Winona State TPA-Referenced Lesson Plan

Teacher Candidate Name: Melinda Little____________

Grade & Subject Area: 1st Grade Mathematics________
Date for Planned Lesson: January 24, 2018 (Day 2)___

Personal Goal: What lesson delivery skill do you want to improve?

The specific lesson delivery skill I’d like to improve on would be to model more examples for my
students, and give clear instructions with each work station.

Lesson Title Relations: Greater Than, Less Than, and Equal To

MN/CC State Standard(s) MN Standard 1.1.1.6.: Number and Operation
- direct quote from MN standards Use words to describe the relative size of numbers.
documents Benchmark: Use the words equal to, not equal to, more then, less than, fewer
- if only focusing on one part of a than, is about, and is nearly to describe numbers.
given standard, underline the part
being focused upon
Central Focus Students discuss methods of distinguishing between the relation symbols < and
- derived from standard, >. They practice using these symbols in number models by playing a variation of
- communicates general goal Top-It.
Learning Target for this Lesson The Students will be able to…
- concisely says what students will be  Identify the greater than, less than and equal signs, and put the correct
able to know and do symbols to represent each question.
- start with appropriate language
function (active verb)
Academic Language (AL) a. Vocabulary
a. Domain-specific Acad vocabulary  Is more than
b. General Academic vocabulary  Is less than
(words used in school across many  Is equal to
subject areas)  The same as
c. Syntax Sentence Frame: Example
sentence that students can use b. General Vocabulary
to accomplish target  Compare
d. Point in lesson where students will  Count
be given opportunity to use  Direction
Academic Vocabulary (Note: It  Symbol
is important that this appear in  Sign
TPA videotape segments
c. Greater Than
 I know when a number is greater than (larger than the other) when the
open part of the two lines always points to the larger number.
Less Than
 I know when a number is less than (smaller than the other) when the
meeting point of the two lines always points to the smaller number.
Equal To
 I know when two numbers are equal to each other when it’s the same
number.

Needed modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of the
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Resources & materials needed
Lesson Part
Phase 1
State Target & Activate Prior
Knowledge
a) Post the learning target
statement and indicate whether
the teacher or student(s) will read
it aloud
b) Engage students in activity to
elicit / build prior background
knowledge
Phase 1 Assessment
Explain the plan to capture data
from this phase of the lesson
d. Academic Language: symbol, direction, count, more than, less than, equal to.
 In Lesson Part 2 Assessment, students will be asked to explain the
difference between the greater than, less than, and equal to symbols to
their partner/group members when challenging themselves at the work
stations, as well as understanding the concept of placing the symbols in
the correct space as needed.
The work stations will provide great additional support for the student(s) who
need a little more practice with understanding the concept of the different
symbols, and how to place the correct symbol with each question being asked.
Involving all students in an interactive short activity by asking for volunteers to
come up to the front of the room, and putting different amount of students in two
different groups. Asking comprehensive questions such as “which group has
more students?”, “if this group has more students, which direction does the
crocodile mouth need to be pointing to?” and so on. The student(s) can also
remember to use the sentence frames that were provided to help guide
themselves through their learning process. The work stations offer interactive
activities that will enrich the understanding of what needs to be learned. There is
also math journal work that the student(s) can get additional fill-in the blank and
visual support too.
 Everyday Mathematics: Grade 1, Volume 1
 Whiteboard, marker, eraser
 SMART board
 Work Stations (Ice Cream Match, Digits and Dice, Money)
 Symbols (<. >. and = to each set of partners)
 Greater than, less than, or equal to Worksheet (1 per student)
Activity description / teacher does Students do
Learning Target Recite the learning
The teacher will write the learning target on the target that is written on
board and the class as a whole will read it together. the board together as a
“I will be able to identify the greater than, less whole class to
than and equal symbols, and put the correct sign understand what they
to represent each questions.”
will be achieving.
Activate Prior Knowledge
Ask questions to the class that build up prior
background knowledge of the material we will be
learning about. Spiking the interests of students to
see what they already know or what they want to
know will tremendously help the teacher understand
Answer questions about
where each individual student is in their learning
symbols, and what each
process.
stands for.
Example Discussion Questions:
1. “Can anyone tell me what greater than means?”
2. “Can anyone tell me what less than means?”
3. “Can anyone tell me what equal to means?”
4. “What are these symbols called?”
Phase 1 Assessment Thumbs up if they
We will be doing some different activities throughout understand the plan,
our lesson, but I will be collecting the work from our thumbs down if they
Greater than, less than, and equal to Worksheet that need more explanation.
will be used for checking how well the students
understand the material we are learning, and if

