ALLIGATOR MUNCH MATH

Teacher: Amanda Kofoed

Date: 1/20/2015
Subject / grade level: 1st
Materials:

Base ten blocks, (>, <, =) alligator signs manipulative for each child, practice worksheets for each child, pencil
NC SCOS Essential Standards and Clarifying Objectives
Common Core Standard- 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, <.
Lesson objective(s):
For students to be able to recognize and read the greater than, less than, and equal to symbols in a math sentence, as
well as understand their math meaning. Also, to practice and reinforce their knowledge of the base 10 system particularly
the place value.
Differentiation strategies to meet diverse learner needs:

If the math is too advanced (place value etc) simply have students work within the ones place to compare
values.
Allow for more time working with manipulatives and/ or reduce the number of practice problems for students who
take longer to process.

ENGAGEMENT
Start by introducing the students to the Alligator Munch Math manipulatives. Explain that the hungry alligators
are going to help us learn how to look at (compare) two numbers and see which number greater or lesser than
the other. Start with 15 and 9 on the board and say, Today we are going to look at the numbers 15 and 9, proceed to ask
students how to build each number from longs and ones. Emphasize the use of the base ten system and place value.
Explain that the alligator is hungry and the longs (which represent how many tens we have in the tens place) as well as
ones (that represent how many ones we have in the ones place) represent alligator food. The alligator eats the greater
amount of food. Place the open alligator mouth toward the 15. Write out the math sentence 15 > 9.

Students may be asking themselves: What happens if the first number is less than the second? How do we read
that? Or what if the numbers are the same?

EXPLORATION

To practice further give each student their own base ten blocks and Alligator Munch Math manipulatives and
work out and have the students work out several more examples that include the < and = symbols as a class.

Ask the students questions about place value and patterns they see in their math sentences such as: Is a
number with a tens place value always greater than a number with only a ones place value? Even if there are
more ones in the ones place than the tens?
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EXPLANATION

Ask questions that cause students to think critically about the concept and what the result is. For example: When
we look at this math sentence what does it tell us about the numbers 15 and 9? What is the numbers were
reversed 9 and 15?

Explain the terms greater than, less than, and equal to and their math symbols. Describe how we read math
sentences. Ask students why is it important to know which number is greater or less than the other? How you
use greater than, less than, and equal to everyday? Helpful exampleif you are bring cupcakes to class for your
birthday and there are 25 students should you bring 22 cupcakes? Why not?

ELABORATION
Students will be able to read and recognize greater than, less than, equal to symbols and vocabulary as well as
apply it to numbers they are comparing and situations that they are need for in real life.

Daily life application includes comparing prices with how much money you have. Bringing enough snacks for the
whole soccer team after the game. etc

EVALUATION
Hand out worksheet with 15 more incomplete number sentences that need to be filled in with the <, >, and =
symbols, along with the manipulatives used in the demonstration for each student to work with. Allow students to
work with manipulatives in pairs to find the answers on the worksheet. Intervene and work individually with
students that are struggling and discuss reasoning to verify comprehension of students while monitoring the
classroom.

As well as student participation throughout the lesson building numbers from base ten blocks, answering
questions posed by the teacher or other students, explaining reasoning to each other during practice time.

Sources:
www.themeasuredmom.com
http://www.superteacherworksheets.com/pinterest/pz-greater-than-less-than-gators.html
http://www.corestandards.org/Math/Content/1/NBT/

Materials:
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ALLIGATOR MUNCH MATH