LESSON PLANS 1-3

Place Value Learning Segment

Grade Level First grade

Subject/Content Area: Math/ELA
Lesson Plan 1: Comparing numbers using Greater than and Equal to symbols
Learning Context
Community Context and School Demographics: The student demographics consist of 72% Asian,
2% Black, 9% Hispanic and 14% White. 13% of the student population are English language
learners while 11% of the student population are students with special needs. This school serves
grades PK through 5th grade with 3 special education classes and 2 ICT classes. The total
enrollment is 919 students. According to the Framework for Great Schools, student achievement
is excellent. The teachers work collaboratively to ensure that students have rigorous instruction.
There exist strong community ties as well as effective school leadership. The relationship
between administration, educators, students and families is based strongly on trust and respect.
Number of students in class: 9 students: 5 kindergarten; 4 first grade: Age range of students:
5-7 years old.
Class structure: Self-contained 12:1, Whole class & small group
Learning Goal:
• All students will compare two 2 digit numbers and decide which symbol <,>,or = best
describes the comparison.
• Focus Learner has an IEP goal to improve his interaction with his peers by
demonstrating appropriate peer interaction such as participating in activities with his
peers, sharing with his peers, and taking turns with modeling and prompting.
Academic Standard/Alternate Standard/Early Childhood Standard
NYS Next Generation Mathematics/English Language Arts
NY-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 >, =, and <.
NY-1SL: Speaking and Listening/Comprehension and Collaboration
NY-1SL.1a: Participate in collaborative conversations with diverse peers and adults (e.g. in small
and large groups and during play).
ONE Measurable Learning Objective
All Students: Given Superheroes number cards labeled 50-65, students will create 2 numbers,
compare the numbers, record the numbers with the greater than or equal to symbol
independently with 80% accuracy.
Focus Learner: Work collaboratively with peers by participating, sharing materials with peers,
and taking turns independently 3/5 trials.
Communication Skill
Focus Learner will be able to work collaboratively with peers.
Teacher Actions
• Have students “check-in” on the Mood meter, make sure all is either green or yellow,
otherwise implement mindful breathing.
• Activate prior knowledge: Students will show teacher how to decompose the number 54
with base ten “longs” and “cubes” on wipe-off sleeve with Comparing Numbers Greater
than sheet in wipe-off sleeve. Have one student go to smartboard to show the number.
• Students will show teacher how to write 54 using a tens and one chart on the other side of
their wipe off board. Have a student volunteer to write the number 54 using a tens and
one chart.
• Teacher will ask students what does compare mean? How many numbers are needed to
compare numbers? We want to look at two numbers to compare two numbers.

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 LESSON PLANS 1-3

• Refer to the smartboard. Ask students to compare the two numbers on their wipe off
sleeve and see if they match. Ask the students to give you a thumbs up if their numbers
match their partners. Students should share out thumbs up.
• Show students the equal sign. This is the symbol in math that shows equal. Explain to
the students when two numbers are the same the “equal” sign is placed in between the
two numbers.
• Choose a student to read the math sentence: 54=54.
• Pose the questions: What happens when you have two numbers that are not the same?
• Erase the number on the right side of the math sentence with the number 53 on the
smartboard.
• Wipe-off Sleeve: Have students erase the number 54 on the right side and write 53 with
enough room to show what the number looks like in place value form.
• Students will show 53 in place value form. They have a choice of either drawing place
value or use tens and ones chart on the right side of their wipe off board.
• Once student has written the number, have the students turn and talk about which
number is greater or bigger and why?
• Teacher pose questions: How do we decide which number is bigger? What if you didn’t
know how to compare the numbers and you didn’t know which number was greater than?
Is there a way to figure it out? Students may say: I just know. One the hundreds chart
numbers 54 is bigger than 53.
• Teacher will explicitly explain: We first compare the largest place value. Which is the
largest place value the tens or ones? Have students circle the tens digit in each number.
Teacher will model it on the smartboard.
• Teacher will ask: Which digit is bigger? The 5 in the tens place or the 5? Students:
It’s the same. Teacher: What shall we do now? Students might say look at the ones
place. Teacher will say look at the ones place. Which digit is greater? 4 or 3
Teacher: If 4 is greater than 3 then which number is greater? 54 or 53?
• Show the greater than symbol to show that 54 is bigger than 53. Show the visual aid that
shows the greater than sign.
• Since we are only using the symbol greater than or equal to, we must start with the
greater number in our math sentence. Can you put the symbol in the circle? Double
check to make sure that the alligator is eating the greater number. Show me when you
are done. Check to make sure all students have the correct symbol. Erase the wipe-off
sleeve.
• Teacher will model one round of the game with Focus Learner, “Which number is
Greater?”
• To play this game we need to use Game Playing Etiquette. Refer to the visual aid of
steps to game playing.
• Introduce the visual aid of Game Playing Etiquette:
• 1) Decide who goes first
• 2) Eye contact when talking to partner
• 3) Take turns
• 4) Share with partner
• 5) High five to show good sportsmanship.
Which Number is Greater than? rules:
• 1) Students need to decide who goes first.
• 2) Student 1 flips a card from the deck and write the number on the Greater than
Comparison place value mat.

