TMATE Lesson Plan

Part 1
(A) Lesson Title: Greater than, less than and equal to
(B) Standards: [List all standards here: TEKS, ELPS, and CCRS.] (3 pts.)

TEKS Grade 3 Mathematics B.2.D: Compare and order whole

numbers up to 100,000 and represent comparisons using the symbols
>, <, or =.

ELPS C.3.D: Speak using grade-level content area vocabulary in context to

internalize new English words and build academic language proficiency.

CCR Math Standard II. Algebraic Reasoning A.: Identifying expressions and
equations 1. Explain the difference between expressions and equations.

(C) Learning [Insert your learning objective here. Remember that it must align with your
Objective: TEKS and contain a measurable student behavior, testing situation, and
performance criteria.] (3 pts.)

Objective: Students will compare numbers from a list and utilize the
correct symbols on a chart worksheet with at least 80% accuracy if it
>, <, or =.

(D) Prior Learning: [What do your students need to already know so that they can be successful
in this lesson? Go back to previous grade level TEKS and describe the
foundation knowledge they should already have, and will need.] (3 pts.)

Students will know numbers 1-1,200. They will also understand the concept
of more or less, larger or smaller and same. They will have started using
greater than, less than, and equal to but not with symbols.

(E) Materials: [Include a complete list of materials that the teacher and students will need
during this lesson. Include links to any electronic resources.] (1 pt.)

Interactive white board, small white boards, dry erase markers for students,
plastic bags, cut out number, symbol and sentence cards for game. Basket,
cup and talking chips. Print formal assessment forms. Set out class math
games on center table.

Lesson Cycle
(F) Focus (Hook):
How is the teacher introducing the learning topic? Involving the learner in a relevant way? Connecting to prior
& future learning?

[In this section, you will describe how you will introduce the lesson topic, engage students’ interest, and
access prior knowledge. Students must be actively involved. Teacher should include a statement of
learning here (learning objective) so that students know what they will be expected to do at the end of
the lesson. Type out specific questions you will ask students. You may NOT use a video for your
lesson focus.] (5 pts.)

(Students will be sitting at their desk clusters in groups of 4.)

Teacher: Class today we will be learning a new math concept. We are going to learn how to
compare numbers using symbols. Once we practice the new symbols everyone will turn in a
worksheet showing your hard work.

Teacher: To get started let’s listen to an alligator who loves to eat numbers. Listen closely
and write down any new word you hear, as I will have some questions after.

(Play “Number Gators (Greater Than, Less Than Symbols Song)” 50sec clip
https://www.youtube.com/watch?v=M6Efzu2slaI)

Teacher: That alligator sure was hungry. While listening I heard some interesting new words
and he liked eating a lot of numbers.

(Using Kagan structure Think-Pair Share give students time to think and tell their neighbor an
answer. Teacher should remain in the power zone actively listening to students’
conversations during think-pair share.)

Teacher: Now turn to your neighbor next to you.

• What kind of numbers did the Alligator eat? (Looking for bigger numbers)
• What were some new words you heard in the song? (Looking for new vocabulary that
they will not know yet)

(Have each pair share their answers with the class. Teacher should be writing the new
vocabulary on the smart board to define during instruction.)

Teacher: Very good class. You are right the alligator eats the larger numbers. It also looks
like we have some new words to define. (While placing on the board) What were some of the
words you were unsure of? Let’s write them down for later. In our next step let’s work on
defining these words and explore some symbols.

What is the student doing?

[Include a description of what the student will be doing during this section of the lesson. If your
description is, “Listen to teacher, take notes,” your activity is not student centered, and you need to re-
think it.]

Students will be at their desks. Desks will be arranged into groups of 4. Each group will be assigned
by the teacher through homogeneous qualities in skill level for math. Students will be actively
participating by listening and writing new words, then transitioning into think pair share groups.

