk" (talk out loud what you are thinking in your head) go through one set of problis on the interactive activity.
Example: The interactive activity shows 98 ____ 89. You say, "I look at the tens in both numbers. Ninety-eight has nine tens and eighty-nine has only 8
tens. I know that 98 is the greater number. I also know that the mouth of the alligator should be open to the greater number because the
alligator always eats the greater amount. So I know 98 > 89." Continue this talk until you have compared at least 1 set of numbers that have different
amounts of tens, the same amount of tens and the same amount of tens and ones. This will allow you to "Think Talk" through all of the possible symbols.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
1. When you have completed all 3 types of these situations, reset the interactive activity and split the students into two even groups so they can use the interactive
activity as a competition.
2. Physically move group 1 to the left-hand side of the room having them sit in their classmates desks and then move group 2 to the right-hand side of the room.
3. Keep track of the points earned on the classroom board by using tally marks and a t-chart.
4. Beginning with group 1 have the first person on the team "Think Talk" through the first problem on the interactive activity. If they are able to do this correctly then
give Team 1 a tally mark and move to the 2nd problem on the interactive activity and have the 1st person in group 2 take their turn. If the 1st person on Team 1 is
unable to do this correctly then give the 1st person in group 2 the opportunity to steal the point. If this person "Think Talks" correctly then put a tally mark on the
Team 2 side of the t-chart. If Team 2 is able to steal the point from Team 1 then it remains their turn for the 2nd problem. In this case, just move to the next
person on the team. If neither person is able to Think Talk correctly, then show the class again how to do it.
5. Continue play until everyone on both teams has had the opportunity to "Think Talk" at least once. The team with the most tally marks is the winner.
6. As students are playing the game, keep notes on a clipboard for students that you hear are having difficulty with the task.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
1. The independent practice for this lesson will also be the Summative Assessment.
2. Have the students complete the Greater Than, Less Than and Equal worksheet.
3. Circulate around the room to check for understanding.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
When the students are finished with their Summative Assessment, bring the students down to the floor to have a review discussion. Using an easel and markers, use a
piece of chart paper to record what the students have learned about >, < and =. Ask the following questions to guide students into providing information that you can
record on chart paper and use it as a classroom reference. Hang your reference in an area that can be seen by everyone.
1. What did you learn about the greater than symbol that will help you to use it correctly? (the hungry alligator taught us that his open mouth always
opens to the greater number)
2. What did you learn about comparing two, two-digit numbers? (compare the number in the tens column first and whichever number is bigger that is the
greater number over all)
3. What did you learn about comparing two, two-digit numbers that have the same number in the tens column? (compare the numbers in the ones
column and the bigger number is the greater number over all)
4. What if the numbers in both the tens and ones column are the same? (then the number is equal)
5. What do you think will happen if you have two, three-digit numbers to compare based on what we now know about math? (compare the numbers
in the hundreds column and the one with the bigger number is the greater number over all)
Summative Assessment
Give the written assessment Greater Than, Less Than and Equal to determine if students can compare two two-digit numbers and record the results with the symbols
>,< and =.
Formative Assessment
1. Assess prior knowledge by administering the formative assessment How Many More Tens and Ones. This will assess if students recognize units as tens and ones
and also if they can determine which one of two two-digit numbers is more or less.
2. Throughout the lesson use the thumbs up, thumbs down at chest cue to check for understanding (thumbs up means yes I understand and thumbs down means that
I am struggling with this concept).
3. Keep a clipboard and paper handy during the Guided Practice game to make notes regarding students who are struggling with this task.
Feedback to Students
For students who are struggling with determining which number is more or less in the prior knowledge assessment, provide thi with a hundreds chart so they can
visually check if it is more or less.
Ask students:
Which number is on the chart 1st and which number is on the chart 2nd?
Does that help you to determine which is more and which is less?
During the Guided Practice Game if students are struggling, stop play and complete a few more examples using the interactive activity. Dionstrate the "Think Talk"
process again. This should help students with a better understanding.
During the Independent Practice, check for understanding with the thumbs up or down at chest cue. For students who are still struggling bring thi to your small
group table with a laptop to review the Learn Grade 1-Math-Learn Greater Less and Equal to Symbols video.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
For the students who finish their independent practice with ease have them go to the student computers to use the interactive website
page 2 of 3 http://www.crickweb.co.uk/ks2numeracy-calculation.html#ncmenu that was used during the Teaching Phase. Make sure that computers are set up to the correct
website so students can access this activity without assistance from you.
During the Independent Practice, check for understanding with the thumbs up or down at chest cue. For students who are still struggling, bring them to your small
group table with a laptop to review the Learn Grade 1-Math-Learn Greater Less and Equal to Symbols video.
Extensions:
For students who continue to struggle beyond this lesson, share the video Learn Grade 1-Math-Learn Greater Less and Equal to Symbols and the interactive website
with their parents so they can work further at home with this task.
If students continue to struggle with using the > and < symbol, have them make an alligator mouth to help them "see" what this means. Taking a small paper plate
cut a V on one side of the plate. Then draw teeth and an alligator head around the V so students can place the paper plate between the two, two-digit numbers in
question.
Suggested Technology: Computer for Presenter, Computers for Students, Internet Connection, LCD Projector
Special Materials Needed:
Teacher:
clipboard with paper
laptop with wireless connection
easel
colorful markers
small paper plates
pencil
Student:
attached worksheets
pencil
crayons (if they have issues with using the < and > symbols)
Further Recommendations: If you do not have a laptop or access to wireless internet, then you can still do a small group lesson around a desk-top computer so
that you can still utilize the Learn Grade 1-Math-Learn Greater Less and Equal to Symbols video. When using a desk-top computer, restrict students to only two per
group so that they can both see easily.
Additional Information/Instructions
By Author/Submitter
This lesson is aligned to the Mathematical Practice Standard MAFS.K12.MP.6.1: Attend to precision.
SOURCE AND ACCESS INFORMATION
Contributed by: Rebecca Carlson
Name of Author/Source: Rebecca Carlson
District/Organization of Contributor(s): Brevard
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.1.NBT.2.3:
Description
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons
with the symbols >, =, and <.
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