APPENDIX D-1

Lesson Plan Format

Mentor Teachers Initials _____

Name: Kelli Attales Grade Level: 1st Date: 1/29/17

Group Size: 6

Subject/Lesson Topic: Greater than and Less Than

Objectives: (TLW:) Engaged NY lesson 5-9

Objective: Identify 10 More, 10 Less, 1 More, and 1 Less Than a Two-
Digit Number

Standards/GLEs:
1NBT- Numbers and Operations in Base Ten.
B. Understand Place value
3. Compare two two-digit numbers based on meanings of the tens
and ones digits, recording the results of the comparisons with the
symbols, >,<,=.

Contextual Factors: (What contextual factors were considered when

planning the lesson)- Rollins Place Elementary in Zachary
Louisiana- first grade classroom with both white, African
American, and Asian students. These children all operate at
different levels, it was very important to differentiate the lesson to
three different levels making sure that each group learns the concept
at their own level. This classroom also has tons of resources so it was
good to take advantage of that within planning. The children are also
very used to working in partners in math centers and enjoy this. During
this lesson there were 2 groups, six kids each, with 3 boys and 3 girls
partnered off. Ages range from 7-8.

Teacher Materials/Resources:
Single Dice, Double Dice, Unifix Cubes,
white board, marker, eraser, math
partner

Student Materials/Resources: n/a

Technology Integration: no technology used

Family/Community Connection or Extension: This lesson can easily be

reinforced at home. For example, when passing out snacks or when playing
with blocks parents can divide the objects unevenly and have the child decide
which group has more/less. A note to the parents is attached at the end of
this document.
Pre-Assessment: Teacher already has students group in high, middle, and
low. Students from low to middle should work with numbers 1-20. High
students can work with numbers to about 100.
Begin by reminding students about the place value lessons they just learned.
Show students how 10 is greater than 5 using unifix cubes. Show 3 more
examples with larger numbers. Have students make the numbers with their
own unifix cubes so they can visually see the difference.
Pre- Assessment Checklist
Student Name Could build numbers with unifix cubes and point to the larger number
(y/n)
John Doe yes

Lesson Procedure and Activities: This lesson will be a small group

game. It can be introduced and done in example by the teacher in
whole group then played by the students with their math partners.

Introduction: Begin by reminding students about the place value lessons

they just learned. Show students how 10 is greater than 5 using unifix cubes.
Show 3 more examples with larger numbers. Have students make the
numbers with their own unifix cubes so they can visually see the difference.

Activities:
1. Teacher introduces the lesson by reviewing place value with
unifix cubes. Have the children make numbers like 6 and 11
and then compare.
2. Teacher than roll the dice, write the two numbers on the board,
make the numbers with unifix cubes, then put the symbol in
between the two numbers.
3. Students divide into pairs.
4. Students are given one white board, one dice, and one pack of
unifix cubes. Students are to roll the double dice twice and
write down the two numbers they get.
5. Each partner then chooses a number and makes a
representation of it out of unifix cubes.
6. Partners then reveal the unifix cubes they made to each other,
decide which number is larger, and write the correct symbol
between the two numbers.
7. Students continue playing this game until it is time to rotate.
During Assessment Checklist
Student Name Correct Correct Correct w/ explanation
John Doe Yes No Yes

Closure: There is no strict closure to the lesson, students normally

play math centers until rotation is called. When observing the students
play this game, at the end of the lesson, I asked the students did you
enjoy the game? and Do you feel like you understand how to find the
larger number?

Post- Assessment Checklist

Student Name Enjoyed the Game Gained a better
understanding of numbers
John Doe Yes Yes

Differentiation: The teacher already has students group in high, medium,

and low groups. The low group should do this activity with only single die. If
the teacher notices a pair of students that are speeding through this she can
then introduce the double die and see if students can handle that challenge.
The middle group should begin the activity with single die and when the
teacher notices partners not being challenged she introduces the double die
to the pair and observes them work.
The high group can begin this activity and end it with a double die.

Formative Assessment/Evaluation: informal assessment should take

place since this is more students working together and not formal instruction.
The observing teacher should have a check list of the students and mark
each student as they successfully complete single die and double die greater
than and less than sentences. The assessment could also be having each
partner pair show an observing teacher how they decide which number is
greater. The observing teacher then can make a checklist of the students that
were able to give a clear explanation and that understood the concept. (this
works only if time allows).

Student Correct Correct Correct w/

Name explanation
John Doe Yes No Yes
Dear Parents,
This week the students will be learning about greater than and
less than numbers. In learning centers, students will be comparing
two numbers rolled on dice/double dice. Students were just
introduced to the symbols < and >. Below are alligators that can be
cut out and used for comparing numbers and groups of objects at
home.
Ways to extend this learning at home could be: having the
student compare the number of two piles of snack items, building
blocks, legos, etc.
Thank you for supporting learning at home!!!