Greater Than/Less Than Lesson Plan

· written by: Cindy Pounders

· graphics, editing, & formatting by: Dr. Beth McCulloch Vinson

Subject: Introduction to More or Less/Greater Than Less Than

Grade: Second

I. Behavioral Objective:

After a teacher-directed math lesson, the students of Mrs. Pounder’s second-grade class will demonstrate the concept of greater than less than. Each student will use cookies to construct sets, prepare greater than less than illustrations and solve simple greater than less than problems. Each student will demonstrate the concept of greater than less than with an accuracy rate of at least 70%.

II. Instruction/Method:

A. Anticipatory Set:

1. Explain that today they will learn the concept of greater than less than.

2. Refresh the students on numeration and then build on that to introduce grater than less than.

B. Statement of Objectives:

“When we finish today you will be able to determine if one set of cookies is greater (more) than or less than another set of cookies and do simple more or less problems.”

C. Instructional Input:

1. Review numeration.

2. Illustrate simple more and less problems in front of the class with cookies.

3. Illustrate simple more or less problems using other candies, such as gum.

D. Modeling:

1. Count out two sets of cookies with the students using a different amount of

cookies in each set.

2. Illustrate on the board how to make the greater than/less than symbols. (<>)

3. Show the students the symbolic representation of a greater than less than problem. (4>2)

E. Checking for Understanding:

1. After preparing two sets of cookies, ask the students which set is greater and

which set is less.

2. Ask the students the reason behind their responses.

F. Guided Practice:

1. Place the students in groups of two.

2. Give each student a random amount of cookies.

3. Instruct the children to determine which person in their group has more cookies and which person has less.

4. Illustrate various problems using the cookies.

Student Number:

“One person in each group place two cookies on your napkin and the other

group member place four cookies on your napkin and tell us which group member has more cookies and which group member has less cookies.”

G. Independent Practice:

1. Ask students to create their own problems using their cookies.

2. Instruct the students to draw a pictorial representation of their problem. OOOO>OO

3. Oversee this activity to make sure all students understand.

1. Strategies to use with Exceptional Children:

a. For enrichment, encourage the gifted children to write numerical problems

using the symbol to demonstrate which number is more or less.

b. For remediation, allow students to use fewer cookies in their problems.

Ex: OO>O

2. Activities Which Value Cultural Diversity:

a. Children who speak English as a second language will count the sets for the

class in their primary language and help the class count using their language.

b. Children from other cultures will bring their favorite candy from their culture

for the class to use in their sets.

3. Activities Which Foster Active Inquiry, Critical Thinking and Problem

Solving:

Ask the students to bring an object from home that they would like to have

more of (a favorite toy), and an object that they would rather have less of (a can of English Peas).

H. Closure and Summary:

1. Bring the lesson to a close by having the students to orally share their greater

than less than problems.

2. Allow the students to eat one of their cookies and then determine which set

now has more and which set has less. The students will continue this until all cookies are gone.

III. Assessment of Techniques:

As Mrs. Pounders draws pictorial problems on the board, the second grade

students will write on their paper if group A has more or less in it.

Teacher Illustration:

Group A Group B Students’ Paper

1. OOO OO 1. More

2. OO O 2. More

3. O OO 3. Less

4. OOOO OOO 4. More

5. OOO OOOO 5. Less

This project must be completed with an accuracy rate of at least 70%. To determine the students’ understanding of this subject, the teacher could also allow the students to make up their own sets and determine which one has more and which one has less.

IV. Materials:

At least 10 cookies for each student (more if possible)

Also, see the Counting PowerPoint Slides Shows at:

http://www.athens.edu/pt3/vinson/counting.ppt

http://www.athens.edu/pt3/vinson/triangles.ppt