(G) Instructional Delivery (Teacher Input):

How is the teacher delivering content related to the central focus and objective? What are the key teaching
points, key vocabulary, and elements of the content? How is the teacher relating content to the learners’
world? What varied instructional strategies are being used? Is the instruction learner centered?
[In this section, clearly and specifically describe WHAT you will teach, and HOW you will teach it. Your
description should be detailed enough that a substitute teacher could teach this lesson just like you
would. You must include examples you will use, questions you will ask, and strategies you will use to
engage students. It is important that you include questions that require higher-order thinking skills.
Comments like, “show PowerPoint slides,” or “explain vocabulary words” are not detailed enough. If
you plan to use media here, you must attach it to the lesson plan (slides, pictures, etc.) You may NOT
use a video to teach the content of this section.] (20 pts.)

(Students will be seated at their desks. Students will be provided a white board and dry erase
marker for activities during instruction.)

Teacher: I want us as a class to first understand some of our new vocabulary words. Let’s
review the word compare from last year.

(teacher writes out definition and symbols for the board so students have a reference for
later)

Teacher: Compare means to see if one number is the same as, smaller than or bigger than
another number. Let’s practice this to remember. I want you to write any number on your
white board. When I say go share with your partner across from you if your number is the
same, smaller than or bigger than theirs. Ok, write your number down and share.

(Give students a min to write and share, teacher should be listening to ensure this concept is
understood before moving on. If not spend some more time practicing or putting examples on
the smart board. Students should have been able to recognize this from previous school
year.)

Teacher: Very good. I heard a lot of great answers. Our new vocabulary words were
Symbol, Greater than, less than and equal to.

A symbol is a picture the represents something. Who can tell me an example of a symbol
they have seen before? (Wait for students to raise hand and answer) Very good! There are
symbols all around us such as money $, emojis and all sorts found on bottles and toys. A
symbol is just like the alligator’s mouth to represent some of our new vocabulary. The
alligators mouth opens wide and always eats the larger number.

What do we think equal to means? Tell your neighbor what you think! (Give a moment to let
the students talk) Something is equal when the two numbers or values are the same. We use
the symbol = to represent equal to.

What do you think greater than means? Tell a different neighbor than you just spoke to what
you think! (Give a moment to let the students talk) Something is greater than when it is bigger
than another number or value. We use the symbol > to represent greater than.

The last term we have is less than. Something is less than when it is smaller than another
number or value. We use the symbol < to represent less than.

Teacher: When we are comparing numbers, we always read them in the order they come.
Just like when we read a sentence. We read from the left side to the right. If I see this set of
numbers (show on a card 2<5) I would read it two is less than five. Let’s practice this
together. On your white boards please write down the number 4 then draw a line next to it _
then write the number 9. What symbol do you think we would use? Tell your whole table
what you think! (Give a moment for students to talk) I heard a lot of groups say less than <.
Very good! Write the less than symbol down. Let’s read this together four is less than 9. Very
good. Ok we are going to practice two more. Write down 563 then a line and the number 56.
Ok same thing, what symbol do you think we would use? Tell your whole table what you
think! (Give a moment for students to talk) I heard a lot of groups say greater than >. That is
correct. The last one is going to be 1005 with a line and 1005. What symbol do you think we
would use? Tell your whole table what you think. (Give a moment for students to talk) I heard
everyone say equal to =. Very good the numbers are equal; they are the same. Good
practice everyone.

(Get ready for Kagan Quiz-Quiz-Trade practice)

Teacher: Alright class we are going to practice using the symbols < less than, >greater than
and = equal to. When I say go, let’s work together as a class and team up starting with the
person across from you. We are going to play Quiz-Quiz- Trade. At each desk is a Ziplock
bag. You will write down the numbers you see in the bag on your white board. The answer
can be found on the back, do not check until you have solved the comparison. You will take
turns quizzing each other on your numbers and what symbol will be used. I want to hear you
practicing how to compare and read the numbers out loud with your partner. Once you have
each quizzed and coached each other it will be time to find a new partner with a new number
comparison. Trade white boards and begin again. I will give you 3 min for each pair when you
hear the timer it is time to swap. Thank your partner for their help and find a new partner.
You will have 3 different partners. OK Go!