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 LESSON PLANS 1-3

• 3) Student 2 flips a card from the deck and write the number on their Comparison place
value mat.
• 4) Student 1 and 2 will collaborate, compare the two numbers, and decide how to record
the two numbers on the recording sheet since they can only use the greater or equal
symbol.
• Students will play a round with teacher’s prompts and support and then go to their seats
to play the game independently.
• Students will do an exit sheet when they finish playing the game.
• Partners will take their “Which is Greater than” recording sheet and go to their seats to
play independently.
• Teacher: Boys and Girls I will be watching you to see if you are using Game Playing
Etiquette as you are playing “Which Number Is Greater?” and monitoring if you
understand how to compare two numbers using the greater than symbol. (Teacher will
videotape FL playing for authentic assessment purposes.)
• Teacher: When you are done, there is an exit sheet to complete after you finish playing
the game. You will find the sheet in your wipe-off sleeve. FL complete checklist.
• Paraprofessional: Will prompt and support whenever necessary so that assigned
student can play the game and complete the exit sheet.
Guided Practice
Teacher will first model the “Which Number is Greater?” game with Focus Learner. Teacher will
watch students play one round of the game with prompt and support. Students and Focus
Learner will use Game Playing checklist while engaging in the activity on the carpet. Focus
learner will refer to checklist while playing game, if necessary. Teacher will prompt students how
to complete the exit sheet after the activity. Feedback will be in the form of a “Glow and Grow”.
There is also student feedback on the student’s sheet to help teacher learn about the students’
feelings towards the subject matter. Teacher will have a conversation with Focus Learner how he
is achieving towards his annual goal.
Independent Practice
Students will play “Which Number is Greater?” with partners and complete exit sheet to compare
2 numbers using the symbol greater than or equal to.
Focus Learner will use Game Playing Etiquette to play “Which Number is Greater?” with partner,
complete exit sheet to compare 2 numbers using the symbol greater than or equal to, and Game
Playing checklist.
List Student Assessments:
Formative Assessments:
• Teacher will refer to pre-assessment baseline data sheet place value unit for students and
focus learner.
• Student will show teacher how to decompose numbers with place value (base ten long
and cubes and ten/ones chart on wipe-off sleeve.
• Students can compare 2 numbers by comparing the digits in the tens place first and then
ones place if necessary.
• Teacher will watch FL play with partner based on Game Playing Checklist.
Summative Assessment:
• Student will create two numbers from number cards, show number place value, compare
the two numbers using the symbols greater than or equal to and write a number sentence
on their exit sheet.
• Video of FL playing with partner for authentic assessment purposes.
Benchmark assessment:
1 2 3 4

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 LESSON PLANS 1-3

Understanding Students cannot Students can Students can Students can

Place Value compose 2 compose 2 compose 2 compose 2
numbers in place numbers in numbers in place numbers in
value format nor place value value format, place value
decide which format and decide which format, decide
number is decide which number is greater, which number
greater with number is and write a math is greater, and
prompt and greater with sentence write a math
support with prompt and independently sentence
60% accuracy. support with with 80% independently
70% accuracy. accuracy. 100%.
Focus Learner (FL) Annual Goal Assessment:
Emerging In-Progress Mastered
Participates FL participates in class FL participates in FL participates in
in activities activities with no eye structured activities in structured activities in
with his contact with peers and the classroom with eye the classroom with
peers. less than 2 back and contact and 2-4 back eye contact and more
forth in conversations and forth conversations than 4 back and forth
with peers. with prompt and conversations
support. independently.
Sharing with FL shares with peers in a FL shares with peers in FL shares with peers
his peers game activity or during a game activity or in a game activity or
free choice with prompt during free choice with during free choice
and supports (5 or more less prompt and independently.
in a game activity). supports (less than 5).
Taking turns FL takes turns with more FL takes turns with FL takes turns
than 5 prompts and less than 5 prompt and independently.
supports in a game supports in a game
activity. activity.
Closure:
Students will complete an exit sheet to show their knowledge of numbers, the symbol greater
than or equal to and writing math sentences. Teacher will conference with each student to give
immediate feedback and “Grow and glow” on students’ exit sheet. Students will also offer teacher
feedback about the work by circling how they felt when they did the lesson. Teacher will
conference with Focus Learner to review and show video of how he did according to the Game
Playing Etiquette checklist. Teacher will offer a “Grow and Glow”.
List of Planned Supports: • Teacher models game activity
• SEL mood meter check-in with mindful • Students play game activity with
breathing prompts and supports before playing
• Visual Aids of greater than and equal to independently.
symbols • Game Playing Checklist
• Marvel Superheroes Number card deck • Summative Assessment exit sheet
(#50-65). • Videotape game activity of FL on iPad
• Game activity for peer collaborating • 1:1 Feedback and conferencing
List of Instructional Materials:
Visual Aids of greater than and equal to symbols, PowerPoint sheet, Marvel Superheroes
Number card deck (#50-65), 5 wipe-off sleeves, Comparison Mat, 5 wipe-off markers, Greater
than Game playing recording sheet, Game Playing Etiquette checklist, and iPad Tablet.
Reference List:
Google images of Boardmaker: how to play a game.

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 LESSON PLANS 1-3

Google images of Marvel Superheroes (n.d.). Retrieved from

https://tools.nycenet.edu/snapshot/2018/26Q203/EMS/

Lesson Plan 2: Comparing numbers using Less than and Equal to symbols

ONE Measurable Learning Objective

All Students: Given Superheroes number cards labeled 50-65, students will create 2
numbers, compare the numbers, record the numbers with the less than symbol or equal to
independently with 80% accuracy.
Focus Learner: Work collaboratively with peers by participating, sharing materials with
peers, and taking turns independently 3/5 trials.

Communication Skill:
Focus Learner will be able to work collaboratively with peers.

Teacher Actions
• Have students “check-in” on the Mood meter, make sure everyone is either green or
yellow, otherwise implement mindful breathing.
• Activate prior knowledge: Last time we looked at the “greater than” sign when
comparing two numbers. Ask students to write their own greater than math sentence.
Have a student share it.
• If all students can create their own greater than math sentence, teacher will continue
with the lesson. If not, teacher will review the process of comparing two numbers for
the greater than symbol.
• Teacher explains that in the last lesson we have been comparing numbers and finding
the greater number. Can you guess what type of numbers we will be looking at?
Students should shout out “numbers that are not greater than”. Teacher will write the
same numbers from the last time. 54 and 53 on the smart board.
• Teacher will compare the numbers and ask students. “How do you know that 53 is the
lesser number?” Students: because if you compare the tens place it is the same
which means you have to go over to the ones place.
• Teacher will explicitly explain: Instead of picking the bigger number, we pick the
smaller or lesser number. Just like last time we need to put the lesser number on the
left-side. The other number goes on the other side. We write this symbol which is
lesser than. Have students complete the math sentence by placing the lesser
number on the left side.
• Student will read: 53 is less than 54.
• Let’s do one together. Have two students flip a number card. Write the numbers on
the smartboard. Have students write the numbers, show the numbers in place value
format and write a math sentence with the less than symbol. Show me when you are
done. Check to make sure all students have the correct symbol. Erase the wipe-off
sleeve.
• Last time we played “Which number is Greater?” Today we will be playing, “Which
number is less?” The rules are the same except instead of finding the bigger number,
we pick the smaller number or lesser number.
• Based on FL’s video of game playing, the teacher will focus on which steps to focus
on.
• Review the visual aid of Game Playing Etiquette:

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 LESSON PLANS 1-3

• 1) Decide who goes first

• 2) Eye contact when talking to partner
• 3) Take turns
• 4) Share with partner
• 5) High five to show good sportsmanship.
Which Number is Lesser than? rules:
• 1) Students need to decide who goes first.
• 2) Student 1 flips a card from the deck and write the number on the Less than
comparison mat.
• 3) Student 2 flips a card from the deck and write the number on their comparison mat.
• 4) Student 1 and 2 will collaborate, compare the two numbers, and decide how to
record the two numbers on the recording sheet since they can only use the greater or
equal symbol.
• Students will play a round with teacher’s prompts and support on the carpet and then
go to their seats to play independently.
• Students will do an exit sheet when they finish playing the game.
• Partners will take their “Which number is Less than” recording sheet and go to their
seats to play independently.
• Teacher: Boys and Girls I will be watching you to see if you are using Game Playing
Etiquette and if you understand how to compare to numbers using the less than or
equal to symbol. When you are done complete the exit sheet. FL complete Game
Playing checklist. (Video tape FL for authentic assessment purpose only.)
• Paraprofessional: Will prompt and support whenever necessary so that assigned
student can play the game and complete the exit sheet.
Guided Practice
On the carpet, Teacher will model the “Which Number is Less than?” game using another
student but will repeat the steps the Focus Learner needs to learn from previous lesson.
Teacher will watch students play with their partner for one round with prompt and support.
Students and Focus Learner will use Game Playing checklist while engaging in the activity on
the carpet and at their seat. Teacher will prompt students how to complete the exit sheet after
the activity. Feedback will be in the form of a “Glow and Grow”. There is also student
feedback on the student’s sheet to help teacher learn about the students’ feelings towards the
subject matter. Teacher will have a conversation with Focus Learner how he is achieving
towards his annual goal.
Independent Practice
All students will play “Which Number is Less than?” with their partner independently and
complete exit sheet which compares 2 numbers using the symbol less than or equal to.

Focus Learner will use Game Playing Etiquette to play “Which Number is Less?” with
partner, complete exit sheet to compare 2 numbers using the symbol less than or equal to
and Game Playing checklist.
List Student Assessments:
Formative Assessments:
• Teacher will refer to exit sheet from greater than lesson.
• Student will show teacher how to decompose numbers with place value on wipe off
boards.
• Student will be able to identify 2 numbers that are the same mean equal
• Students can compare 2 numbers using comparing the digits in the tens place and
then ones place if necessary.

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 LESSON PLANS 1-3

Summative Assessment:
• Student will create two numbers, show number place value, compare the two numbers
using the symbols less than or equal to and write a number sentence on their exit
sheet on the exit sheet.
• Video of FL playing with partner for authentic assessment.
Benchmark assessment all students:
1 2 3 4
Understanding Students cannot Students can Students can Students can
Place Value compose 2 compose 2 compose 2 compose 2
numbers in place numbers in numbers in place numbers in
value format nor place value value format, place value
decide which format and decide which format, decide
number is less decide which number is less which number
than with prompt number is than, and write a is less than,
and support with less than math sentence and write a
60% accuracy. with prompt independently with math sentence
and support 80% accuracy. independently
with 70% with 100%
accuracy. accuracy.
Focus Learner (FL) Annual Goal Assessment:
Emerging In-Progress Mastered
Participates in FL participates in FL participates in FL participates in
activities with class activities with no structured activities in structured activities in
his peers. eye contact with peers the classroom with eye the classroom with
and less than 2 back contact and 2-4 back eye contact and more
and forth in and forth conversations than 4 back and forth
conversations with with prompt and conversations
peers. support. independently.
Sharing with his FL shares with peers FL shares with peers in FL shares with peers
peers in a game activity or a game activity or in a game activity or
during free choice with during free choice with during free choice
prompt and supports less prompt and independently.
(5 or more in a game supports (less than 5).
activity).
Taking turns FL takes turns with FL takes turns with FL takes turns
more than 5 prompts less than 5 prompt and independently.
and supports in a supports in a game
game activity. activity.

Closure:
Students will complete an exit sheet to show their knowledge of numbers, the symbol greater
than or equal to and writing math sentences. Teacher will conference with each student to
give immediate feedback and “Grow and glow” on exit sheet. Students will also offer teacher
feedback about the work by circling how they felt when they did the lesson. Also, Teacher will
conference with focus learner to review and show video of how he did according to the Game
playing checklist. Teacher will offer a “Grow and Glow”.

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 LESSON PLANS 1-3

List of Planned Supports: • Students play game activity with

• SEL mood meter check-in with prompts and supports before playing
mindful breathing independently at their seat.
• Visual Aids of greater than and equal • Game Playing Checklist
to symbols • Summative Assessment exit sheet
• Marvel Superheroes Number card • 1:1 Feedback and conferencing
deck (#50-65). • Videotape game activity of FL on iPad
• Game activity sheet of Less than for
peer collaboration
List of Instructional Materials:
Visual Aids of less than and equal to symbols, PowerPoint sheet, Marvel Superheroes
Number card deck (#50-65), 5 wipe-off sleeves, Less than or Equal to Comparison Mat, 5
wipe-off markers, Less than Game playing recording sheet, Game Playing Etiquette checklist,
and iPad Tablet.
Reference List:
Google images from Boardmaker: how to play a game.
Google images from Marvel Superheroes

Lesson Plan 3: Comparing numbers using Less than, Greater than, and Equal to
symbols

ONE Measurable Learning Objective:

All Students: Given Superheroes number cards labeled 50-65, students will create 2
numbers, compare the numbers, record the numbers with the greater than, less than, or
equal to symbol independently with 80% accuracy.

Focus Learner: Work collaboratively with peers by participating, sharing materials with
peers, and taking turns independently 3/5 trials.

Communication Skill:
Focus Learner will be able to work collaboratively with peers.

Teacher Actions
• Have students “check-in” on the Mood meter, make sure everyone is either green or
yellow, otherwise implement mindful breathing.
• Activate prior knowledge: Last time we looked at the “less than” sign when
comparing two numbers. Ask students to write their own less than math sentence.
Have a student share it.
• If all students can create their own less than math sentence, teacher will continue with
the lesson. If not, teacher will review the process of comparing two numbers for the
less than symbol.
• Teacher explains today’s lesson will combine all three symbols, <, >, and =.
• Now that we know how to compare two numbers, let’s take out our superhero number
cards. Teacher call on two students to give her two numbers from their number deck.
• Teacher will explicitly explain: When we compare two numbers and we are not
sure which symbol to use. Show the students visual aids of the symbol options.
Introduce jingle while making hands looks like alligator jaws biting:

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 LESSON PLANS 1-3

Alligator, alligator which one shall he eat?

The greater one! The greater one! It will taste so sweet.
• Teacher will ask students: which number will the alligator eat? And why? Students
should say: when they compare the tens and ones place they can determine which
number is greater.
• Student will read: The math sentence together.
• Let’s do example together. Have two students flip a number card. Write the
numbers on the smartboard. Have students write the numbers on their wipe-off
sleeves. Students will repeat the jingle with the hand movement together. Show me
when you are done. Check to make sure all students have the correct symbol. Erase
the wipe-off sleeve.
• Last lesson we played “Which number is Less?” Today when you play with your
partner, you and your partner will decide which symbol to use based on the numbers
you flip with your superhero cards. You and your partner will decide which order you
will record your numbers and which symbol you will be using.
• Teacher will play a round to show how to play the game. Based on focus learner’s
prior lesson’s game playing assessment, the teacher will focus on which steps to
focus on.
• Review the visual aid of Game Playing Etiquette:
• 1) Decide who goes first
• 2) Eye contact when talking to partner
• 3) Take turns
• 4) Share with partner
• 5) High five to show good sportsmanship.
Which Symbol: Greater than, Less than, or Equal to to use? rules:
• 1) Students need to decide who goes first.
• 2) Student 1 flips a card from the deck and write the number on the Greater than,
Less than or Equal to Comparison mat.
• 3) Student 2 flips a card from the deck and write the number on their Comparison
mat.
• 4) Student 1 and 2 will collaborate, compare the two numbers, and decide how to
record the two numbers on the recording sheet since they can only use the greater or
equal symbol.
• Students will play a round with teacher’s prompts and support on the carpet and then
go to their seats to play independently.
• Students will do an exit sheet when they finish playing the game.
• Partners will take their “Greater than, Less than or Equal to” recording sheet and go to
their seats to play independently.
Teacher: Boys and Girls I will be watching you to see if you are using the Game Playing
Etiquette steps and if you understand how to compare to numbers using the greater than,
less than, or equal to symbol. Students will complete an exit sheet when they finish playing
the game. FL will complete Game Playing checklist. Game activity of Focus Learner and
partner is video taped.

Paraprofessional: Will prompt and support whenever necessary so that assigned student
can play the game and complete the exit sheet.

