SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

Objectives
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

DETAILS
Jessica Weishorn
Mathematics
1st
45-60 minutes
Mathematical relationships among numbers can be
represented, compared, and communicated.
Mathematical relationships can be represented as
expressions, equations, and inequalities in
mathematical situations.
Numerical quantities, calculations, and measurements
can be estimated or analyzed by using appropriate
strategies and tools.
Patterns exhibit relationships that can be extended,
described, and generalized.
How is mathematics used to quantify, compare,
represent, and model numbers?
Put in first grade vocabulary
CC.2.1.1.B.1 Extend the counting sequence to read and
write numerals to represent objects.
CC.2.1.1.B.2 Use place value concepts to represent
amounts of tens and ones and to compare two digit
numbers.
In this unit, students compare and order two-digit
numbers. Students will use the symbols <, >, or = to
compare numbers, read the number sentence with
symbol aloud, order numbers from least to greatest,
and order numbers from greatest to least with partners
and individually with 90% accuracy.
General Education Students:
Observe students as they complete the Ordering and
Comparing Numbers Worksheet (M-1-1-3_Comparing
Numbers Worksheet and KEY.docx).
Observe students as they play Order Up (M-1-13_Ordering Numbers Game Board.pdf).
Observe student responses during the Instructional
Procedures section.
For ELLs:
Speaking: listen for correct pronunciation of words;
students will record their voice and listen to their
partners as they order and compare numbers
Writing: view their written numbers on their white
board papers and check the accuracy in the symbols
used to compare numbers on white board and papers
Reading: point to and read mathematical statement

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Accommodation
s, Modifications

SUPERVISING
TEACHERS
SIGNATURE

using the correct terminology while working with

partner
Listening: observe as students follow directions, choose
correct numbers and symbols
Family: How old is each member in your family? Who is
the oldest (greatest)? Who is the youngest (least)?
Culture: How are numbers written and represented in
your native language? Use both native and English
numbers during activities
Assessment Options:
In-the-moment assessment: walk around and informally
assess the students while they work on worksheets with
partners or in small groups
Exit slips: student fill out a paper with questions on it
relating to the lesson that they will hand in at the end
of class. This could be the worksheet that they will
already be completing and handing in.
KWL charts: at the beginning of the lesson, students
draw/write short sentences or pictures of what they
already know about the topic and what they want to
know. At the end of the lesson, students go back to the
chart and add what they learned (Haynes & Zacarian,
2010 p. 112).
Use of technology on the iPad, Economic literacy,
number system in different countries
http://www.abcya.com/numerical_order.htm
http://www.bbc.co.uk/bitesize/ks1/maths/number_orderi
ng/play/
http://www.sadlieroxford.com/math/enrichment/gr2/ch2/0202b.htm
Games will allow students to practice reading, writing,
listening, and counting with numbers and using baseten models. The students can adjust the games
difficulty by using ones, tens, and hundreds.
ELL Students:
Provide iPad audio recoding of student saying the
names of the numbers and symbols
Videotape students pointing to the correct symbol and
number
Provide visuals

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Today we are going to learn how to create and
compare numbers. In order to do this, we are
going to need to know about place values. Write
the number 53 on the board and say, Think back to
what we have worked on over the past few days
and draw this number in base-ten blocks. Give
students a few minutes and monitor their progress. Call
on a student to share what s/he drew. As the student
describes what s/he drew, draw it on the board for all to
see. Point to the cubes and ask, What do we call
these? (cubes) What place value do they
represent? (ones) Point to the longs and ask, (longs)
What place value do they represent? (tens)
ELL student will work with buddy to draw this number in
base-ten blocks
Hook/Lead-In/Anticipatory Set
Now lets create a new two-digit number. Choose
a number tile from the jar and write the number on the
ones line. Choose another number tile from the jar and
write the number on the tens line.
Draw the following on the board.
________ ________
tens
ones
Big Idea Statement
Students will read Big Idea Statement that is posted on
the board
Teacher will point to Big Idea Statement on board
Students will say the Big Idea Statement at the
beginning of the lesson and repeat it at the end of the
lesson and explain how they met this throughout the
lesson
Essential Questions Statement
Ask the students to answer the essential question and
review responses with class. Teacher will provide
assistance if necessary.
Objective Statement
Students will read the objective statement before the
lesson
Students will say the Objective Statement at the
beginning of the lesson ad repeat it at the end of the
lesson and explain how they met this throughout the
lesson
Transition


