T&L Instructional Plan Template

Teacher Candidate: Kellie DeRuwe

Cooperating Teacher: Jena Hollenbeck
School District: Spokane District 81
University Supervisor: Glenna 7
Unit/ Subject: Investigations Math Unit 1 Session 2.4
Lesson Plan Title: Comparing Numbers: Compare

Date: 9/14/14
Grade: 1st
School: Whitman Elementary

Section 1: Planning for Instruction and Assessment

a. Instructional Plan Purpose: The purpose of this lesson is for students to learn how to compare two
quantities up to 10 to see which is larger. Students have previous experience comparing two quantities
up to ten when they worked with number cards last week. Students will be more confident in their
understanding of number quantities after the activity is over.
b. Alignment to State Learning Standards:
1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >,=, and <.
ELP 1.2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,
responding to peer, audience, or reader comments and questions.
c. Content Objectives:
SWBAT count to 120 starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral.
SWBAT Compare two two-digit numbers based on meanings of the tens and ones digits, recording
the results of comparisons with the symbols >, =, and <.
SWBAT correctly use the words larger, largest, smaller, and smallest while playing Compare with a
partner

Language Objectives:
SWBAT vocally use new math content vocabulary words while playing Compare with a partner.

d. Previous Learning Experience:

Students will already know the rules and expectations of the Compare game because it was taught the
week before with a similar game called Compare Dots. This time students will use the same rules and
expectations but the game will be using new cards. Students can use counting strategies previously
taught to them in last weeks lesson or counting strategies they have learned outside of the classroom.
We will also review some of the counting strategies before we start playing the game as a refresher for
students. Students are also very well familiar with numbers 1-10 from previous learning in Kindergarten,
our classroom, and outside of the classroom from various experiences.
e. Planning for Student Learning needs:
Instructional procedures: Students will be shown a demonstration of the game along with auditory
instructions in order to reach multiple students needs. The demonstration will be given more than once
so students get a feel for how they game works. For those ELL students the instructions will be given on
the smart board using pictures to show how the game works. This can not only be very helpful for those
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ELL students but can be used by all students as a referral if they forget what or how they are supposed to
be playing with their partners.
Multiple means of access: I will present the game with students sitting in a circle on the rug so all
students can fully receive all game instructions. If students need additional help during the game I will
be available to help. There will also be instructions and pictures on the smart board to refer back to with
pictures and rules for the students to refer back to if needed.
Multiple means of engagement: Students will play the game with two different partners so that they
learn from more than one person. Other partners may be able to share new strategies with one another.
Students from different backgrounds may have different strategies from where they come from that they
can share from one another. By having two partners students have a chance to learn from more than one
person when they play. This will also allow students who may not work well together a chance to work
with someone else they do work well with.
Multiple means of expression: Students can show their learning through class discussion of what
strategies they used to determine which card had the larger number. Students can choose to show this
through verbal explanation, pictures, or any other way they want to show the class how they use their
strategy. Students at this time have an opportunity to show how or where they learned that strategy.
Students from diverse backgrounds can share about a different school or country they learned that
strategy from. Other students that dont share those backgrounds may learn a new strategy from this
discussion.
Methods of differentiation: Students may use the number chart posted on the wall as a support strategy if
they need help seeing where the numbers are comparative to one another. Students can also use a
number line if they feel that will help them effectively play this game or any other manipulative they
may find helpful. I will have 6 buckets of different manipulatives available for students to use any time
they feel they are needed to help them play the game.
There will be a time that indicates when the students should stop playing the game and get with another
partner to play. This timer will help both the students and I so they are not constantly hearing my voice
telling them what to do. This may help students that come from other backgrounds where they may not
want to listen to someones voice to long and allows them a sense on independence.

f. Assessment Strategies
Content/Language Objectives
SWBAT vocally use new math content
vocabulary words while playing Compare
with a partner.

Assessment Strategies
Formative: I will walk around the classroom with a
checklist keeping track of all students ability to use the
new math content vocabulary while playing Compare
with a partner. Students who do not use these words
while playing the game will have a chance to show their
understanding during the class discussion. Those students
who did not get their name checked off will be asked
what each of the new vocabulary words mean during the
discussion. Students can choose to vocally tell me or
write it down, whatever they feel most comfortable with.
Summative: At the end of this lesson I will hand out a
piece of paper that I will use to assess their
understanding of the new math vocabulary words. I will
give the students a definition on the smart board and read
the definition to them. On the smart board there will also
be a list of the new vocabulary words they have been
learning. When I give the class the definition they will be
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responsible for writing vocabulary word that matches the

definition. Once we have completed this for each word
the students will turn in their paper.
SWBAT Count to 120, starting at any
number less than 120. In this range, read
and write numerals and represent a number
of objects with a written numeral.

SWBAT Compare two two-digit numbers

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

Formative: Through the lesson instructions I will ask

students to give me a thumbs up, sideways, or thumbs
down to represent their understanding of how to count
the numbers that are given to them on the Compare game
cards.
Summative: Students will show their understanding of
counting by completing the work book page in the
Investigations book called Compare on page 9. This
worksheet will be completed after completion of playing
Compare. This worksheet will be completed
independently. Students will turn in this work page when
they are done for teacher evaluation.
Summative: Students will show their understanding of
comparing two, two digit numbers by completing the
work book page in the Investigations workbook called
Compare on page 9. This worksheet will be completed
after completion of playing Compare. This worksheet
will be completed independently. Students will turn in
this work page when they are done for teacher
evaluation.

g. Student Voice

K-12 students will be able to:

1. Explain student learning targets

and what is required to meet
them (including why they are
important to learn).

