COMMON CORE STATE STANDARD
1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
BIG IDEA
Students will be able to compare groups of numbers 0-10 to see which group is greater than, lesson than, and equal to.
Standards of Mathematical Practice
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
□Use appropriate tools strategically.
Attend to precision.
□Look for and make sure of structure.
□Look for and express regularity in repeated reasoning. / Informal Assessments
□Math journal
□Cruising clipboard
□Foldable
□Checklist
□Exit ticket
□Response Boards
Sticky note chart
□Other: ______
PREPARING FOR THE ACTIVITY / MATERIALS
□Prepare bags of dominoes for students to use. Each bag needs 10 dominoes in it.
□Copy the game board. Each student will need one board.
□Create the chart that will be used after students play the game (example in plan).
□Each student will need a sticky note with a number 1-20 written on it. Prepare those before the lesson. /
  • Word problem
  • Connecting cubes
  • Dominos (1 bag containing 10 dominoes for each student)
  • Game board
  • Sticky note with a number 1-20 on it (1 per student)
  • Independent activity

VOCABULARY
  • Greater than
  • Less than
  • Equal to
  • Compare

SETTING THE STAGE
Procedures
  1. Read/show the problem to the students. Give students connecting cubes to work with while they solve the problem. In July, 14 children visited the zoo. In August, 18 children visited the zoo. During which month did the most children visit the zoo? How do you know?
  2. Have students show which month had more visitors by showing the amounts with the connecting cubes.
  3. Tell students that often as mathematicians, we compare groups of objects or numbers. We often use the words greater than, less than, and equal to when we compare. Say, “We could say that 18 is greater than 14 so more children visited the zoo in August.”
  4. Select 5 boys and 3 girls to come to the front of the room. Ask: What do you notice about the children standing at the front of the room? (students will say everything from they are wearing a uniform to there are more boys than girls). Ask: how could you compare the amount of boys to the amount of girls? (The number of boys is greater than the number of girls). How do you know? (there are more boys up there than girls, 5 is a bigger number than 3) How could you compare the amount of girls to the amount of boys? (there are less girls than boys). How do you know? (3 is a smaller number than 5, there aren’t as many girls).
  5. Write on the board, “The number of boys is greater than the number of girls” and “The number of girls is less than the number of boys”. Have students read the sentences with you to get used to using the vocabulary.
2.Ask: How would the groups need to change if I wanted to say, “The number of boys is equal to the number of girls?” (add 2 more girls or take away 2 boys). Have your group change to show and equal number of boys and girls. / Guiding Questions
  • What questions can we ask the students to develop a deeper understanding during this portion of the lesson?

EXPLORE THE CONCEPT
Procedures
  1. Tell students that today they will be playing a comparing game with dominoes. First, model how to play the game with students.
  2. Show students the game board. At the top there is a box. Pull one domino from your bag and place it in the box at the top. Count the dots on the domino to see how many there are. This is the number you will use for comparing.
  3. Then pull out another domino. Count the total number of dots on the domino. Compare the total to the domino at the top of the board. Is the amount of dots on that domino less than, equal to, or greater than the domino at the top? Decide and place it in the column where it belongs.
  4. Hand out materials to students so that they can play. Students can play more than one time. The placement of the dominoes will change when you change the domino at the top that is being used for comparing.
  5. Let students play the game for about 15 minutes.
  6. When time is up, have students clean up and come to the carpet. Ask: How did you know where to place your domino? (I had to compare it to the domino on top). If the domino you pulled out of your bag had more dots on it than the domino at the top, where did you put it? (greater than) Why? (it had more dots and more is greater than).
  7. Show students independent activity. Explain that there is a domino at the top. They need to draw their own domino that fits into each category (less than, equal to, greater than). Ask: Can there be more than one right answer in some of the columns? (yes) Why? (there is more than one number that is less than x, etc.) As a challenge, have students who can draw as many dominos as they can that would fit in each column.
  8. After students complete the independent activity, have them turn in the paper to be checked and come to the carpet for the reflection.
/ Guiding Questions
  • How did you decide where your number should go on the chart?
  • What does it mean if a number is greater than 13?
  • What does it mean if a number is less than 13?
  • What does it mean if a number is equal to 13?

REFLECTION
Procedures
  1. Bring students to the carpet after they have finished rotating to their centers.
  2. Select students to share how they represented different objects. Ask: which set of objects was the most difficult to represent? Why? Which set of objects was the easiest for you to represent? Why? How could looking at your representation of what is in the bag help a person who has not counted what is in the bag?
  3. Show students the chart you have made (before the lesson) that shows the number 16 in a circle. Place it on the board. Hand out sticky notes with various representations of numbers 1-20 on them (made before the lesson). So a note could have a number shown with a numeral, a ten frame, place value blocks, number words, etc.
  4. If the sticky note is a way to represent 16, then the note goes on the chart. If a sticky note does not show a way to represent 16, it is placed off the chart on the board.
  5. Have students justify why certain notes are on the chart and others are not on the chart.
/ Guiding Questions
  • Why do we represent numbers?
  • How can you show the number 17?
  • Why do we show numbers using tens and ones?
  • Why are there some numbers that do not have any tens?

In July, 14 children visited the zoo. In August, 18 children visited the zoo. During which month did the most children visit the zoo? How do you know?

Domino here
Less than / Equal to / Greater than

Name ______Date ______

Draw at least one domino that would fit in each column.

Less than / Equal to / Greater than

Grade 1Unit 1: Block 14