Lesson Plan 1 (Math: Comparing and Ordering Numbers) Grade/level: 1st grade I.

SOL Content: Math Child/Group: Whole group/half class

Math 1.1 The student will a) count from 0 to 100 and write the corresponding numerals; and b) group a collection of up to 100 objects into tens and ones and write the corresponding numeral to develop an understanding of place value. * Students will be picking 4 cards (1-10) and will write the numbers in order Math 1.4 The student, given a familiar problem situation involving magnitude, will a) select a reasonable order of magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a threedigit numeral (e.g., 5, 50, 500); and b) explain the reasonableness of the choice. * Were starting with comparing one-digit numerals * Students will have to defend their answer to the teacher or teaching assistant Math 1.16 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. *Putting the unifix cubes in order based on size

II. Objective(s)

Students will demonstrate understanding that numbers are different: - Through the card game Compare (similar to War); have to decide which number is bigger, cards 1-10 (1-30 for selected students) - Through ordering numbers with and/or without unifix cubes when given four random cards 1-10 (1-30 for selected students) Unifix cubes Math (Investigations) Workbook Primary Number cards 1-30 number cards Mrs. M (TA) does calendar time Review: I will ask students to explain how they know that numbers are different sizes (this is something that has been reviewed in previous lessons, so its not a new concept). I will remind students that numbers also go in a certain order. We have previously discussed that numbers go up by 1 in order (we created staircases with unifix cubes as a class). I will ask students if they think numbers can still be in order (smallest to largest) even if

III. Materials

IV. Presentation

Lesson Plan 1 (Math: Comparing and Ordering Numbers) numbers are missing in between. Mini-lesson: We have already been talking about greater than, less than, and equal to, but we have not used the formal notation. I will introduce the number monster (used making the symbols). The number monster will always go towards the number that is bigger (unless its equal then it will be an equal sign). I will show/model examples of all three. I will then write two numbers and have volunteers tell me the symbol that should go in between them. Model of new activity: I will have a student volunteer draw four cards, build unifix towers, and put the towers in order. I will then ask the class for reasons whether they agree or disagree with their classmates answer. If the student is incorrect, I will ask him/her to look at the different sizes of the towers and tell me which is smallest, then which is the next smallest and so on to guide the student to the correct answer. If the student is correct, I will ask other students why the answer is correct. I will then show the students the page in the work book where they will record their answers. I will inform them that they may not need to use the unifix cubes in order to solve the problem, but that they may if they want to. Activity instructions: Students will be divided in half. One half will play Compare first; the other half will play Order first. Halfway through class, they will switch. o Compare: Students have cards 1-10 (1-30 for some). They have a partner and both flip a card. They then decide who has the biggest number. If they flip the same, they flip again. (Students dont record their answers, but Mrs. M will circulate to make sure that the students are comparing correctly. She will also make sure that one partner isnt always making the final call. Both students should be deciding.) o Order (smallest to largest): Students select 4 random cards from a deck with 1-10 (1-30 for some). Students have two options depending on how they want to order the numbers. Students can build the numbers with unifix cubes to aid with their understanding. Other students may simply be able to put the cards in order without looking at unifix cubes. Once they have determined the order, students will record their answers in their math workbooks. The workbook answers will serve as assessments to insure that students are able to put four random numbers 1-10 (1-30 for some) in order. If students are struggling, they will prompted to try with the unifix cubes. This more concrete representation of the material should be enough to solve the problem for most students. We do

V. Assessment

Lesson Plan 1 (Math: Comparing and Ordering Numbers) have one little girl (ME) who doesnt have good number recognition and my CI and I are working on an intervention plan to help her with that crucial skill. She will prompted to find the number on a number line in order to write down the correct number in her workbook. If a student is still struggling, I will model myself for just that student. Students will be able to correctly order four numbers (between 1 and 10) 4 out of 5 times. The students have already played compare and all did well determining which number was bigger, but Mrs. M (our TA) will let me know if anyone seems to be having trouble Students will be able to use manipulatives (i.e. unifix cubes) if they need a more concrete representation during our order activity Our most advanced students will use cards that are numbered 1-30 to play both games instead of cards numbered 1-10. Stone-Robinson Elementary uses a responsive classroom method for discipline. Students who call out repeatedly (three times) on the rug will be asked to Take a Break to regain control of themselves. This will also be the case for students who are not sitting correctly on the rug. They can rejoin the group and the teacher will briefly address the behavior when the class transitions to individual work. N. will also be given two reminders before he has to Take a Break. In addition, N. earns marbles for each subject (or loses marbles if he is disruptive, off-task) and will be reminded of this. His mother also receives an email at the end of each day that can serve as motivation to follow instructions.

VI. Differentiation

VII. Technology

None used for this lesson