First Grade Math

Lynnea summerscales
Eastern University
1/1/2019
 First Grade Math Unit
2.1 1.B.2

Index:
Less than or Greater than Gators………………Page 3

Big Idea: Mathematical relationships among numbers can be represented, compared, and
communicated.

Tens and Ones House……………Page 12

Big Idea: The base-ten number system is a way to organize, represent

and compare numbers using groups of ten and place value.

Gators in the House!......................................Page 20

Big Idea: The base-ten number system is a way to organize, represent and compare numbers using
groups of ten and place value.

Resources…………………………Page 28

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 First Grade Math Unit
2.1 1.B.2

Less Than or Greater

Than Gators
First Grade Math

2
 First Grade Math Unit
2.1 1.B.2

Less Than or Greater Than Gators

Teacher/s: Lynnea Summerscales Subject/Grade: Mathematics/ First Grade

Date/Time: 2019 school year/ 55mins Title of the Lesson: Less Than or Greater Than Gators

Lesson Essential Question: Topic or Big Idea:

How do we use comparison signs (>, <, =) to Mathematical relationships among numbers can be represented,
compare numbers? compared, and communicated.

Unit Essential Question: PA CORE Standards:

How is mathematics used to quantify, compare, represent, and model 2.1 1.B.2
numbers?
Use place value concepts to
How are relationships represented mathematically? represent amounts of tens and ones
and to compare two-digit numbers.
How do we use comparison signs (>,<,=) to compare numbers?

x
Extending Thinking Lesson Assessment Lesson

TIntroductory/Acquisition Lesson

**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may address all of the elements in the template and
sometimes you may not. This template is a guide to ensure you are addressing the essential elements of a lesson plan to ensure students will be able to demonstrate
enduring understanding.**

Focus Statement of Objective – What should students know and do as a result of the lesson? (Component 1C)
Students’
Attention

Students will be able to identify, discriminate, and use the less than and greater than symbols when
comparing groups of items.

Common Core Focus Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning?) (Components 1A,1C)

CCSS.MATH.CONTENT.1.NBT.B.3 Compare numbers based on meanings of the tens and ones digits, recording
the results of comparisons with <,>, and = symbols.

Language Objective Statement of Language Objective: How will the student demonstrate understanding using the four domains of reading, writing,
speaking, and/or listening? (Components 1B, 1C)
(Classes with ESL Co-teacher)

Understanding will be demonstrated using specific language, written letters in math

journal and student communication during game.

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 First Grade Math Unit
2.1 1.B.2
Anticipatory Set /Activating Strategy Do Now / Warm-up - How will you engage students in learning? How will you connect the lesson to their
prior knowledge? (Component 1E)

Introduce the lesson: (5mins)

T: “Today for our math lesson we are going to be talking about alligators! Does anyone want to guess why we are
going to be talking about alligators? (allow students to raise their hand to answer or guess). Discuss with your
elbow partner why we will be talking about alligators in regards to math”

Show the students a new book “Gavin The Gator: Greater than and less than” by Kathleen L. Stone. Figure A

https://www.amazon.com/Gavin-Gator-Greater-Than-Less/dp/1539166678

T: “Lets read the book and find out!”

Read the book to the class (or have students take turns)

Introductory / Short Lecture/ and/or Developmental Activities *Vocabulary *Instructional Arrangement

(5 mins)

 Explain to students that today they will learn about the less than, the greater than and the equal symbols.

 Define symbol, or a representation of another thing, to your students.

 Draw and name each symbol on the board.

 Remind your students that the word less means smaller or fewer, and the word greater means bigger or
more and the word equal means the same.

 Draw two empty circles on the board and label them A and B.

 Explain to students that they can use the less than symbol if the number of items in circle A is less than
the number of items in circle B.

 Tell them that they can use the greater than symbol if the number of items in circle A is greater than the
number of items in circle B.

 Tell them that they can use the equal sign if the number of items in circle A is the same as the number of
items in circle B.

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 First Grade Math Unit
2.1 1.B.2

Teacher Directed Activities: ( Teaching of the new concept)

How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? What instructional strategy(ies) will you
introduce, re-introduce or utilize to ensure comprehension? (Component 1E)

(10 mins)

 Draw two triangles in circle A.

 Draw five triangles in circle B.

 Ask students to count the number of triangles in each circle.

 Ask your students if the number of triangles in circle A is less than or greater than the number of
triangles in circle B.

 Put the less than sign to show your students the symbol in context.