(While students are practicing teacher should be in the power zone. Teacher should be
setting the timer. Teacher should be actively moving through the classroom listening to
students work, helping when needed and redirecting when needed. To check for retention
teacher should be checking in on each group. If content seems to be to challenging stop the
class and do some more practice together. This allows for informal assessment. If practice is
going well set up for guided practice.)

Teacher: Very good class. That was the last timer. We are now going to do some more
practice with your tables. I would like you all to return to your desk. While you were working,
I placed some things in the center of your table. When everyone is seated, I will explain what
you will be working on.

What is the student doing?

[Include a description of what the student will be doing during this section of the lesson. If your
description is, “Listen to teacher, take notes,” your activity is not student centered, and you need to re-
think it.]

Students will begin at their desks as we do a class discussion. During this time, they will discuss
answers to questions with partners. When we break into quiz quiz trade students will be moving
around the room to partners and speaking out loud to communicate their answers.

(H) Guided Practice:

How are the students practicing the skill/knowledge they just learned? How is the teacher providing
individual and whole-class feedback? Is the practice directly related to the standards, objectives, and
content? Does this activity allow students to model the behavior/skills being evaluated in the Independent
practice?
[In this section, students are practicing what you just taught them so that they can complete the
independent practice afterwards. This practice should be guided by the teacher. The teacher provides
a task, questions, activity that is similar to the assessment in the independent practice that will show
the teacher that the students are ready to move on. This is not a “graded” activity. Teacher must
provide full-class feedback to students.] (10 pts.)

(Students will be prepped to practice content through an altered version of Kagan Structure talking
chips.)

Teacher: Ok class now that we are back with our desk groups we are going to practice as a
team. In the middle of your tables, you will find a basket with numbers in it when I say go you
will take two numbers from the basket and using the symbols on your table put them in the
correct order. There may be multiple answers you can make, please choose one. When the
timer goes off, using your tokens take turns placing them in the cup and reading your answer
to your group. You will also explain why you think it is the answer. For those not reading
their answer listen closely and coach the person after they have read their answer.
Congratulate them if they get it right and if it is wrong work together to get the right answer. I
will put the steps on the board for you to follow. I will also be walking around to help any
group that needs it.

Teacher: Ok here are the steps! (On the board)

1) Draw two numbers.
2) Place the correct symbol between the numbers.
3) When timer goes off take turns putting chips in the cup
4) When it is your turn Read your answer and explain why
5) If you are listening celebrate or coach to get the correct answer
6) If your group has a question, please raise your hand I will be walking around the room.

Teacher: Does anyone have any questions? We will do a couple rounds of this game. Alright
the timer is set for 5 min. Go.

(Teacher will be in the power zone. She will set timer and walk around observing the
student’s practice. She will be listening for correct answers, explanations, and proper reading
of the problems. Teacher should assist or pull into small group any students struggling at this
time with content for more personalized practice if needed.)

(Game will be repeated for four rounds.)

For students with special needs activities can be accomplished during the guided
practice time:

• Student 1: Dyslexia

Counting Chips: Using colored counting chips and laminated numbers and
symbols that match the different colored chips students will solve greater
than, less than and equal than problems. This activates the students visual
learning. The student with dyslexia will be able to grasp the abstract
contract by linking the color, numbers, and chips together. This can be
 made more complicated by mixing the colors and number cards. This
activity can be accomplished independently, in small group or one on one
with the teacher.

Online Game: This type of practice allows students to practice by reading

and hearing the numbers and symbols. It targets both a visual and auditory
learning style. It makes it a little easier for the student to understand
because they can practice with pictures not just symbols.
https://www.education.com/game/less-than-greater-than/

• Student 2: Autism, difficulty with transitions

Visual timer: A timer will be displayed on the board for student to count
down to when the next lesson will begin. At the beginning of the lesson a
new timer will be set letting the student have a transition period to explore
the different tools the class will use, symbols and numbers in preparation.
The student will be provided with these tools before introduction to the
entire class. This strategy makes the transition into the lesson smoother
and less confusing.

