Use place-value concepts to represents amounts of tens and ones and to compare two- digit numbers.
Prerequisites: To be able to do this lesson, the students have to at least know their numbers and the value of each number.
Instructional Objective: Students will be able to identify and discriminate, when comparing
two-digit numbers.
Students will be able to use/draw model to compare two-digit numbers.
. Instructional Procedures:
Before: (5 min) Prior to beginning the activity, I will explain to the class that today we will continue to learn how to compare two two-digit numbers. I also will tell the class that we will watch a video Comparing Numbers: 2-Digit Numbersfrom YouTube. Before I start the video, I will ask my students if they have any questions, then after that I will start the lesson.
During: ((15-25 min whole group) depending on how fast they understand the lesson) During the lesson, I will ask the students to get their slate, eraser, and marker. Next, I write two, two-digit numbers (random numbers), and make the model on the board (two group). Then I will ask the students if they can tell me which number is largest (greatest) or smallest (less), after they give me the answer (the students should write the answer on their slate), I will circle the answer. Next, I will do the same step as I did before and ask the students to write the answer on their slate and they have to make the model, write the digit, and circle the answer. I will try several times until I see that my students understand what they are supposed to do with comparing the numbers. While we work on it, I will use place value to help them separate the numbers if they look confused.
After: (5 min whole group) After the lesson, I will ask my students if they have any questions about comparing the numbers. Then I will show them what they have to do in each of the stations.
Materials and Equipment:
smart board Laptop Internet YouTube video https://www.youtube.com/watch?v=Fui9VPoiIWc Pencil Eraser for pencil and slate Slade Marker Assessment/Evaluation: This lesson is just for the students to learn and I will not grade the students. However, I will pay attention to see any signs of the students not engaging with the lesson or the activity. To assess my students during lesson, I used slate, which will help me to get immediate feedback from them. Their answer will help me to decide if they are ready and have reached my learning objective. At the end of the lesson, I will give the students an exit ticket (my other form of formative assessment) to work individually and I will collect it to decide whether they understood the concept that I just explained. The students answer on the slate and exit ticket also helps me evaluate myself because it will help me to improve my lesson as well as my teaching style for the next time. Differentiation: With this lesson, I will separate the students up to 5 groups. Each of the groups will learn something similar but different according to their level. I will work with them about 5-10 min for each group. 1 2 3 4 5 I will show them I will write the I will write the I will write the I will write the some addition numbers on the numbers on the numbers on the numbers on the equations, then the mat/slate and the mat and use the mat/slate and use mat/slate and use students will show students have to model to the model to the model to me the answer on use the models represent represent represent their slate/mat, after to represent the numbers, and numbers, and we numbers, and we that, they have to numbers and students have to will compare will compare draw the models and compare which compare which which one is which one is compare which one one is largest one is largest largest (greatest) largest (greatest) is largest (greatest) (greatest) or (greatest) or or smallest (less) or smallest (less) or smallest (less). smallest (less). smallest (less). together. It they as a whole look confused, I group. Then I will use the place will explain to value, to help them using place them to compare value why this the numbers. one is greatest than the other one. Closing: At the end of the group session, I will ask the students to clean up their table and they will need their pencil and eraser. Then, I will go back to review what we just learned today. Next, I give the whole class an exit ticket and they have 2-5 min to finish it.
Technology: Laptop, Internet, smartboard
Reflection
With this lesson, most of my students have no problem comparing the numbers. However, some of my students still have difficulty because they still need to work on their numbers. I really like using the slate for the students to give me their answer because this is one of the easiest ways to engage my students with the lesson. Using the slate also helps me to get immediate feedback and I know right away what I should do to help my students before the end of the lesson. At the end of the lesson, I give my students an exit ticket to work individually. The exit ticket is just for me to use as a measurement if my students reach my learning objective. When I collect my students exit tickets after they are finished, I can tell that most of them got the right answer, which tells me that the lesson objective was met.