Key

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Vocabulary
Greater Than: Bigger.
Less Than: Smaller.
Equal To: The same value as.
Add sentences that use a vocabulary word to give an
example of how the word is used
PreAssessment of Students
Ask, Can we use these two digits to create
another two-digit number? Give students a chance
to think and call on students until someone says to
change their places or order.
Modeling of the Concept
Draw two new horizontal lines (do not erase the first set)
and write the digits in the opposite order. Instruct
students to write the new number and to draw it in baseten blocks on the right side of their whiteboards. Monitor
student work.
________ ________
________ ________
tens
ones
tens
ones
Provide ELL students with base-ten blocks and have
them construct the number then draw it on their board
In between the sets of lines, draw a large circle and
say, There are signs we can use to show which
number is bigger and which is smaller. Place the
appropriate sign in the circle and say, This sign is like
a crocodiles mouth. The crocodile always wants
to eat the biggest number. Read the statement
represented by the numbers. (____ is greater/less
than ____.)
________ ________
________ ________
tens
ones
tens
ones
Guiding the Practice
Instruct students to divide their whiteboards in half and
have them write the number and draw it in base-ten
blocks on the left side of the board. Monitor student
work.
Ask, Which number is bigger or greater than the
other? Call on a few students. Ask students how they
know which one is greater. Guide them if needed. (The
bigger number has more tens.)
Instruct students to erase their boards while you erase
the numbers from the lines on the board. Select a
number tile and write the number on the ones line;
select another number tile and write the number on the
tens line. Instruct students to write the number and
draw it as base-ten blocks on the left side of their
whiteboards. Repeat the process for the reordered tiles
in the second set of lines on the right side of their

whiteboards.
When students have both two-digit numbers written and
drawn, ask Which number is bigger? How do you
know? (The bigger number has more tens.) What
sign goes in between your numbers? Remember
the open part goes towards the bigger number.
Provide ELL with a number chart with numbers in order
from least to greatest
Read the statement represented by the numbers. (____
is greater/less than ____.)
Providing the Independent Practice
Put students into groups of three or four. Distribute a
copy of the Comparing Numbers Group Activity (M-1-13_Comparing Numbers Group Activity.docx) to each
student. As students work on the activity, monitor and
assist them as needed. Have groups come together and
share their number statements.
Give each student a copy of the Comparing Numbers
Worksheet (M-1-1-3_Comparing Numbers Worksheet and
KEY.docx). Move around the room observing and asking
clarifying questions to evaluate which students
understand ordering and comparing numbers and which
need additional exploration.
Use the Think-Pair-Share concept while working in
partners or small groups to share ideas about
worksheet.
Transition

Adaptations/Accommodations for Students with Special

Needs
See in red within the document
Evaluation of
Formal Evaluation
the
Completion of worksheets
Learning/Master Informal Evaluation
y of the
Observe students as they complete the Ordering and
Concept
Comparing Numbers Worksheet (M-1-1-3_Comparing
Numbers Worksheet and KEY.docx).
Observe students as they play Order Up (M-1-13_Ordering Numbers Game Board.pdf).
Observe student responses during the Instructional
Procedures section.
Closure
Summary & Review of the Learning
What was the objective for today? How did you meet it?
What issues did you confront while mastering the
concept of ordering and comparing two-digit numbers?
Homework/Assignments
Take home worksheets and complete at home if
necessary
Reading
Number tiles 19 (36 sets)

Materials
Technology
Equipment
Supplies

Teacher
Self-reflection

Jar (one jar for each set of number tiles)

Whiteboard
Whiteboard marker
Whiteboard eraser
Comparing Numbers Group Activity (M-1-1-3_Comparing
Numbers Group Activity.docx)
Comparing Numbers Worksheet (M-1-1-3_Comparing
Numbers Worksheet and KEY.docx)
Order Up game (M-1-1-3_Ordering Numbers Game
Board.pdf)
Place-value number cubes (tens and ones) for each
partnership
Pencil
Base-ten blocks
Blank hundreds chart (allows for teacher or student to
write in the number range being worked in) (M-1-13_Blank 100 Grid.doc)
Blank number line (allows for teacher or student to write
in the number range being worked in) (M-1-1-3_Number
Line.docx)
Number chart for ELL students