 Draw two empty squares on the board, and label them A and B, respectively

 Draw 6 balls in square A.

 Draw 3 balls in square B.

 Ask your students to count the number of balls in each square.

 Ask your students if the number of balls in square A is less than or greater than the number of balls in
square B.

 Put in the greater than sign.

 Draw two empty pots on the chalkboard, and label them A and B, respectively.

 Within the empty pot labeled A, draw one stick.

 Within the empty pot labeled B, draw four sticks.

 Ask your students to count the number of sticks in each pot.

 Ask your students if the number of sticks in pot A is less than or greater than the number of sticks in pot
B.

 Put in the less than sign.

 Draw a circle with the number 6 inside and label it A.

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 First Grade Math Unit
2.1 1.B.2

 Draw a circle with 6 circles and label it B.

 Ask them if A is greater or less than B, ask them to quietly talk to their elbow partner about what they
think.

 Explain that they are equal. (You will dive deeper into this concept in another lesson within the unit)

Guided Practice:

(10 mins)

 Tell students that the les than and greater than symbols have the nicknames “Less than alligator” and
“greater than alligator”

 Explain to students that the symbols are given those names because they look like an alligator’s open mouth.

 Hold up the pictures of the alligators and name them the less than and the greater than alligators.

 Explain that the alligators love to eat, so they open their mouths to the meal.

 Invite two students up to play the role of each alligator.

 Place two bowls on a desk.

 Put two fish in the first bowl and eight fish in the second bowl.

 Direct your students to count the number of fishes in each bowl.

 Ask your students if the number of fish in the first bowl is less than or greater than the number of fish in
the second bowl.

 Ask your students which alligator they should use to show that the number of fish in the first bowl is less
than the number of fish in the second bowl.

 Put seven fish in the first bowl and three fish in the second bowl, and repeat the previous steps.

Teacher-Monitored Activities What will students do together to use new concepts or skills? How will you assist students in this process? (Component 1E)

(15 mins)-Practice, movement, and closure

 Tell your students that the Less Than and Greater Than Alligators don't just like to eat fish and cupcakes;
they would eat anything!

 Explain to your students that they will complete an activity to show the use of the Less Than and the
Greater Than Alligators.

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 First Grade Math Unit
2.1 1.B.2

 Place the two hula hoops on the floor, about three feet apart.

 Gather your students in a semi-circle.

 Select two students to play the roles of the Less Than and Greater Than Alligators, and give each of the
two students a puppet to place over his hand.

 Place the two students back to back between the two hula hoops, and instruct them to hold their puppets
with the mouths open.

 Explain to all the students that you will put a certain number of items within each hula hoop and a student
will be called upon to remove the alligator that does not belong between the two hula hoops.

 Put two blocks in the first hula hoop and three blocks in the second hula hoop.

 Ask students to count the number of blocks within each hula hoop.

 Call upon a student to remove the alligator (student) that does not show that the number of blocks in the
first hula hoop is less than the number of blocks in the second hula hoop.

 Essentially, your students are moving the wrong alligator out of the way to show a correct number
statement.

 Continue to change the types of items and the number of items within each hula hoop until each student
gets a chance to take part in the activity.

Independent Practice Activities, Refinement, and Extension: What opportunities will students have to use the new skills and concepts in a meaningful way?
Practice or How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate
Activities their mastery of the essential learning outcomes? (Components 1E, 1F )

(10 mins) “Who’s hungry??”

 Break up into small groups of 3 and explain to students that they are going to play a quick
game to feed their hungry alligators.

 Each group will have 2 dice, erasable marker and game board Figure D

 Two students will have a die and one student will have the visuals.

 The two students will roll the die and put them in the circles.

 Have the student with the visuals use the alligators to pick the correct sign.

 If everyone agrees that the answer is correct then roll again taking turns.

If there are concerns that the answer is not correct than it is an opportunity to do a quick
class check in for the answer.

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 First Grade Math Unit
2.1 1.B.2
Assessment/ Formative Assessment: How will you & your Closure Activities: How will you assist Summative Assessment: How will you
students know if they have successfully met the students in reflecting upon what they ensure that all students have mastered the
Closure outcomes? What specific criteria will be met in a learned today and are preparing for identified learning indicators? How will you
successful product/process? tomorrow’s lesson? What homework will assess their learning daily? How will you
What does be assigned to help students’ practice, assess their learning at the end of a unit?
success on this prepare, or elaborate on a concept or skill
lesson’s taught?
outcomes look
like?
Letter to friend in science journal Give students cupcake Assessment will be done during
(Component
1F) discussing what they learned about worksheet figure B for a take teacher monitored activity
comparison symbols. home assignment. game “Who’s hungry?" Figure D

Introduce that tomorrow we

will learn more about 2-digit
numbers so at the end of the
week we will be able to feed
our alligators bigger numbers!

