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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