Student-based evidence to be
collected (things produced by
students: journals, exit slips, selfassessments, work samples,
projects, papers, etc.)
Math journal

Description of how students

will reflect on their learning.

At the beginning of this

lesson I will introduce the
learning targets to the class.
I will ask students to write a
smiley face, flat face, or a
frown face to represent their
understanding of the
learning goals. I chose to
used faces to represent their
understanding because this
lesson which takes place
early in the year the students
have a difficult time writing
sentences to explain their
understanding. This is
important because it allows
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2. Monitor their own learning

progress toward the learning
targets using the tools provided
(checklists, rubrics, etc.).

Math journal

3. Explain how to access

resources and additional
support when needed (and
how/why those resources will
help them).

Game cards

students to quickly write

their understanding and is an
easy way to show the teacher
their understanding.
Midway through the lesson I
will ask students to get out
their journals again. I will
ask students to use the faces
again to represent how they
are feeling they are meeting
the learning targets.
Students will be given
copies of the game cards for
them to take home. Students
will be encouraged to play
with family and friends at
home for more exposure to
the numbers. Students will
also get opportunities to play
this game during their Friday
fun math time.

Grouping of Students for Instruction:

Students will work in pairs throughout this lesson. To start the lesson students will join me at the carpet and sit
in a circle to ensure all students hear and understand the instructions of the compare game. By sitting in a circle
all students will be able to see the game demonstration. I will first ask students to recap the game they played
last week and tell me how the game was played including rules and expectations I have of the students. I will
then ask students to talk about, by a raise of hand, what strategy they used to determine which player had the
highest number card. I will ask students where they got these strategies whether its from our classroom, home,
or another place they had been. After this discussion I will allow students to choose a partner of their choice, but
not the same partner they had last week, to play Compare with. By playing this game with a partner students
will be able to count with each other and share their counting strategies with one another. When students work
with different partners each time they play they have an opportunity to learn a new counting/comparing strategy
they had not seen before. Students can share with one another how they discovered this strategy.

Section 2: Instruction and Engaging Students in Learning

Learning/ Teaching Experiences:
1. Introduction: I will start the lesson by asking students what the words greatest, least, and equal to are.
Students have learned these words in a previous lesson so they should be able to vocalize this to their
classmates. Students will show me what the symbols look like by having a few students draw them on
our circle time white board. This will gain students attention and I will then be able to continue with
instruction for the comparing game they will be playing. To start the game I will begin by showing
students two number cards and asking them which number is greatest. I will do this a couple times
through so students have a full grasp on how they will play them game and how the word greatest can be
used in the game. I will also have students use the words least and equal to in the demonstration so they
are able to use these three vocabulary words throughout this partner game.
2. Questions:
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a. What does greater mean?

b. What does least mean?
c. What does equal to mean?
d. What strategies can you use to determine the number on the card?
e. What can you do if you dont know the number on the card?
f. What do you do if you and your partner draw the same number card?
3. Leaning Activities:
1. Get the classes attention with a regular attention grabber such as the rain stick which is a native
instrument that many cultures use in their music. Begin the lesson by showing the students two
number cards and asking which card has the larger number on it. Give all students plenty of time to
think about which number is larger. This will get the students attention and they will want to know
what we are going to learn.
2. Tell students that were going to play a new game called Compare which is played exactly like the
game called Compare Dots which they played last week. This game can also be played like the card
game war if students have played that before.
3. The goal of this game is to figure out which of the two cards they have drawn from the deck has
more dots. Both players should turn the card over at the same time. The player with the card that has
more dots says me and takes those cards.
4. Show a practice round with a volunteer a few times so that students have a full understanding of the
correct way to play the game.
5. Allow students to choose their own partners for the game, but they cannot choose the same partner
they had during the game last week.
6. Set the timer for 15 minutes. After 15 minutes call students back to the rug and partner them with
someone new. At this time I will ask students to recall the learning objectives and to be thinking
about them as they are playing the game to make sure they are reaching their goals. Students will
then continue to play for another 15 minutes with a new partner, which is someone they have not
previously played with. Students will play the second round with whoever gets the smallest number
(least) wins the round and gets to take the cards.
7. On the smart board the rules and pictures of how to play the game will be up for all students to refer
to if they need to be reminded how to play the game or what they should be doing.
Independent Practice:
To keep students playing the game we will send home copies of the number cards home to play with family
members or friends. These cards will also be available for students to use during Friday fun math manipulatives
time.
Instructional Materials, Resources, and Technology
Each pair of students needs one deck of number cards. Copies available in Investigations Unit 1 book. Students
also need the Investigations worksheet that will used to assess student understanding of the content. The smart
board will be used for game instructions.
deck of compare cards
Investigations worksheet
Smart Board
Acknowledgements:
Investigations Spiral to Infinity by Steve Allen Unit 1