Counting cubes manipulatives: This strategy will be best utilized during

small group or independent practice. It allows the student to visually see
the different sizes associated with less than, greater than and equal to.
The student will have the opportunity to orally explain and count each cube
demonstrating the expected objective. Laminated symbols can be added
later to make this more challenging for the student.

• Student 3: ADHD, not treated by medication

Small group: White board with teacher assistance will be used. Some
students with ADHD that are not medicated have difficulty staying focused
or on task. By having them join small group it limits the distractions in the
classroom. Using the white board and marker allows the student to have a
physical activity while meeting the objectives of the lesson. The teacher
can work more directly with the student and allow participation in the group.

Greater than, less than scavenger hunt: The student collects several items
in the room and then will need to find another group of greater than, equal
to, or less than items based on what they found. This can be done in a
small group or partner based. It allows the student to get up and move
while actively engaging in the lesson. This activity gives the student an oral
opportunity to share what they are learning and visual representations of
the concept. It also gives the student options on what they want to use to
make small groups. Flash cards with numbers can be used as well to
 ensure what size groups are being collected and laminated symbols can be
a great visual to help engage the student.

Teacher: Alright class that was the last timer. Everyone did an excellent job. I would like you
to share with your neighbor something you learned from this practice. Go ahead and tell
them. Would anyone like to share what their partner learned? (Wait for 2 responses) Yes that
is very good. You all seem to be understanding the symbols and comparing the numbers.

Teacher: We are now going to get ready to try a worksheet on our own. Please have one
person bring your cups and baggies to the front table. Everyone please clear off your desk
except a pencil and eraser.

What is the student doing?

[Include a description of what the student will be doing during this section of the lesson. If your
description is, “Listen to teacher, take notes,” your activity is not student centered, and you need to re-
think it.]

Students will be in their table groups playing an altered version of talking chips. They will be each
actively participating in the lesson solving their own problem. Students will then take turns presenting
to their group the answers and why they believe it is correct. Peers will be listening and coaching or
celebrating the student presenting answer.

(I) Independent Practice:

Does the activity described in this section directly relate to the Learning Objective? Does this activity
reinforce the learning of the lesson? Is the assessment authentic? How will this assessment be scored?
Remember that you must create the assessment, including full instructions, an answer key, rubric, and/or
grading guide.

[In this section, the student complete the activity described in the learning objective. This activity will be
the assessment that you developed in module 6. This section MUST match the learning objective.
Students might work alone or in pairs or small groups, but this work is done without the direct guidance
of the teacher. This is an activity that can be “graded”. The teacher must be able to look at each
student’s work and be able to decide if the student is showing mastery. The assessment should be
authentic and have a real-world application. The assessment should be scored using an answer key,
checklist, grading guide, rubric, etc.] (10 pts.)

(Students will have cleaned off desks and have a pencil and eraser out. They will be given a
worksheet that has them place the correct symbol in the blank for the numbers)

Teacher: Ok please take a worksheet and pass it to the person next to you. You will have
the rest of Math time to complete this worksheet. This assessment will ensure we all
understand comparing numbers with symbols. There are 20 questions and I expect you to be
able to answer at least 16 of them correctly. When you finish, please turn your paper in with
your name on it at the center table, you may grab one of the math games and play quietly at
your desk until everyone has finished.

Teacher: Lets go over the instructions. Who can read it for me? (Wait for someone to
volunteer, student reads “Fill in the box with the correct symbol to compare each set of
numbers.”) Ok so what are we doing? Filling in the blank with the correct symbol. (Referring
back to the board) Our symbols are Greater than >, Less than < and equal to =. Alright you
may start.

(Students will begin assessment. Teacher will walk around class observing students.)
What is the student doing?

