Name: Shana Boettcher LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3) 1. Given a number line, students will be able to
compare and contrast whole numbers using the symbols <,>, = without
3.2 Number and Operations errors. 2. After whole group instruction, students will use task cards to
match a set of numbers with its rounded numbers and write their
answers in their math journal.3.  In class, given several examples,
student will be able to identify the expanded notation of numbers up to
Grade: 3rd Subject: Math 100,000.

Task Analysis: (C4) What lang. must be taught: number line, greater Strategy to teach Language: (C4) Being
than, less than, equal to repetitive, showing examples, learning via oral
What skills must be taught: knowing what a number line is, knowing and written,
what the symbols mean
Assessment: (C5) Performance Task-Formative and Summative -having students show their knowledge by comparing
and contrasting numbers on the number line.

Strategies for Success: (C6) allowing students to converse, Element of Technology: (C6) Think Central-interactive
using graphic organizers number line program-will use as center/small group activity
Learning Styles Addressed: (C6)
Visual – Create an anchor chart Resources / Materials needed: (C6) anchor chart paper,
Auditory-giving instruction at the smart board, computer, dice, print out of game, ipad with
board using my smart board and Think Central
a number line
Kinesethic -greater or less than
dice roll game during
centers/small groups
Higher Order Questions to ask: (C6)
1. How do you know that ___ is the
bigger number?
2. Where did you go to find the answer?

3. Can we use other things besides a number line to find out if something is greater or less than?

Hook: (C7) I can start by calling a few children up to the Closure: (C7) Pair/Share-have student get with their table
front of the classroom and grouping them into different partner and share 3 things they have learned today.
sized groups, I can then ask the class which group has
more, which group has less. (Props)
 1. Teacher Input / Direct Instruction / Modeling: (C6)
1. We will review what >,<, and = mean through an anchor chart.
2. Students will take turns coming to the smartboard and demonstrating their knowledge with my number line.
3. We will then move into small groups.
4. Group 1 will come to teacher table and we will work on the workbook page together
5. Other students will move to the ipad for Think Central number line activity
6. The rest will find a partner
7. 1 person from the pair will get their worksheets (each person needs 1) and 2 dice.
8. The partners will play the Dice Roll Greater/Less than Game by taking turns rolling the dice, writing the numbers
down on their worksheet and deciding which sign to put in the circle between the 2 numbers.
9. Once finished, the pair will place their worksheet in the math bin.
2. Student Activities / Guided Practice: (C6)
Workbook one on one with teacher; center/small groups

3. Independent Practice: (C6)

Roll the Dice game and Think Central I pad game

I will use small groups, give manipulatives, allow them

extra time on their assignment, and give them fewer
problems.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

I will have the students view the anchor chart that I have
made as well as highlight the instructions on a worksheet
for better preparation.

Notes:
Name: Shana Boettcher
DELIVERY PLAN (C8)
OBJECTIVE: Given a number line, students will be able to compare and contrast whole numbers using the
symbols <,>, = without errors.
Rigor

OPENING: Using students as props- putting them into groups at the front of the classroom and asking which
group has the greater amount/lesser amount/equal amount
Retrieval

TEACHER INPUT: Ask them if they remember the symbols and what each of them mean. Go over why we need
to know this information, what we can use it for, and what we will use it for in the future.
Relevance

MODEL: Anchor chart with the symbols and what they mean on it.
Routing

GUIDED PRACTICE: Using small groups to go over the symbols and using them with the number line
Retaining / Rehearsing

INDEPENDENT PRACTICE: Roll Dice Game

CHECK FOR UNDERSTANDING: Jeopardy group Game that I will create via power point
Recognizing

ASSESSMENT: Think Critical app as the assessment

RESOURCES / MATERIALS: Anchor chart, ipads, smart board, power point presentation for game, dice, Roll Dice
Game paper

CLOSURE: Go over the homework and any questions that the students have, can use pair/share
Re-exposure