LESSON PLAN Greater Than, Less Than, Equal To
LESSON PLAN ? Greater Than, Less Than, Equal To
Name: Amy Steidinger
Date: 11/5/09
Grade Level/Subject: 2nd/Math
Prerequisite Knowledge: Students should have a general understanding of the relationships between numbers and be able to compare numbers (in terms of which one is larger and which one is smaller).
Approximate Time: 45 minutes
Student Objectives/Student Outcomes: Students will be able to compare two quantities (up to 20) and correctly determine which is greatest and least amounts at least 2 out of 3 times (on dry erase board) when instructed by the teacher. Students will be able to compare two quantities (up to 20) and correctly determine when they are equal at least 2 out of 3 times (on dry erase board) when instructed by the teacher. Students will use the symbols >, accordingly. The teacher then introduces that if the two numbers are the same, this symbol is used, =.) Repeat several times until students begin to have an understanding of the idea.
Activity #2: (5-10 min) The teacher writes two numbers on the board and has the students write the same two numbers on their dry erase boards. The teacher instructs students to fill in the correct symbol between the numbers. Teacher checks if the answer is correct. Repeat several times.
Summary/Closing: (3 min) Materials: Homework worksheet Give students their homework worksheet. Remind students that Al always eats the bigger number and the symbol that is used should represent this. Encourage students to remember this concept when completing the worksheet.
Assessment: The assessment of the objective "while comparing two numbers, students will demonstrate their ability to determine which number is greatest, least or equal" will be made by the observation of students as they complete the activities. In addition, the students will be assessed based on accuracy on the homework worksheet (attached).
Greater Than, Less Than, Equal To
Teacher Name: Ms. Steidinger Student Name: ________________________________________
CATEGORY Excellent
Good
Satisfactory
Poor
Mathematical Explanation Concepts shows complete
understanding of the mathematical concepts used to solve the problem(s).
Explanation shows Explanation shows Explanation shows
substantial
some understanding very limited
understanding of the of the mathematical understanding of
mathematical
concepts needed to the underlying
concepts used to solve the
concepts needed to
solve the
problem(s).
solve the
problem(s).
problem(s) OR is
not written.
Mathematical 90-100% of the Almost all (85-89%) Most (75-84%) of More than 75% of
Errors
steps and
of the steps and the steps and
the steps and
solutions have no solutions have no solutions have no solutions have
mathematical mathematical errors. mathematical errors. mathematical
errors.
errors.
Mathematical Correct Terminology terminology and and Notation notation are
always used, making it easy to understand what was done.
Correct terminology Correct terminology There is little use,
and notation are and notation are or a lot of
usually used,
used, but it is
inappropriate use,
making it fairly easy sometimes not easy of terminology and
to understand what to understand what notation.
was done.
was done.
Neatness and The work is
The work is
The work is
Organization presented in a presented in a neat presented in an
neat, clear,
and organized
organized fashion
organized fashion fashion that is
but may be hard to
that is easy to usually easy to read. read at times.
read.
The work appears sloppy and unorganized. It is hard to know what information
* This rubric is used for assessment of understanding only, not for purposes of assigning grades.
Accommodations for Special Needs: A student with a behavior difficulty might have trouble following along while using the dry erase boards and markers as they may become distracted and doodle. For this student, place them at the front of the class in order to easily be observed.
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