Resources/Materials: What texts, digital resources, & materials will be used in

this lesson? (Component 1D)

 Two alligator puppets with open mouths Depending on time break up into partners
and play this game for the rest of the
 Pictures of the Less Than and Great Than Alligators Figure C
allotted time.

 Blocks, balls, bottles, and other countable items (at least 5 of

https://www.education.com/game/less-
each)
than-greater-than/

 Ten toy fish

 Flower Power worksheet

*This game will be used as a warm up to

 Cupcake Contest worksheet our next lesson in the unit

 Two hula hoops

 Board and markers

Access for All: How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity –
ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)

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 First Grade Math Unit
2.1 1.B.2
Differentiation What curriculum modifications and/or classroom accommodations will you make for Students with learning differences in your class? Be as specific
: as possible. (Component 1B, 1D)

When breaking up into groups you may want to pre plan partners based on learning level. Group a
more advanced student who understands the concept with a student who may need more support.

Common Misconceptions to keep in mind:

Often when students learn to use an aid (Pac Man, bird, alligator, etc.) for knowing which comparison sign (, = ) to use,
the students don’t associate the real meaning and name with the sign.

Scaffold the visuals away and for the rest of the unit refer to the symbols as their proper names. For learners that
need the visual you may use a smaller visual to help them with the concept, but still with the intent of scaffolding.

Figure A:

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 First Grade Math Unit
2.1 1.B.2

Figure B:

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 First Grade Math Unit
2.1 1.B.2

Figure C:

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 First Grade Math Unit
2.1 1.B.2

Figure D:

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 First Grade Math Unit
2.1 1.B.2

Tens and Ones House

First Grade Math

Tens Ones

2 4

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 First Grade Math Unit
2.1 1.B.2

Tens and Ones House

Teacher/s: Lynnea Summerscales Subject/Grade: Mathematics/First Grade

Date/Time: 2019 school year/ 50 mins Title of the Lesson: Tens and Ones House

Lesson Essential Question: Topic or Big Idea:

How can you explain the place value of two- The base-ten number system is a way to organize, represent and
digit numbers? compare numbers using groups of ten and place value.

Unit Essential Question: PA CORE Standards:

How is mathematics used to quantify, compare, represent, and 2.1 1.B.2

model numbers?
Use place value concepts to represent amounts of
How are relationships represented mathematically? tens and ones and to compare two-digit numbers.

How, do we use comparison signs (>,<,=) to compare numbers?

x
Extending Thinking Lesson Assessment Lesson

Introductory/Acquisition Lesson

**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may address all of the elements in the template and
sometimes you may not. This template is a guide to ensure you are addressing the essential elements of a lesson plan to ensure students will be able to demonstrate
enduring understanding.**

Focus Students’ Attention Statement of Objective – What should students know and do as a result of the lesson? (Component 1C)

Students will be able to distinguish between the tens and one’s place value. Students will
be able to use tens and ones blocks to make numbers.

Common Core Focus Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes
essential for future learning?) (Components 1A,1C)

CCSS.MATH.CONTENT.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens
and ones.

Language Objective Statement of Language Objective: How will the student demonstrate understanding using the four domains of reading, writing,
speaking, and/or listening? (Components 1B, 1C)
(Classes with ESL Co-teacher)

Understanding will be demonstrated using specific language, written letters in math

journal and student communication during game along with gestures.
Essential vocabulary:

tens, ones, digit, break apart a ten, total, total value, tens and one’s models.

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 First Grade Math Unit
2.1 1.B.2
Anticipatory Set /Activating Strategy Do Now / Warm-up - How will you engage students in
learning? How will you connect the lesson to their prior
knowledge? (Component 1E)

(5 mins) (5mins)

 Call students together as a group.  Let’s compare work sheet-

Figure A
 Inform the students that they will be learning about place value, or
a number's position. This is a review of the first lesson in
the unit. Do this as a warm up before
 Inform students that each number represents a hundreds, tens, or
the anticipatory set.
ones place.

 To motivate and activate the students, play the place value song.
https://www.youtube.com/watch?v=21l3Jg5_MCg

 Explain to the students that today they will learn about place value
with groups of ones and tens. They will also learn how to represent
the number twenty-one using place value cards.