Phase 2 Teacher Input / Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated in
this phase
Phase 3 Guided Practice
- Paired/collaborative work
- Teacher(s) may roam & assist
additional help is needed. They are going to be
doing this portion independently.
Math Message (Whole-class Discussion) Discuss as a whole group
“Many of you haven’t seen these symbols before, so about what greater than
we’re going to have a class discussion of what they means, less than means,
mean and how to use them in a number model. and what equal means.
Let’s start off by discussion the greater than symbol. They will also learn how to
What does greater than mean? This symbol means appropriately put the
the open part is facing towards the larger number. symbols into the correct
What does less than mean? The less than symbol number model.
means that the point where the two lines meet are
facing towards the smaller number. The equal
symbol means that the two numbers are equal to
each other (same amount). Do you have any other
questions about the symbols?”
Phase 2 Assessment Correctly placing the
Students will copy number models from the SMART symbols that correspond
board onto their whiteboards, making sure they with each number model.
apply what they just learned to answer each number
model.
The teacher(s) will make note of students who miss
1 or more.
Show students that you can use all different things
to compare, such as tally marks on each side,
shapes on each side, etc. It doesn’t necessarily
have to just be with numbers.
Example
Work Stations (Small Group Activity) Divide into groups that the
The students will get into their groups and teacher already has
participate with their partner at each station. Each prepared and match up
station will run for 5-8 minutes each before switching with a partner within the
to the next station. Each set of partners will share a group.
set of symbols that are already premade by the
teacher. Station 1: Problem solve
Station 1: Ice Cream Activity by matching up the ice
Station 2: Top It Activity cream toppings to the
Station 3: Dice Activity correct number on the
cones, and put the correct
The teacher(s) will roam around the room to symbol in-between the
supervise and be available to answer any questions two ice cream cones to
that may come up. make it true.
Station 2: Problem solve
by playing Top It, and put
the correct symbol in-
between the two coin
cards..
Station 3: Problem solve
by taking turns rolling a
pair of dice, finding the
sum of the two dice, then
putting the correct symbol

Phase 3 Assessment
Explain the plan to check for
ability to apply demonstrated
steps/procedures during
guided practice
Phase 4 Independent practice
- Individual student work
Phase 4 Assessment
Explain plan to check for ability to The teacher will check individual answers on the
apply demonstrated
steps/procedures during
independent practice
Phase 5 Restatement & Closure
a) Restate learning target
b) Explain a planned opportunity in understanding the different symbols and how to
for students to self-assess
their perceived level of
mastery for the target.
Phase 6 Summative Next Steps
Attach a class roster (first names Class roster attached with three columns stating
only) with space to indicate
for each student the needed
next steps of instruction.
in-between the dice.
Phase 3 Assessment Explain to their group
As the students are challenging themselves with members why/how they
participating in the stations, they will need to explain know what symbol
to their group members why they picked the symbol belongs between the two
that they did. The teacher will be walking around objects to make a true
listening to the students analyze their work and note statement.
any misconceptions, or answer any possible
questions that may arise.
Greater than, less than, or equal to Worksheet Complete Greater than,
(Independent Activity) less than, or equal to
Math Journal 1, pp. 82 (collect student work) Worksheet independently
Watch for students who confuse the tens and ones for assessment.
places when solving the riddles. Remind them that
the tens digit, or the number on the left, is
represented by the number of longs, and that the
ones digit, or the number on the right, is represented
by the number of cubes.
Phase 4 Assessment Solve the problems and
challenge themselves as
student’s worksheet for understanding, and ability to they work independently
place the correct symbol where it needs to go to on this task.
make the statement true.
Restatement Thumbs up if they
Students will give a thumbs up if they feel sufficient understand the material
and could explain it to
place them in a number model, sideway thumbs up another student, thumbs
if they need a little more explanation and/or sideways if they would like
activities, and a thumbs down if they don’t a little more practice,
understand the difference between the symbols and thumbs down if they don’t
would like more 1-on-1 work time with the teacher. understand the concept
Closure and would like more 1-on-
“Learning about the different symbols was a 1 work time with a
challenging task to do, but I had a lot of confidence teacher.
that you could do it! You all did an amazing job with
participating and worked very hard. Do you have
any questions that you still have about the different
symbols? (Pause for a few seconds so the students
have a time to think). Thanks for being great
Mathematicians!”
Next Steps
which students who need:
 Re-teaching
 Extended Slightly
 Transition to new situation/topic

*This lesson plan is based on the work of David Denton (2013) with added modifications. An introductory
video to the basics of the plan is available at https://www.youtube.com/watch?v=-yCj7IMyWAQ.
Updated 1/2016