Guided Practice

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 LESSON PLANS 1-3

On the carpet, Teacher will model the Which Symbol, Greater than, Less than or Equal to
to use? game using another student but will repeat the steps the Focus Learner needs to
learn. On the carpet, Teacher will watch students play with their partner for one round with
prompt and support. Students and Focus Learner will use DETSH checklist while engaging in
the activity on the carpet and at their seat. Teacher will prompt students how to complete the
exit sheet after the activity. Feedback will be in the form of a “Glow and Grow”. There is also
student feedback on the student’s sheet to help teacher learn about the students’ feelings
towards the subject matter. Teacher will have a conversation with Focus Learner how he is
achieving towards his annual goal.

Independent Practice
All students will play “Which Symbol, Greater than, Less than or Equal to use?”
independently and complete exit sheet which compares 2 numbers using the symbols,
greater than, less than or equal to.

Focus Learner will use Game Playing Etiquette to play “Which Symbol, Greater than, Less
than or Equal to use?” independently with partner, complete exit sheet to compare 2
numbers using the symbols <,>, or = and checklist.

List Student Assessments:

Formative Assessments:
• Teacher will refer to exit sheets from Less than lesson 2.
• Students will show teacher how to compare numbers using Alligator Jingle.
• Students can compare 2 numbers by comparing the digits in the tens place and then
ones place if necessary.
Summative Assessment:
• Student will create two numbers, show number place value, compare the two numbers
using the symbols greater than, less than or equal to and write a number sentence.
• Video of FL playing with partner for authentic assessment.
Benchmark assessment:
1 2 3 4
Understanding Students cannot Students can Students can Students can
Place Value compose 2 compose 2 compose 2 compose 2
numbers in place numbers in numbers in place numbers in
value format nor place value value format, place value
decide which format and decide which format, decide
number is less decide which number is <, >,= which number
than, greater number is <, and write a math is <, >,= and
than or equal to >,= with sentence write a math
with prompt and prompt and independently with sentence
support with support with 80% accuracy. independently
60% accuracy. 70% with 100%
accuracy. accuracy.

Focus Learner (FL) Annual Goal Assessment:

Emerging In-Progress Mastered

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 LESSON PLANS 1-3

Participates in FL participates in FL participates in FL participates in

activities with class activities with no structured activities in structured activities in
his peers. eye contact with peers the classroom with eye the classroom with
and less than 2 back contact and 2-4 back eye contact and more
and forth in and forth conversations than 4 back and forth
conversations with with prompt and conversations
peers. support. independently.
Sharing with his FL shares with peers FL shares with peers in FL shares with peers
peers in a game activity or a game activity or in a game activity or
during free choice with during free choice with during free choice
prompt and supports less prompt and independently.
(5 or more in a game supports (less than 5).
activity).
Taking turns FL takes turns with FL takes turns with FL takes turns
more than 5 prompts less than 5 prompt and independently.
and supports in a supports in a game
game activity. activity.

Closure:
Students will complete an exit sheet to show their knowledge of numbers, the symbol greater
than or equal to and writing math sentences. Teacher will conference with each student to
give immediate feedback and “Grow and glow” on exit sheet. Students will also offer teacher
feedback about the work by circling how they felt when they did the lesson. Also, Teacher will
conference with focus learner to review and show video of how he did according to the Game
playing checklist. Teacher will offer a “Grow and Glow”.
List of Planned Supports:
• SEL mood meter check-in with mindful breathing
• Visual Aids of greater than and equal to symbols
• Marvel Superheroes Number card deck (#50-65) color coded.
• Game activity sheet of Greater than, Less than or Equal to for collaborating with peers
• Students play game activity with prompts and supports.
• Game Playing Checklist
• Summative Assessment exit sheet
• Videotape game playing activity of Focus Learner on iPad
• 1:1 Feedback and conferencing
List of Instructional Materials:
Visual Aids of greater than, less than and equal to symbols, PowerPoint sheet, Marvel
Superheroes Number card deck (#50-65), 5 wipe-off sleeves, Greater than, Less than, and
equal to Comparison Mat, 5 wipe-off markers, Greater than, Less than and equal to Game
playing recording sheet, Game Playing Etiquette checklist, and iPad Tablet.
Reference List:
Google images of Boardmaker: how to play a game.
Google images of Marvel Superheroes

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