Introductory / Short Lecture/ and/or Developmental Activities: *Vocabulary *Instructional Arrangement

Watch Place Value First Grade-Tens and Ones

https://www.youtube.com/watch?v=1F3AycEDksY

Teacher Directed Activities: ( Teaching of the new concept)

How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? What instructional strategy(ies) will you
introduce, re-introduce or utilize to ensure comprehension? (Component 1E)

(10 mins)

 After the video is completed, show the students a tens block and ask them what it is.

 Show students a ones block and ask them what it is.

 Draw a tens and a ones house on the board.

 Ask the students how many ones there are in the number 21.

 Point to the number one on the board, and call on a student to answer.

 Ask the student to come up to the board to pull out one interlocking cube from the tub.

 Write the number one in the ones room of the house

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 First Grade Math Unit
2.1 1.B.2

 Ask the students how many groups of ten there are in the number 21.

 Call on a student to answer.

 Ask the student to come up to the board to make two groups of ten with the interlocking cubes. Ask the
student to count aloud as she forms the groups of ten.

 Hold up the two groups of ten for all the students to see.

 Count by ones up to 20 while you point to each interlocking cube. Then count by tens, pointing to each group of
ten (10, 20).

 Write the number 2 in the tens room of the house.

 Invite the students to stand up.

 Tell the students that you will show them a special place value movement that will help them to remember their
ones and tens.

 Hold your right arm out in front of you and say "ones," then put your right arm down. Hold your left arm out in
front of you and say "tens," then put your left arm down.

 Repeat this a few times. Invite students to join you.

 Explain to the students that movement helps us to "lock information in our brains."

Guided Practice

(10 mins)

 Ask a student or two to pass out the place value cards.

 Explain to the students that they will be showing you the number you write on the board using their place value
cards.

 Invite a student to come up to the front of the room to model this for the other students.

 Ask the student to empty her bag of ones and tens. She should have nine ones cards and nine tens cards.

 Write a number on the board (let’s pretend the number is 13.).

 Ask the student to show you how many ones are in the number 13.

 Ask the student to show you how many tens are in the number thirteen.

 Count for the students by pointing to the ten card and counting up using the ones cards: 10, 11, 12, 13.

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 First Grade Math Unit
2.1 1.B.2

 Ask the student to sit back down.

 Write another number on the board.

 Repeat the previous process with all the students.

 Explain to the students that next they will work in groups and play the place value game.

Teacher-Monitored Activities:

(15 mins)

 Split the students into groups of 4-5.

 Give each group a small whiteboard and a dry erase marker.

 Choose one number caller for each group (this should be a student who has good number sense up to 100).

 This student will write a number on the whiteboard and call it out.

 The other students must show the number with their place value cards.

 Invite a group to come to the front of the class.

 Ask them to model the process for the other students.

 Explain to students that if one member of the group is struggling, the other members may help the student.

 Students may begin playing the game.

Independent Practice or Activities Practice Activities, Refinement, and Extension: What opportunities will students have to use the new skills and concepts in a
meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation?
How will students demonstrate their mastery of the essential learning outcomes? (Components 1E, 1F)

Closure Activities: How will you assist students in reflecting upon what they learned today and are preparing for tomorrow’s lesson? What homework will be
assigned to help students practice, prepare, or elaborate on a concept or skill taught?

(5mins)

 Call the students back together.

 Ask the students to clean up their place value cards, whiteboards, markers, and any other materials that were
out during the lesson.

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 First Grade Math Unit
2.1 1.B.2

 Ask the students to share their successes and areas of struggle from the game.

 Write a few two-digit numbers on the board. For each number, invite a student to come up to the board and
identify which number is in the ones place and which number is in the tens place. Ask a student who remembers
the movement that was taught during Explicit Instruction to come up in front of the class and lead a choral
chant.

Assessment/ Formative Assessment: How will you & your Summative Assessment: How will you ensure that all students have mastered
students know if they have successfully met the the identified learning indicators? How will you assess their learning daily? How
Closure outcomes? What specific criteria will be met in a will you assess their learning at the end of a unit?
successful product/process?
What does success on this
lesson’s outcomes look
Students will take home place value: Assessments will take place during teacher monitored
like? (Component 1F)
tens and one’s worksheet as activities. I will be looking for students using strategies
homework. (Figure B) that were taught such as the arm motions and vocabulary.

