3.+Development

=**Development:**=

=**The Lesson Plan**= Stephanie Ibarra & Kari Boeglin Grade Level: 1st Lesson Topic: Comparing Number Estimated Time Length of Lesson: 1 hour
 * Comparing Numbers using ST Math**

Math meeting board Comparing numbers visuals (see picture) Post it’s with the greater than/less than symbol Post it’s with various numbers Word strips with “greater than” “less than” written on it. 22 computers with internet connection Access to STmath.com (student log in and passwords already set up)
 * Materials: **

** California Content Standards: ** 1.1 Compare two or more sets of objects (up to ten objects in each group) and identify which set is equal to, more than, or less than the other. ** Objective: **
 * Number Sense**
 * 1.0 Students understand the relationship between numbers and quantities (i.e., that a set of objects has the same number of objects in different situations regardless of its position or arrangement): **

Students will be able to compare two numbers and identify which is greater than and less than. ** Modifications ** : Students RC and JR will be seated close to the front of the math meeting. These students have recently been identify as students with Attention Deficit Disorder. Seating them close to the front will help them to focus on the lesson as well as remove them from other distractions that may be present when sitting behind other students.

** Vocabulary: ** Greater than Less than Equal to Larger Smaller Same ** Discipline **: As a motivation to focus and pay attention, students will be given table and row points. Points will be awarded to color rows that are participating and tables that are on task and have the appropriate voice levels. ** Procedure: ** __Open:__ · Math Meeting: o Count from 1-100 o Count down from 30 o Count by 2’s to 100 o Count by 5’s to 100 o Count by 10’s to 100 o A.M./P.M. o Touch math (adding double digit numbers) o Touch money o Money song o Doubles rap o Word problem of the day. · Math meeting lesson of the day: Comparing Numbers o Show students two numbers: 10 and 5. o Ask the students, “which number is bigger?” students will say “10!” o As the students, “which numbers is smaller” students will say “5!” o Tell students that you have a friend who is super hungry. He is hungry but he is still a picky eater. He only wants the bigger number. Show the students the two numbers. “Which number is bigger? “ “10!” so the students how your friend is going to open its mouth to the big bigger number so he can eat it (show the greater than symbol to the students >). o Repeat if necessary. · Introduce the “greater than” & “less than” vocabulary. o Show students the same number. Ask students, “Which is the greater number?” Have a student answer. If students answer correctly or incorrectly still explain the term further. o Greater than means bigger! Less than means the smaller one. o Now post the greater sign in the middle, the number 10 of the left and the number 5 on the right. o Say the sentence: “10 is greater than 5) while pointing to the display 10>5. o Now switch the numbers around so that the board shows, 5<10. Now say the sentence: “5 is less than 10” ask students to explain why  the sentence changed.  o Practice with two or three other sets of numbers posting both the symbols and the words to match the sentence.  __Development (body):__   · After students demonstrate understating of the material during the math meeting lesson, dismiss students by tables to retrieve computers.   · Have students sit in their table group, turn on the computers and log on to Jiji (students have practiced this many times before and are fluent in the process).   · Students will practice comparing and contrasting numbers on STMath.com   · Teacher will monitor student progress and understanding while walking around.   · If the teacher sees any students struggling, the teacher will sit with the student and explain the concepts as they are playing the level.

__Closure (close):__ · Whole class review: § The teacher will write two numbers on the board. Students will then pair share to decide which symbol will go in the middle. § The teacher will choose a pair to come to the board and draw the symbol. Students will explain how they got the answer. § For the same two numbers students will pair share whether to use “greater than” or “less than.” The teacher will choose a pair of students to write the sentence on the board. Students will explain how they got the answer.

** Assessment: ** Informal assessment via observation throughout the course of the lesson, as well as on the amount of times needed for him/her to complete a level. If s/he was not successful within three attempts, the software places a dot under his/her name to notify the teacher. It is then clear which material/concepts a student is having difficulty with so that s/he can be assisted further.

Click below for the docx version of the lesson plan.