Lesson Plan #2 Title: Greater than, less than or equal to

Performance Objective: Students will use the symbols <,> and = to correctly compare two and
three digit numbers.
Resources or Materials Needed: dry erase, white boards, place value blocks, <,>,= cards
Game: Dried beans, scoop, construction paper, small containers, record sheet
Time: 60 minute lesson and practice/ 25 minutes for game
Step 1: Pre-Instructional Activities:
 Comparing numbers video (Kahn Academy)
 The teacher will review the >, < and = signs. Students have used these signs before and
worked with them in first grade so this part of the lesson should not go too far into depth.
The teacher will give examples on the white board and discuss the place value of each
number.

1. 54<64 because the tens place is greater in 64.

2. 125>95 because 125 has a hundreds place.
3. 85= 85 because both the ones place and tens place are equal.

Step 2: Content Presentation:

 Teacher explains that we will be using what we have learned about place value to
compare different numbers.
 The teacher should emphasize what makes a number greater than another number. (i.e.
We always look at the greatest place value to find the greater number.)
 The teacher will display two numbers on the white board 12 42. The teacher should start
with two digit numbers that have the same one’s place to show students that we only look
at the greatest place value.
 Teacher asks, “What is the greatest number and how do you know? “
 The ideal student response is that 42 is greater than 12 because 40 is greater than 10.
Students must understand that the 4 in 42 represents 4 tens and not just four. This should
be modeled with place value blocks.
 The teacher should continue to model with the following numbers always using number
and place value blocks:
56, 78
100, 100
91, 75

Step 3: Learner Participation: Students will partner up and practice making numbers to
compare. They will record their comparisons on the record sheet. They will play as follows.

 Each player will use place value blocks to create their own number on their desks.
 They will then compare their number to their partners and decided whose number is the
greatest.
 Students will use the <,>, = cards to compare the numbers.
 They will record their numbers and symbols on the record sheet. Each student has their
own sheet for accountability.
 They will continue until the record sheet is full or time runs out.
Step 4: Assessment: The assessment for this lesson will be a game that includes a record sheet.
The teacher will use the record sheets and observation during the game to check for
understanding. Please see appendix C. The class will be split in half. Half of the students will
play the bean game and the other half will play comparing numbers to 1,00. They will have to
show the teacher their score. The game rules are as follows.
Players get three chances to scoop as close to 125 beans as possible out of a container.
First, players create a benchmark by counting out 10 or 25 beans onto a piece of construction
paper. Then they scoop, count, and record the number of beans they actually scooped. Next,
players write a mathematical expression to show whether the number of beans they scooped was
less than, equal to, or greater than 125, and find the difference between that number and 125. The
player who scooped closest to 125 beans wins. (Bridges)

1. Players work alone or with a partner. Each player or partner pair needs a record sheet, a piece
of construction paper, one or two small empty containers, a scoop, and a pencil. Groups of
players share the big containers of beans.
2. Each player counts out 10 or 25 beans onto the construction paper to serve as a benchmark.
3. Players take turns trying to scoop as close to 125 beans as possible by taking as many scoops
of beans as they like. Players can go back and scoop more than once until they think they have
about 125 beans, but may not count the beans as they go.
4 When a player decides to stop taking scoops, they find the total number of beans that they
scooped by grouping their scooped beans into tens and ones. If they have 10 groups of ten, they
can use a small container to hold that group of 100.
5 Players record on their record sheets the number of beans they scooped. Then players write a
mathematical comparison showing whether that number is less than, equal to, or greater than
125.
6 Players figure out and record the difference between the number of beans they scooped and
125. Players may use any manipulatives or strategies they choose to help find the difference.
(Bridges)

Step 5: Follow-Through Activities:

<, > ,= Activity: students who struggle in math will be working with a paraprofessional or the
teacher to first compare one digit numbers using units. Advance students will be asked to
compare numbers up to 1,000.
Game: Students who are struggling with the game will play with the teacher for extra guidance.
Students who find the game less challenging will be asked to create numbers larger than 125.

Lesson Plan Summary: The greater than, less than and equal to lesson begins with the teacher
delivering direct instruction on comparing numbers based on place value. The teacher will ask
students to identify the three symbols to assess prior knowledge for this topic. The students will
then get to explore the concept with the teacher. This lesson follows an I do, we do strategy
where the students watch the teacher and engage in conversation and then they are exploring
with the teacher using their own manipulatives. This allows the teacher to present the material in
a way that she wants it practiced independently. The I do part of the lesson follows Dick and
Carey’s step for content presentation and the We do part of the lesson is when the teacher will
provide guidance. The assessment for this lesson is a game to help students problem and solve
with comparing numbers. The students are challenged by using a different medium (beans) to
create and compare numbers. The teacher will continue to provide feedback during this time.