Resources/Materials: What texts, digital resources, & materials will be used in this lesson?
(Component 1D)

 Small whiteboards Place value song:

 Dry erase markers https://www.youtube.com/watch?v=21l3Jg5_MCg

 Place value cards (Create these by printing sets of small Tens and one’s house video:
cards labeled 1 through 9. The sets should be printed on
https://www.youtube.com/watch?v=1F3AycEDksY
paper of two different colors; one will represent one’s
places, and the other will represent tens places. Place one
of each set into a resealable sandwich bag. Make sure you
have a bag for each student.)

 Tub of interlocking cubes

Access for All: How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of
student diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)

Differentiation: What curriculum modifications and/or classroom accommodations will you make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)

Enrichment: Students who need a challenge can be tasked with recording each of the numbers the
number callers call on a piece of scrap paper and putting them in order from least to greatest.

Support: Students who need extra support may be paired with peers who can assist them during the
place value game. Interlocking cubes should be accessible for these students as well.

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 First Grade Math Unit
2.1 1.B.2

Figure A

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 First Grade Math Unit
2.1 1.B.2

Figure B

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 First Grade Math Unit
2.1 1.B.2

Gators in the House!

First grade math

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 First Grade Math Unit
2.1 1.B.2

Gators in the House!

Teacher/s: Lynnea Summerscales Subject/Grade: Mathematics/First Grade

Date/Time: 2019 school year/ 55 mins Title of the Lesson: Gators in the house!

Lesson Essential Question: Topic or Big Idea:

How can you compare the value of two-digit The base-ten number system is a way to organize, represent and
numbers? compare numbers using groups of ten and place value.

Unit Essential Question: PA CORE Standards:

How is mathematics used to quantify, compare, represent, and 2.1 1.B.2

model numbers?
Use place value concepts to represent amounts of
How are relationships represented mathematically? tens and ones and to compare two-digit numbers.

How, do we use comparison signs (>,<,=) to compare numbers?

X
Extending Thinking Lesson Assessment Lesson

Introductory/Acquisition Lesson:

**The delivery of your lesson is always contingent upon the content you intended to deliver. Sometimes you may address all of the elements in the template and
sometimes you may not. This template is a guide to ensure you are addressing the essential elements of a lesson plan to ensure students will be able to demonstrate
enduring understanding.**

Focus Students’ Attention Statement of Objective – What should students know and do as a result of the lesson? (Component 1C)

Compare two two-digit numbers using place value understanding.

Common Core Focus Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes
essential for future learning?) (Components 1A,1C)

Compare two two-digit numbers based on meanings of the tens and ones digits,
CCSS.MATH.CONTENT.1.NBT.B.3 recording the results of comparisons with the symbols >, =, and <.

Language Objective Statement of Language Objective: How will the student demonstrate understanding using the four domains of reading, writing,
speaking, and/or listening? (Components 1B, 1C)
(Classes with ESL Co-teacher)

Essential vocabulary:

tens, ones, digit, break apart a ten, total, total value, tens and one’s models, greater
than, less than, equal, compare, more and less.

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 First Grade Math Unit
2.1 1.B.2
Anticipatory Set /Activating Strategy Do Now / Warm-up - How will you engage students in learning? How will you
connect the lesson to their prior knowledge? (Component 1E)

(5 mins) (5mins)

 Gather students to introduce todays lesson which As a warm up have students log onto ABCya to play a
will be comparing two-digit numbers. base ten game.

 Tell the students that today they will be alligator https://www.abcya.com/games/base_ten

hunters, because there has been a problem with
alligators in the tens and one’s neighborhood.

Introductory / Short Lecture/ and/or Developmental Activities: *Vocabulary *Instructional Arrangement

Teacher Directed Activities: ( Teaching of the new concept)

How will you aid students in constructing meaning of new concepts? How will you introduce/model new skills or procedures? What instructional strategy(ies) will you
introduce, re-introduce or utilize to ensure comprehension? (Component 1E)

(15mins)

 Gather class after their warm up and explain that the first two lessons have been getting us ready to help get
all of the alligators out of the tens and one house!

 Draw a tens house on the board surrounded with greater, less, and equal alligators. Figure C

 Call on a student to pick a two-digit number, have another student come up front to pick out the corresponding
sticks and cubes, have another student write the appropriate numbers in the “rooms” of the house.

 Use all student response to check for understanding, using yes/no visuals.

 T: So, it looks like we have all the numbers in the right places, now if we want to compare that number what do
we need? (remind the students that compare means to figure out the similarities or differences of something,
and to do that we need __________ (two numbers, another number, or something else!) Lead the students to
this conclusion.

