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Lesson Plan Example 2

The document discusses a 4th grade math lesson on comparing whole numbers using inequality symbols. The lesson teaches students to think of the inequality symbols as alligators eating bigger numbers. Students will practice comparing numbers using shaving cream and doing speed rounds to reinforce their understanding.

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50 views

Lesson Plan Example 2

The document discusses a 4th grade math lesson on comparing whole numbers using inequality symbols. The lesson teaches students to think of the inequality symbols as alligators eating bigger numbers. Students will practice comparing numbers using shaving cream and doing speed rounds to reinforce their understanding.

Uploaded by

api-548553934
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Title: 

Comparing Whole Numbers

Topic: Comparing Whole Numbers using inequality symbols

Grade Level: 4th Grade Mathematics

TEK(S): (4.2) (C): Number and operations. The student applies mathematical process standards to
represent, compare, and order whole numbers and decimals and understand relationships related to place
value. The student is expected to; compare and order whole numbers to 1,000,000,000 and represent
comparisons using the symbols >, <, or =

Content Objective: The student will be able to compare and order whole numbers using inequality
signs to understand their place value.

Target: I can use inequality signs to compare whole numbers to each other.  

Materials: Number line, alligator shaped inequality signs, document camera, printed out numbers, expo
markers, shaving cream

Time period: 35-45 Min 

Introduction/Anticipatory: “What do alligators do when they see one small bird and one big bird?”

 “Today will be looking at numbers and comparing them to each other.”


Show students a number line and show how everything is placed on there.
Students will determine which numbers are bigger by where it is placed on the line.

Instructional Input/ Modeling:  Explain to students what the inequality symbol mean

Provide students with examples of how to think of them as alligators       

“Based upon what we just did what does the ‘alligator’ like to eat more?”
Have students share their responses and give reasons for their answer. 
(As we are going through it allow students to use hand signs to help them recognize the symbols and
their meanings)
  
Guided Practice: Students will work alone as a race with their peers. I will place shaving cream on
everyone’s desk and using the document camera I will place numbers under it to show to students. They
will then spread out the shaving cream and draw out the symbols in the cream. They will first go slow to
make sure they get it but then we will have speed rounds to challenge students.
 
Checking for Understanding:  As a class we will then put random numbers on the board and have
everyone put their hands in the air as one of the inequality signs. We will do about 10 examples so that
we can have all students participate and ensure they tell me why that is the right symbol

Closure:  Ask students to show me the signs one last time and ask them to name them for me. Then
allow students to help me reflect on the alligator trick I taught them (alligator eats the bigger number.)
Allow them to choose some ‘really’ big numbers and do one last fun question.
Assessment:  Exit ticket: Have a five-question quiz where students have to put the inequality symbols in
the middle of two numbers and as a bonus question allow students to write their own inequality
expression

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