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Samantha Kole

Lesson Observation #3
Topic: Comparison Number Stories
Duration: 30-45 minutes
Purpose: For students to achieve higher level thinking through comparing
numbers in an abstract way.
Materials: Rulers, tape measurers, foot cut outs (previously made and used),
connecting cubes
CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with
objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.
CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word
problems, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem.

- SWBAT: Apply knowledge of number order through mental comparisons
of number stories.

- SWBAT: Compare numbers in a number story that they have read or

created themselves.
- SWBAT: Identify varying lengths of objects through indirect observation
and calculation.
Assessment of Objectives: Students will be assessed through an informal
assessment of being asked to create and present their own number comparison
stories. Students will also be assessed in an indirect group assignment by
comparing length of various objects in the room as well.
Anticipatory Set: Students will participate in their daily calendar routine to start
this math lesson. This routine includes the calendar song, 10s song, 5s song,
and creating a graph.
Input (What/How): I will explain what a number comparison story is by using this
example: Mary has 5 bears and 3 ducks. Does she have more bears or more
ducks? How many more? I will explain my thinking process as I figure out the
problem myself; using pictures on the white board as I go.
Modeling: Students will be given a comparison number story without any
manipulatives, and then a comparison number story with manipulatives. A
volunteer will then be picked to come up with their own comparison number
story; using manipulatives or not.

Checking for Understanding: Multiple students will be asked to come up and

make up their own comparison number stories. Manipulatives will be available for
them to use to act out their number story, or they will be able to write it on the
white board.
Guided Practice: Students will be put in their designated partners and be given
different measurement tools. With these tools, they will go around the room and
compare the measurement of different objects. For example, the table versus my
Closure: After about 10 minutes, I will ask students to come back to the carpet
and share their results. They will be expected to use the vocabulary of the
measurement tools they used while presenting.
Independent Practice: Students will be asked to make up their own number
comparison stories with people at home and bring it in the next day to share.
Adaptations: Partners for this lesson are strategically put together by ability
level. A stronger student in mathematics is paired with a weaker student and so