[Include a description of what the student will be doing during this section of the lesson. If your
description is, “Listen to teacher, take notes,” your activity is not student centered, and you need to re-
think it.]

Students will be at their desks completing their assessments. When completed they will turn them in
and play a math game at their desk quietly until everyone is finished.

(J) Closure:
Does the closure summarize the learning? Does it involve the learner? Does it connect to future learning?

[In this section, describe the activity that will summarize the lesson and relate it to future learning. The
activity must include the learner. You may NOT show a video for this section of the lesson.] (5 pts.)

(Students will be at desk and have numbers taped to their table, they will be familiar from previous
class times what number they are)

Teacher: OK everyone has finished. Great job! I will get them graded and hand them back tomorrow.
We spent time today reviewing some new vocabulary and a new way to compare numbers. You all did
a great job participating. I am going to put a couple questions on the board, and I would like you to
share with your group the answer. Please answer the question that is your number. If you are a 1
answer number one, if you are a 2-answer number 2 and so on. Any questions. Please use your white
board for your symbol! Go ahead.

1) What does greater than mean? What symbol?

2) What does less than mean? What symbol?
3) What does equal to mean? What symbol?
4) What is something you learned today?

(Give students 4 min to think and share)

Teacher: Very good class! Alright we are going to wrap up math for the day. You all did a great job
comparing numbers with symbols. Now when you see numbers no matter how big or small you will be
able to read and show which one is bigger, smaller, or equal to another.

What is the student doing?

[Include a description of what the student will be doing during this section of the lesson. If your
description is, “Listen to teacher, take notes,” your activity is not student centered, and you need to re-
think it.]

Students are in their table groups discussing the questions for the end of the lesson.

(K) Enrichment: (L) Reteach:

 What learning opportunities will you offer to Describe different instructional strategies you will
students who have already mastered or quickly use to reteach the material if students do not
master the objective? master the objective?

[You will not complete this section for Lesson [You will not complete this section for Lesson
Plan/Micro-Teach1. This section will be completed Plan/Micro-Teach1. This section will be completed
in Module 11. Describe activities and materials in Module 11. Describe how you will re-teach the
you will provide for students who quickly master lesson content for students who did not show
the content of this lesson. This should be mastery the first time. You must describe a
additional content that supplements students’ different content delivery method than you used
knowledge, not just extra work.] originally.]

For students who have already mastered the For reteach I will be assessing during practice at
content or are moving faster than other students I the end of instructional delivery. If students or
will pair them with a group that can do more specific students are struggling, we will break
challenging numbers. Students are only expected down the process. I will bring out the counting
to have mastery of numbers 1-1,200 for more cubes and have students take the numbers given
advanced students I can use larger numbers. I and show them with the counting cubes. We will
can also give them opportunity to compare be using some smaller simpler numbers to
numbers using statements mixed with the reinforce the content. They will have two groups
symbols. This will challenge them from a literacy of counting cubes; this will give them a more
perspective as well as math. visual representation of the numbers and their
values. Using the alligator concept, we will
practice with the symbols eating the larger group.
By doing this it gives more hands-on practice and
also letting me hear them read the comparison to
ensure comprehension.
(M) Modifications: (N) Accommodations:

[You will not complete this section for Lesson [You will not complete this section for Lesson
Plan/Micro-Teach 1. In this section, you will Plan/Micro-Teach 1. In this section you will
describe the modifications you will provide for describe the accommodations you will offer to all
students based on IEPs. These are modifications students who are struggling with content or
that are required by law for student in Special activities related to this lesson. This is not
Education or who are classified as 504.] restricted to students who have IEPS.]

Modifications for these students will be: Accommodations for these students will be:
Fewer questions to answer on assessment. Oral assessment opportunity
Use of manipulatives to assist with the Additional time for practice and transition time
assessment. Use of computer resources.
Smaller numbers used for assessment and Use of manipulatives
practice. More active kinesthetic practice