Lesson Delivery

Plan Olivia Smith 04/18

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

The student will compare numbers using greater than, lesser than or equal to and represent with symbols >, <,
and =.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the thinking and
emotional level?

 What will you do to open the lesson to motivate and engage the students’ interest in the content?
 How will you help students make connections to prior knowledge?
 How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN
statements)?
 How will you identify / teach / assess language demands?
 How will you introduce language supports?
 Is your opening congruent to the objective?
1) I will play a symbol song (https://www.youtube.com/watch?v=w5Hq-4zHV-w) to introduce students greater than, less than,
and equal to.

2) We will have a “I know it” game. I will show the students number value flashcards, and whoever knows the answers will
raise their hand and read the number, and try to compare two numbers shown.

3) I will gradually giving them large number values all the way to 1,000,000,000.

4) Then I will introduce our learning objective “Today we will use place value to compare numbers using greater than, lesser
than, or equal to, and we will have a Tar get Wall Chart of all four of our learning targets on and write their name under the
target column if you think you have mastered the skill.
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Plan Olivia Smith 04/18

3. Teacher Input (Relevance) – What information is needed for the students to gain the knowledge/skill in the
objective? (Be sure you have done a task analysis to break the information/skill into small manageable
steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students
need to master the material? Are the strategies you plan to use congruent to the objective?
At the beginning it will be Teacher-directed discussion, and we will be using math problem solve graphic to break down the
problem into parts, and for examples I will use Interactive Vibe Smart Board to show them, and we will be use hand signs as
what we learned earlier: Arms out to your left with the alligator’s mouth open for greater than, arms out to your right with the
alligators mouth open for lesser than, and forearms on top of each other for equal to.

 Model (Routing) – Outline your I DO activities. Be sure to model strategies and academic language
supports needed.

For review I will go over the place setting values of 8,345,297

Lesson:
1) Write out examples below and go over <, >, or = to in each problem.
Example 324,231,456________324,213,456 22,554,554________22,554,564 9,285_____9,285
2) Start Show down by dividing into three teams by counting 1-2-3 until everyone has a number ask for all ones together
etc.
3) Each symbol will be given a color, Greater than=Green, Lesser than=yellow, Equal=Red. ADHD and SDL students
will be given color cards to hole up for their answers.
4) Give each team a group of flash cards.
5) Select one captain on each team for the first round.
6) Instruct the captain in the count of three to show the first flash card and the team independently should write down
<,>, = for their answers.
7) The captain will give think time and signal with a thumbs up when finished.
8) The team captain will say “showdown” and the team will show their white boards.
9) Captain leads in checking if all are correct then they can celebrate, if not they can discuss, and tutor then celebrate.
10) The person to the left of the captain will become captain and repeat until all flash cards are done.
11) During the lesson I will take notes on the problems that were answered by any group incorrectly to review at the end
 of the game.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s direct
supervision. The teacher moves around the room to provide individual remediation as needed. “Praise,
prompt, and leave” is an excellent strategy to use. Outline your WE DO activities. Be sure to incorporate
strategies and academic language supports that are needed.
Classroom Strategies: Team Show Me
Resources: Comparing Number Values | More Than, Less Than, Equal • ABCya!
1. Divide into previous teams assign a color race car to be placed on the racetrack drawn on the board. (Red,
blue or yellow) with the first team leader as the white board writer.
2. I pose questions using ABCya on vibe board, link is provided under resources. Hit start for their first
comparison numbers.
3. The color-coded cards will still be used for IDEA students.
4. Give the teams think time so all students in groups discuss the answer.
5. Team Lead writes the final answer on behalf of the group.
6. I say, “Show Me!” and the team leader holds up board.
7. Enter the majority answer on ABCya and continue until the correct answer comes up. For each team that is
correct move their race car one space toward the finish line. Continue until you have a winner.
8. During the game I will take notes on the problems that were answered by any group incorrectly to review at
the end of the game.
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Plan Olivia Smith 04/18

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill. Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports that are
being used.
1. I will hand out a recording sheet numbered 1-10.
2. I will give instructions for a gallery walk to ten hanging task cards around the room.
3. They will move around the room and answer each problem on the 10 cards. They will write the answers on the paper
provided.
4. Only 2-3 people can work on one at a time, monitor and instruct to move if the number is exceeded.
5. There is no reason to talk about this activity, but if need to discuss it is to be no louder than a whisper.
6. If anyone is being silly or disturbing class, they are to return to their seat with a warning.
7. My IDEA students will be instructed to just use the color in the blank for the symbol to represent if the first number
is >, <, =.
8. We will end by going over as a class each station and a show of hands that thought that station was easy. I will then ask
for a show of hands on those who thought it was hard. If students thought it was hard we will go over place values and
the answer.
 Check for Understanding (Recognizing) – Practice doesn't make perfect; it makes
permanent. So, make sure the students understand how to proceed before moving to the practice phase
of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to
assess understanding? What HOTQs will you ask? List at least 3

Check for my Target Wall Chart and see how students think themselves master the learning content, if there are a lot have put
their name down on all the column, then we will just have group tutoring session for students; if there are a few people has
put their name down, I will reteach the class in a different way.

Can you order these numbers from greatest to the smallest?

Can you order these numbers from smallest to the greatest?

Can you compare the given large whole numbers with the symbols >, <, or =.

 How will you check for understanding or reteach?

Before the class over, I will have a 5 questions quiz, for 2 questions students will be required to order the large numbers either
from largest to the smallest or smallest to the largest; for the other 3, students will be required to compare two large whole
numbers with the symbols >, <, or =.

If there are only a few students who can not get all right, we will have small group tutor at teacher center; if majority of
students in the class can not get all right and need a long time to finish, I will reteach the content in different way.

4. Assessment – How will we know that the students have individually mastered the objective? What
evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate
mastery of language demands?

There will be exit ticket at the end of the class and unit quiz for students to finish at the end of the unit teaching, so we will have
an idea of if students are able to compare and order the large numbers. Students should at least get 90 percent right. The evidence
of whether they are able to use greater than, less than and equal to will be collected.
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Plan Olivia Smith 04/18

5. Resources - What materials will you need for a successful lesson?

 Comparing multi-digit numbers: Math: 4th grade: Khan Academy. (2016, August 18). Retrieved September 24, 2022,
from https://youtu.be/nrOA1U5jH6Q

 Texas Education Agency. (2022, March 09). Texas Essential Knowledge and skills. Retrieved November 8, 2022, from
https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills

 (n.d.). Retrieved September 30, 2022, from https://www.abcya.com/games/comparing_number_values

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what was learned?
At the end of the class, students will need to finish a exit ticket which has 5 questions on it 6,920,495______6,902,469;
10,023,842_____10,028,423; 7,302,813______7,302,813; 92,374_____29,374; 103___103 .

NOTES: