LESSON PLAN TEMPLATE
Grade Level/Unit /
Subject:
Mathematics/ First Grade
Lesson and Unit
Title / Focus:
More significant than, less than, equal to the game
60 minutes
I. Lesson Rationale (Why?)
Big Understanding
Students will identify if a number is greater or less than or equal to each other.
Objectives (What will students know and do (K&D))
Students will compare two-digit numbers with the symbols for greater than, less than, or equal to.
Illinois State Standards
1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and one's digits, recording the
results of comparisons with the symbols >, =, and <."
How this lesson connects to students' cultural, personal, and academic backgrounds:
It connects to the children's background by having a sense of
Academic Language Function
You are comparing the more significant than less than and equal signs in the lesson.
Targeted Academic Vocabulary (Key vocabulary necessary both before and during the lesson):
II. Assessment (How will you know?)
Do
they match your objectives?
Formative Assessment (s) (checks for understanding throughout the lesson):
For a formative assessment, a game itself can provide an initial evaluation of student understanding
related to the lesson objective.
Summative Assessment(s) (if applicable):
For the summative Assessment, have the students complete a more significant than, less than, and
equal worksheet.
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III. Instructional Strategies and Learning Tasks (How?)
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Learning Activities
What learning activities do you have
planned for the students?
Describe what may transpire during the
lesson.
How will you “hook” the students into
the lesson?
How will you model and provide
opportunities for guided, shared, and
independent practice?
What questions will you ask to engage,
guide, and assess learning?
The teacher will do (What will you
do during each step of the lesson?)
Students will do(What will
students be doing during each
step of the lesson?)
Today, the lesson will be comparing
numbers
using the symbols of greater than,
less than, and equal to. Then ask
students to define in their own words
"compare."
Have the class write down the words
less than, equal to, and greater than,
and have the class turn to the left and
talk to the person next to them about
the words written on the whiteboard
after that sharing the
You use your body gesture
using your hands and
making a crocodile with
your fingers and saying
greater than. Then you say
to make the crocodile the
opposite, and you whisper
less than. Finally, you make
parallel lines with your arms
and say equal to in your
home language (L1)
ir thoughts and ideas.
Motion with your arms and
say loud and clear, "greater
than," arms near one
another as you state voice
softly, "less than," and hold
arms corresponding to
shape an equal sign as you
say, "equal to." Have
Show the images for more than students to characterize the
(>), not precisely (< 8. Utilizing jargon in their home
the intelligent whiteboard (if
language (L1).
open), play the game Not
exactly or More noteworthy
Than 1 to 20 with the
understudies. To work with
The numbers with base-ten
higher numbers, show three
squares, so understudies
models on the board, one for
comprehend the amounts
every image, utilizing numbers related to the numbers.
under 100. Models can be
Remind understudies that as
something like 43 __ 34; 55 __
we depend on, the numbers
66; 77 __ 77. Talk through each get greater. Request that
Clarify that as a class, everybody
will review the images used to
analyze numbers. Characterize
images as things that speak to
something. For this situation, images
are utilized to look at numbers by
size.
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example, drawing the right
image as you clarify why it is
the correct answer. Incorporate
the gator "teeth" on every
image to fortify the possibility
of the crocodile "eating" the
more significant number.
Peruse every model as a
sentence. For instance, 43 is
more prominent than 34; 55 is
under 66; 77 is equivalent to
77. If necessary, experience a
couple of more models on the
board with your understudies.
On the other hand, you can
utilize the game Not exactly or
More prominent Than 50 to 99.
they find 36and 23 on the
number line. Point out that
36 is further from one on
the number line than 23 is.
IV. Differentiation (How?)
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How will you differentiate learning activities for the varied learning needs of your students? (Low, high, IEP,
ELL)
How will you differentiate your assessments for the varied learning needs of your students?
What materials may need to be adapted for the varied learning needs of your students?
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For students who are prepared to work with numbers over 100, you could have them play More
prominent Than, Not precisely, Equivalent To Game: Three-Digit Numbers rather or notwithstanding
the More noteworthy Than, Not strictly, Equivalent To Game: Two-Digit Numbers.
For students who need more assistance, you might need to arrange them and play as a gathering
with them. Urge them to "showcase" the number examination by making a "crocodile mouth" with
their hands.
Reconciliation Utilize intelligent whiteboard when playing intuitive games. When telling students the
best way to play the game, it would work best to show the game board on a smart whiteboard, report
camera, or projector so you can show understudies the best way to record as they play.
V. Instructional Materials, Resources, and Technology (What)
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What materials will you need to teach this lesson?
What materials will students need?
Class set of the More noteworthy Than, Not precisely, Equivalent To worksheet Filecards (10 for each
pair of understudies) Plastic baggies (one for every group of understudies) More prominent Than, Not
strictly, Equivalent To Game: TwoDigit Numbers worksheet (one for every understudy or gathering of
understudies)
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Pencils
Intelligent whiteboard or projector More prominent Than,
Not precisely, Equivalent To Game: Three-Digit Numbers (for Advancement) Not exactly or More
prominent Than 50 to 99 game
.
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