 Draw another house on the board beside the first one, again have one student pick a number and have another
student get the sticks and cubes, finally have another student write the numbers in the “rooms”.

 Explain that there are now 2 houses to compare

 Explain that when comparing two-digit numbers the first room you look in is the “ten’s room” and that the number
in the “ten’s room” can help us determine which comparison sign we will use.

 Pick the correct alligator comparison sign off of the board and put it into a net.

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 First Grade Math Unit
2.1 1.B.2
Guided Practice

(15 mins)

 Split the class up into two groups.

 Give each group house visual figure A, 2 dice, and pool noodle 10 sticks, one’s cubes and a net.

 In the middle of the room between the groups place alligator greater than, less than and equal signs. About 20
of each.

 Separate each group in half and explain that one side is house A and one side is house B: They will take turns
rolling the dice

 One dice for each room of the house, so they will form a two-digit number.

 Show students how to use the pool noodles as the tens sticks and one’s cubes.

 Explain to the students that you are going to capture the alligators by comparing the numbers within their
houses then take the net over to the middle of the room to pick the correct alligator.

 They can either take turns or designate someone to capture the alligators.

*designate someone within the group to record the results of the game* Figure B

Teacher-Monitored Activities:
What will students do together to use new concepts or skills? How will you assist students in this process? (Component 1E)

(10 mins)

Let students continue to play the game.

Remind them that at any point if they have a question or discussion, they can call attention to ask the class.

Independent Practice or Activities Practice Activities, Refinement, and Extension: What opportunities will students have to use the new skills and concepts in a
meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation?
How will students demonstrate their mastery of the essential learning outcomes? (Components 1E, 1F)

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 First Grade Math Unit
2.1 1.B.2
Assessment/ Formative Assessment: How will you Closure Activities: How will you assist students in Summative Assessment: How will you
& your students know if they have reflecting upon what they learned today and are preparing ensure that all students have mastered the
Closure successfully met the outcomes? What for tomorrow’s lesson? What homework will be assigned to identified learning indicators? How will you
specific criteria will be met in a successful help students practice, prepare, or elaborate on a concept or assess their learning daily? How will you
What does product/process? skill taught? assess their learning at the end of a unit?
success on
this lesson’s
(5Mins) (5mins) Assessments will take place
outcomes
look like? during teacher monitored
(Component Have students go back to At the end of the game have student’s
activities. I will be looking for
1F)
their seat to take a final unit return to their seats and review the game
students using strategies that
test -Comparison worksheet and the results of the data they
were taught such as the arm
Figure D collected while playing. Look for specific
motions.
vocabulary and understanding, as this will
*For differentiation allow
be a way of assessing learning.
students to use visuals or
tens sticks and ones cubes*

Resources/Materials: What texts, digital resources, & materials will be used in this lesson?
(Component 1D)

 Pool noodles cut evenly into “ten’s sticks” and “one’s cubes” Warm up:

 House hand out Figure A https://www.abcya.com/games/base_ten

 Greater, less and equal alligators Figure C

 Nets

 Data collection sheet Figure B

 Erasable markers

 Dice

Access for All: How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of
student diversity – ELL, IEP, & Gifted, etc. (Components 1B, 1C, 1E)

Differentiation: What curriculum modifications and/or classroom accommodations will you make for Students with learning differences in your class? Be as specific
as possible. (Component 1B, 1D)

Support: Students who need extra support may be paired with peers who can assist them during the
game. Other manipulatives may be used rather than pool noodles, whatever the student can use to have
a successful outcome.

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 First Grade Math Unit
2.1 1.B.2

Figure A

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 First Grade Math Unit
2.1 1.B.2

Figure B

House A Comparison Sign House B

Figure C

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 First Grade Math Unit
2.1 1.B.2

Figure D-Final unit assessment

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 First Grade Math Unit
2.1 1.B.2

Resources:

Less Than or Greater Than Alligators | Lesson plan | Education.com

http://static.pdesas.org/content/documents/CF-2.1_Number_and_Operations.pdf

1st_standards_booklet.pdf

https://www.education.com/lesson-plan/place-value-party/

https://www.education.com/lesson-plan/show-it-to-know-it/

http://www.corestandards.org/Math/Content/1/NBT/B/2/a/

https://www.education.pa.gov/Teachers%20-%20Administrators/Curriculum/Pages/Mathematics.aspx

https://www.abcya.com/

https://www.pattan.net/publications/teachers-desk-reference-maximizing-student-learnin/

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