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The IPG: Mathematics, 4 Grade

Interns Name: Brianna Diviney

Date: 3/7/15

Subject: Mathematics

Grade Level: Fourth

1. TEKS: 4.2C
The student is expected to compare and order whole
numbers to 1,000,000,000 and represent comparisons
using the symbols >, <, or =

2. Big Understandings
Why is it important for us to know how to order numbers?
When would we need to know how to order numbers?

Objective:
Lesson 4.2C Part I: I/we will compare and order whole
numbers to 1,000,000,000.
Lesson 4.2C Part II: I/we will represent comparisons
using the symbols >, <, or =

It is important for the students to understand how to

compare and order numbers in relation to one another.
When you are shopping, you will want to know how to
compare prices. When you are getting dressed for
school, you will want to know the difference in a lower
temperature versus a higher temperature. The Earth is
over 4.5 billion years old! You will want to know how old
certain artifacts are to relate them to History.

3 Assessment Evidence:
Lesson Part I:
Summative Assessment The day following the first part of the lesson, there will be a short 10-question quiz to
check for understanding on comparing and ordering whole numbers.
Formative Assessment Ask students to: 1.) Restate definitions of ascending and descending order, 2.) Play
number order games using manipulatives, and 3.) Complete Ordering Numbers Worksheet
Lesson Part II:
Summative Assessment The following day after part II of the lesson has been taught, there will be a cumulative
quiz covering both sessions covered under TEKS 4.2C (15 questions).
Formative Assessment 1.) Create inequality definitions (after reviewed), 2.) Apply knowledge from previous unit
of study to Part II of the lesson, 3.) Recall facts, 4.) Play number order games with new inequality knowledge 5.)
Complete Ordering Numbers Worksheets incorporating inequality symbols
4. Opening Hook:
Lesson Part I:
I want everyone to take a look at what I have placed on your desk. Can you tell ne what it is? (Menu). When I say I
want you to order numbers, do you say, I will have a 3, 7 and 12? No!!
Lesson Part II:
Yesterday we learned about ordering numbers. Today we are going to expand on that knowledge and discuss the
symbols used to compare 2 numbers when they are not equal.
5. Instructional Strategies / Student Activities
**Lesson Part I Only follows**
Teacher Input/Modeling
Introduction of key vocabulary terms:
*Ascending
*Descending
Modeling
The teacher will demonstrate on the board how to order a set of numbers in both ascending and descending order.
Go to website http://www.mathsisfun.com/ordering-numbers.html to demonstrate ordering number with fun interactive
game to get class involved to expand on the demonstration that was done on the whiteboard.
Guided Practice
Table groups: Each student in the group will be given a number. The students will come to the board at the front of
the classroom and determine the correct ordering pattern depending on the order that the teacher requests.
CFU (Checking for Understanding)
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Teacher will pay attention to students faces/expressions, how they respond to questions, and how well they
participate in group activity.
Independent Practice
Students will complete 2 Ordering Numbers Worksheets.
1.) Worksheet for more advanced (higher) number ordering
6. Materials / Resources
Poster board, index cards, magnets, paper menus, worksheets, construction paper.
7. Grouping Patterns
Whole group, small groups, individual
8. Ending, Summary / Reflection/Closure
3-2-1: On an index card given by the teacher, write 3 things you learned, 2 things you have a question about, and 1
thing you want the teacher to know.
9. Technology
http://www.mathsisfun.com/ordering-numbers.html

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