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# Teacher Candidate Name: Donovan Martinez Cohort #: 414 Todays Date: 12/4/13 Lesson Title: Less !

reater "lli#ator !rade Level: & Teachin# Date: 12/\$/13 Mentor Teacher: %arah Mahoney

## CC%% Content "rea: Math

Step 1Desired Results 'rie( narrative overvie) o( lesson that s*eci(ies end+rin# +nderstandin# and essential ,+estion %t+dents )ill revie) the meanin# o( -less. and -#reater./ %t+dents )ill *ractice com*arin# n+m0ers 0y +sin# the terms -less than. and -#reater than/. They )ill sho) e1am*les o( n+m0ers that ma2e tr+e less than/#reater than statements/ %t+dents )ill 0e a0le to (ind the -'i# N+m0er. )hich )ill assist them in com*letin# (act (amilies/ Common Core %tandards: Cluster 4nderstand the *lace val+e system/ Common Core State Standard 2.NBT.4 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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## Domain N+m0er and 3*erations in 'ase Ten/

'/ C/

!eneral Learner 3+tcome 5!L36: Com*le1 Thin2er7The a0ility to *er(orm com*le1 thin2in# and *ro0lem solvin#/ %el(7directed Learner7The a0ility to 0e res*onsi0le (or ones o)n learnin#/ 8a)aii Teacher 9er(ormance %tandard:

ACEI STANDARD II. Curriculum "2/3 Mathematics:Candidates 2no); +nderstand; and +se the ma<or conce*ts and *roced+res that de(ine n+m0er and o*erations; al#e0ra; #eometry; meas+rement; and data analysis and *ro0a0ility/ =n doin# so they consistently en#a#e *ro0lem solvin#; reasonin# and *roo(; comm+nication; connections; and

re*resentation> ?/ IEP Annual disa#ilities Student Initial&s' DL oal!"#\$ecti%e&s' (or SPED students )it* mild!moderate IEP oal!"#\$ecti%es&s' DL )ill im*rove his n+m0er sense; com*+tational a0ility; and meas+rement o( coins and len#th to the early 3rd #rade level 0y the end o( the =?9 *eriod/ "@ )ill im*rove her n+m0er sense; com*+tational a0ility; and meas+rement o( coins and len#th to the early 3rd #rade level 0y the end o( the =?9 *eriod/

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Step 2Assessment E%idence "/ 9er(ormance Tas2 %t+dents )ill 0e a0le to tell )hich n+m0er is #reater than or less than/ %t+dent )ill 0e a0le to create tr+e #reater than or less than statements/ '/ 9er(ormance Criteria 5How good is good enough? "TT"C8 chec2lists; r+0rics; or criteria/6 %t+dents )ill sho) +nderstandin# o( the #reater than or less than sym0ols 0y creatin# tr+e statements and record them on the activity sheet *rovided/

## Teac*er )ill. %ay; Call me

Student )ill. Aes*ond; Maybe!!! and 0e ready to start lesson 0y sittin# ,+ietly and eyes and ears on the teacher/ Listen/

Anticipator/ Set

%ay; Today we will be reviewing what is greater than and what is less than. ere going to !ra"ti"e

"om!aring numbers and ma#ing true greater than\$less than statements to hel! us %ind &ig numbers. %ay; hat is synonym or another word that means the '(M) as *+)(T)+? %ay; hat is synonym or another word that means the '(M) as ,)''? 0odelin%ho) the !reater Less than "lli#ators and create a tr+e statement/ 8and o+t the recordin# sheet/ Do the (irst line to#ether 0y creatin# another #reater than/ less than statement have st+dents record it on their recordin# sheet/ 8ave st+dents do the ne1t & lines5#s 27B to#ether6/ 59ossi0le ans)ers: 0i##er; hi#her; more; etc/6 59ossi0le ans)ers: smaller; lo)er; etc/6

Create their o)n #reater than/less than statement/ Crite the (irst #reater than/ less than statement/

uided Practice

?ach st+dent (li*s over a (ish card/ 3ne st+dent decides i( it is less than or #reater than/ The other st+dent tells )hether they a#ree/disa#ree/ 3nce they a#ree; 0oth st+dents )ill record the statement on the recordin# sheet/ Aecord each statement on the recordin# sheet/ Com*lete the rest o( the lines )ith tr+e statements i( they (inish 0e(ore other st+dent/ %ay the n+m0er on

Independent Practice

8ave st+dents do the ne1t & lines inde*endently 5#D7116/ %ay; -=( yo+ (inish early; yo+ can (inish #s 1271B/.

Assessment E%idence1

## %ho) st+dents t)o (ish cards and

Summati%e

as2 them )hich one is #reater/ "s2 st+dents; -Chich n+m0er is moreE. Tell the st+dents; -FFFFF is more than FFFFFF.; then as2 them; -Chich is the 'i# n+m0erE.

the (ish card that is #reater/ Aes*ond )ith the same n+m0er/ Aes*ond )ith the same n+m0er/

Closure

## Aevie) the di((erent )ays o( sayin# -#reater. or -less./

0odi(ications!Adaptations %9?D2 Descri#e in detail )*at modi(ications!adaptations /ou )ill pro%ide to support learnin-. Cor2 in small #ro+*; *re(erential seatin# close to teacher/ N+m0er o( tr+e statements red+ced (rom 1& to 1G/ Cor2 in small #ro+*; *re(erential seatin# close to teacher/ N+m0er o( tr+e statements red+ced (rom 1& to 1G/

Student A

Student B

en Ed2 Di((erentiation 9lan (or the !eneral ?d+cation classroom; non7=?9 st+dents/ =denti(y the ty*e o( need 5e/#/; ?LLs; #i(ted st+dents; readin# needs; etc/6 List the ty*e o( di((erentiation 5learnin# environment; content; *rocess; or *er(ormance tas26 and tell ho) yo+ )ill di((erentiate 5e/#/ chan#e seatin#; #ive a more advanced/sim*ler readin# assi#nment; etc/6 Hoca0+lary terms and vis+als )ill 0e *rovided/ Cill contin+e to (ill in tr+e statements (or #s 1271B/ Cill *rovide 3 tr+e statements instead o( & or only )or2 in *airs on not individ+ally/

## ?LLs "ccelerated Learners %tr+##lin# %t+dents

"/ Materials to have ready: 2 "lli#ator sheets; laminated 51 #reater than; 1 less than6 (ish c+to+ts that have n+m0ers on them recordin# sheet dry erase mar2er 5(or teacher6 *encils 5(or st+dents6 '/ "**ro1imate time needed (or lesson: &G min+tes C/ Aeso+rces 5)here = #ot my ideas6: htt*://)))/teachers*ayteachers/com