College of Western Idaho Lesson Plan Template

Name Date
Brittany Jamison September 15, 2021

Subject/Grade Topic
1st Grade Greater Than, Less Than or Equal To

The big idea(s) or essential question(s)

Comparing two digit numbers using >, = and < symbols

How will knowing place value help students to compare two digit numbers?

Why is this information important to learn?

State of Idaho and/or common core standards addressed

CCSS 1.NBT.B.3: Compare two two-digit numbers based on meanings of the

tens and ones digits, recording the results of comparisons with the symbols >,
= and <.

Objectives
(what the students will be able to do as a result of the lesson)

The objective of this lesson is that students can use their prior knowledge of
place value to compare two two-digit numbers using >, = and < symbols.

TSWBAT

The students will be able to use the less than, greater than and equal to
symbols to compare two two-digit numbers.

Materials and/or technology Needed

● Whiteboard
● Markers
● Manipulatives of base ten blocks
● “Numbers Gator” YouTube video
● Worksheets for each student
● Alligator hand puppet (optional)

Activities/procedures (include anticipated time for each)

Introduction/activator

(15 minutes)
Draw the > and < symbols on the board and ask the students if they have ever
seen them before. If any student has, I will have them share what they might
know about them. I will also draw the = sign and ask students if they know
what that means, anticipating all students will be familiar with this symbol.
Explain to the students that we can often think of the two symbols (> and <) as
alligator mouths. The alligator is hungry and he will always eat the greater
number. Draw teeth on the symbols to create a better visual. Use an alligator
hand puppet or plushie, if available. Remind the class that greater than means
bigger than, less than means smaller than and equal to means the same.

Write the numbers 5 and 4 on the board and ask the students which number is
greater. Ask students to explain how they know that. Use the > and explain how
5 is the greater number, so the alligator is eating the number 5.

Show the following video. https://www.youtube.com/watch?v=M6Efzu2slaI

Tell students that we will be doing a similar exercise but using two digit
numbers instead of one.

Class activities (what you/students Class activities

will do) (why you will do them)

(40 minutes)

Write three examples on the board,

(one for each symbol) using numbers
below 100. Examples can be
something like
43__34; 50__72; 26__26
Talk through each example, drawing
the correct symbol as you explain why
it is the correct answer. Include the
concept of place value and
demonstrate the logic using base ten
block manipulatives.
(Ex: 43 has 4 tens and 3 ones, 34 has
only 3 tens and 4 ones, so 43 is the
bigger number.)
Working as a class before working
independently gives students more
confidence.
Building off of their prior knowledge of
the place value system to supplement
greater than/less than concepts allows
for easier instruction and deeper
understanding.Using the base ten block
manipulatives gives students a strong
visual for why one number is greater
than, less than or equal to another.

Instruct students to always start with

Giving students a clear process to
comparing just the tens place values
follow gives them an advantage when
to each other. The number with the
working independently, and aids in
bigger tens place value will indicate
further instruction on place value (ex:
the bigger number of the two. If the
moving on to hundreds, thousands,
tens values are the same for both
etc.)
numbers, move on to the ones place
value. Give an example that
demonstrates this well (Ex: 62__68)
Read each completed example as a
full sentence (Ex: 43 is greater than
34, etc.)
Ask students if they have any
questions or need clarification on
anything.
Instructor will pass out a worksheet
for students to complete comparing
two two digit numbers using >, = and
<. Manipulatives and place value mats
will be available for students to use
while completing their worksheet.
Instructor will walk around the
classroom while students work and be
available if a student needs
one-on-one assistance.
Students are able to hear the new
terminology being used correctly.
Ensure students have a strong
foundation before allowing them to
work alone.
Students will demonstrate their
understanding of the <, = and >
symbols in the correct context.
Reflecting on observations instructor
gains from walking the classroom
during work time has a positive impact
on both teaching practice and student
behavior.

Closure/reminders

(5 minutes)

Begin class discussion with students on why greater than, less than and equal
to is important to know. Incorporate that this material will not only be used as
students continue in their math education, but can be used in everyday life.
Give two real life examples that demonstrate both > and < being put to use.
Ask students:

● “Would you rather have 10 jellybeans or 15 jellybeans? Why?”

● “Would you rather spend 5 dollars or 10 dollars on a new toy? Why?”

Assessment
(how you will know students met the objectives - include rubrics)
Students will demonstrate that they have achieved the objective by successfully
completing the worksheet assigned. Before the end of the lesson, the instructor
will use formative assessment strategy by having students use hand signals to
show their depth of comprehension. A thumbs up means “I have a good
understanding.” A thumbs to the side means “I still have some questions.” A
thumbs down means “I don’t get it.” Use the signals given to gauge if the lesson
was successful. If a majority of students gave a thumbs down, review the
methodology and readdress.
Accommodations/differentiation

● Fred has been diagnosed with ADHD and has a difficult time focusing and
holding still. Fred can use the alligator hand puppet to go through
different examples on the board. This allows them to move around a bit
while still keeping him engaged in the material.
● Velma has dysgraphia which makes holding a pencil and writing difficult.
For completing the worksheet, ensure she has a pencil grip and a slant
board to write on.
● Shaggy is an ESL learner who speaks fluent Spanish. When playing the
YouTube video, toggle the subtitles to Spanish so Shaggy can follow
along. Give Shaggy the worksheet that’s been translated into Spanish.
● Daphne is a gifted and talented student and often finishes her work early.
If this is the case, I have a few challenge problems available for her that
work with three digit numbers. She is also welcome to help other
classmates who may be struggling with the concept.

Reflection/evaluation
(after lesson is taught put your reflections here)

Were the students productively engaged? Was everyone participating?

What additional assistance, support and/or resources would have further

enhanced this lesson?

Did I give the appropriate time allotment for each section?

If I had the opportunity to teach this lesson again to the same group of
students, would I do anything differently? What?