Blended Learning Lesson Plan

Lesson Title: Digit Comparisons

Objectives:
Students will be able to compare two-digit numbers and notice differences between them.
Students will be able to explain and understand why one number is larger, smaller, or equal to
another.
State Standards:
1.NSBT.3 Compare two two-digit numbers based on the meanings of the tens and ones digits,
using the words greater than, equal to, or less than.
Context:
It is essential that students learn which numbers are smaller than or larger than numbers.
It is a skill that is used throughout a lifetime. Therefore, it is important for children to know that
65 is larger than 14 because they will apply this skill to money and other things later in their
academic career and lifetime. Before this lesson, students would practice looking at single digit
numbers and comparing them. Students will bring the knowledge of which single digit numbers
are larger, smaller, or equal to this lesson. After this lesson, students will move on to comparing
three-digit numbers and eventually be able to compare fractions and decimals. In order to
prepare students for the next lesson topic, adding two-digit numbers through 99, I will have
students add a few single digit numbers that equal two-digit numbers and have them compare
them.
Data:
Students will be in groups of 2 or 3 and these will be based on their understanding of the
previous lesson. If the students really understood why certain numbers were less than, greater
than, or equal to others, then they will be grouped together and vice versa for the students who
need more assistance. Data will be collected in this lesson for future groupings and teaching
based on a Quizizz game that will wrap up the lesson.
Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)
Part of Materials Used Technology Tool Link
Lesson
Introduction Worksheet, pencil None
Teacher Paper, pencil or pen, None
Directed PowerPoint
 Collaborative Laptops (one per group), one https://www.abcya.com/games/comparing_nu
piece of paper, one pen or mber_values
pencil
Independent YouTube video, iPad, https://youtu.be/5WRuieNqR9g
Digital worksheet, pen or pencil
Closure Quizizz Game on iPads https://quizizz.com/admin/quiz/5cc5f93a50a71
8001b4b9b04

Detailed paragraphs from here on down.

Procedures:
Introduction (15 minutes):
I will ask each student to think of one two-digit number. Once they have one in their
head, I will go around the room choosing each student to tell me the number that they thought of.
As students say their numbers, I will pair them up with a random number that is already written
on the board. After this, I will ask students which number is larger, which one is smaller, and if
any two are equal. While students think about it, I will pass out a worksheet for them to fill out.
After the worksheet is handed out, I will go back to the board and the class will work together to
figure out which symbol should be inserted where. When this is down, they will complete the
worksheet. It will have one-digit numbers being compared and go into two-digit number
comparisons. The students will try their best to fill it out and then we will talk about it altogether
as a class.
Teacher Directed (20 minutes):
I will create a presentation on PowerPoint that has notes in it for students to write down.
The presentation will have tips and tricks on how to figure out which value is larger, smaller, or
equal to other numbers. There will also be examples and practice problems for the students to
engage in the notes part of this lesson. After students figure out which symbol belongs between
two two-digit numbers, they will have the chance to volunteer and go up to the board to write
their answers down. While a few students answer, others will raise their hand in agreement or
disagreement with the chosen symbol. After reviewing this PowerPoint that has new material and
the previous lesson’s material, I will explain the activity that the class will be doing next.
Collaborative (30 minutes):
Students will play the “Comparing Number Values” game on their computers. Each
group will grab one laptop and use a piece of paper and pen or pencil to write down the problems
they received and answered. Each group will play four rounds of this game. Upon going to the
website, students will click ‘Whole Numbers’ under game and ‘Easy’ under level. While one
student plays the game, the other student will record the numbers that the other student is
comparing on the piece of the paper. They will work together to figure out which symbol
belongs between the two numbers. At the end of each five-question round, the students will play
the car game to earn extra points. The paper will be used to record the compared values, as well
as the points from answering the questions and the points earned from the car game. If students
do not answer the questions correct, they will get multiple chances to choose to correct symbol.
The score will just continue to decrease from a 100%. The groups with the highest scores at the
end of the four rounds will get to have extra computer time during a later lesson.
Independent Digital (20 minutes):
Students will each grab an iPad to watch the YouTube video about comparing two-digit
numbers. The video is a little over three minutes long so the students will be able to pay attention
for most of the video if not all of it. After the video, students will come over to my desk to grab
the worksheet that they need to fill out about comparing values of two-digit numbers. The
students will answer the problems on the worksheet by writing the correct symbol between each
set of two two-digit numbers. If the students need to, they can watch the video again to see why
the larger number in the tens place makes it the greater number. After the worksheet, students
will hold onto their iPads at their desk because the closure activity requires an iPad.
Closure (15 minutes):
To conclude this lesson, students will grab iPads and sign on to Quizizz.com. While in
Quizizz, they will enter a class code to be entered into the “Digit Comparison” interactive quiz.
This will not only gage what students learn and understand, but it will show me what they still
need to learn and what they need assistance with. The only reason it will take so long is because
they need to time to enter the code, time to type their names in, and then time to answer the
questions and see results and points. This could also be used to award the top three players with
extra credit towards their next quiz or test. The first-place winner could get five points, second
place could get three points, and third place could get one point.
Rationale:
(Multimedia 1= Digit Comparison Quizizz): This piece of multimedia is interactive and
will give good insight into how well each student understood the concept of this lesson. This
supports student learning and my standards and objectives because it requires students to use
their understanding to choose which symbol correctly explains the comparison between two two-
digit numbers. I know it is high quality because it has quality content, it aligns with the learning
goal, it has feedback, good presentation design, interaction usability, reusability (they can play as
many times as they want), and it complies with the standards as well as motivates students.
Quizizz hits every bullet point in the Evaluating Multimedia PowerPoint. This multimedia choice
differentiates instruction for all learners because the questions can be read by the teacher, the
visual learners will see the problems, and the tactile learners can write the problems down to
solve them if they wish to do so.
(Multimedia 2= Comparing Number Values Game): This piece of multimedia seems like
it would be fun and engaging for all students. This supports student learning and my standards
and objectives because it requires students to be able to understand the symbols and the reasons
why numbers are larger, smaller, or equal to other numbers. I know it is of high-quality because
it is motivational, the content is good, it aligns with the learning goal, it gives feedback, the
design is entertaining and engaging, students must interact with it to use it, it can be reused many
times to study and practice, and it complies with the state standards. This multimedia choice
differentiates instruction for all learners because the written out problems are good visual
learners, the sound is good auditory learners, and the writing it out portion to go along with this
is good for tactile learners.
(Multimedia 3= YouTube Video): This piece of multimedia was chosen because it allows
visual and auditory learners the opportunity to understand and learn about comparing two-digit
numbers. This supports student learning and my standards and objectives because they will find
out the differences between two-digit numbers and be able to understand and explain what makes
numbers larger, smaller, or equal to each other. I know this is of high-quality because of the
content’s quality, the presentation design (Sesame street-like), it is motivating, and it complies
with the state standards. It can also be reused by others to show the differences between numbers
and how to compare them. This multimedia choice differentiates instruction for all learners
because it is a video, there is talking, and there are drawings on the video to demonstrate
comparisons between two-digit numbers.