Lesson Plan Form

CSUDH - Teacher Education Department

Candidate:
Subject(s):
Grade Level(s):
Michelle Bolden
Math
First grade
Standard(s):
Number and Operation in Base Ten
1.NBT
Understanding place value
4. Compare two two-digit numbers based on meanings of the
tens
and ones digits, recording the results of
comparisons with the symbols >, =, and <.

Date:
April 25, 2016
Single/Multi-Day Lesson:
Single Day

Language Standards K-5

Conventions of Standard English
1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing Standards K-2
Research to Build and Present Knowledge
8. With guidance and supports from adults, recall information
from experiences or gather information from experiences or
gather information from provided sources to answer a
question.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will differentiate between two numbers to determine if the numbers are greater than (>),
less than (<), or equal to (=).
II. LEARNING OUTCOME (Objective):
Students will differentiate between two numbers to determine if the numbers are greater than (>),
less than (<), or equal to (=).
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Prior to the lesson, students will talk about what they know about greater than, less than, and equal
to.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities):
Students will watch Number Gators (Greater Than, Less Than Symbols Song) video on YouTube.
After the video, students will identify cut-outs of the greater than, less than, and equal sign
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Identifying the >, =, < symbols
a. After viewing the video, students will recall the symbols and their definitions.
b. Teacher listens to students responses.
Step #2 Class Participation
a. As a whole class, three volunteers will be picked: Two will represent as numbers and one
*Note: Use CTRL + TAB for indents in outline format.

student will represent as a symbol. (This activity will happen several times until almost all
students have a chance to participate.)
b. Teacher will monitor students participation and will hold several demonstrations to give all
students an opportunity to present.
Step #3 Group Participation
a. Students will be paired into groups of four or five and given unique team names. One
student from each group will come up to the chalkboard and answer a problem the teacher
will provide. The group member who has the correct answer wins a point for the team.
b. Teacher will monitor students participation.
Step #4 Application Activity
a. Students will work individually and apply the lesson they learned on a greater than, less
than, or equal to worksheet provided by the teacher.
b. Teacher will walk around and monitor the students work.
B. APPLICATION ACTIVITY (Practice and/or Reflection):
See Step #4.
C. MATERIALS & RESOURCES:
Number Gators (Greater Than, Less Than Symbols Song) video on YouTube
>, =, and < cut outs
Two small white boards
Class worksheets
Pencils
I.

ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):

Formative: See Step #4.
Summative: Students will write in their journals about what they have learned and what they
like or dislike about the lesson.

II.

ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION,

and PRACTICE):
Work in groups
Place lower learners in group with advance learners
Participation opportunity for every student
Pair ELL students with bi-lingual students.
Vocabulary and the use of the greater than (>), less than (<), and equal to (=).
HOMEWORK (IF APPROPRIATE):
None

III.

*Note: Use CTRL + TAB for indents in outline format.