McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Ms. Carly Assaid

Date: November 19, 2015

Title of Lesson: Greater Than, Less Than, or Cooperating Teacher: Mrs. Beth Ann Atkins
Equal To

Core Components
Subject, Content Area, or Topic

Mathematics
Student Population

Third Grade
Learning Objectives

The student will learn about comparing whole numbers using the symbols for greater than,
less than, or equal to.
Virginia Essential Knowledge and Skills (SOL)
N/A
VDOE Technology Standards
English Language Proficiency Standards (ELPS)
Materials/Resources

Math Curriculum Book p. 91-92

YouTube video- Number Gators
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used

Strategy
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Efforts & Providing Recognition
Homework & Practice
Nonlinguistic Representations
Cooperative Learning
Setting Goals & Providing Feedback
Generating & Testing Hypothesis
Questions, Cues, & Advanced Organizers

Return
45%
34%
29%
28%
27%
23%
23%
23%
22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?

Check if Used
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

Strategy
Teach Others/Immediate Use of Learning
Practice by Doing
Discussion
Demonstration
Audio Visual
Reading
Lecture

Return
95%
75%
50%
30%
20%
10%
05%

Safety (if applicable)

Time
(min.)
5 min.

Process Components
*Anticipatory Set

Show the Number Gators song on YouTube to introduce the concept of greater
than, less than, and equal to.
1 min.

*State the Objectives (grade-level terms)

Explain to students that they will be learning about using the greater than, less
than, and equal to symbols to compare numbers.
1 hr
*Instructional Input or Procedure
45 min
Engage students in a discussion about comparing whole numbers and using the
(total
greater than, less than, and equal to sign. Have students draw and label the
lesson
signs/symbols nice and big in their math notebooks. Next, have students complete
time)
practice problems in their workbook on p. 91-92. Lastly, students will complete

their math menus for the day in math centers.

10 min *Modeling

The teacher will emphasize the importance of comparing whole numbers by

modeling how to use the greater than, less than, and equal to symbols.
10-15
min

*Check for Understanding

10-15
min
per
group

*Guided Practice

10-15
min
per
group
3 min

*Independent Practice

The teacher will observe students as they are interacting with the video, engaging
in the class discussion, and completing practice problems.
The teacher will guide students as they complete the practice problems in their
workbook.

Students will complete a math menu during math centers.

Assessment

Exit Ticket for math menu.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015

2 min

*Closure
Ask students to recall what they have learned about using the greater than, less than, and
equal to symbols when comparing whole numbers.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

The students will engage in various methods of learning (visual, tactile, auditory) when
learning about comparing whole numbers using the greater than, less than, and equal to
signs.
Classroom Management Issues (optional).
Explain the expectations for classroom discussion and video watching. Emphasize the importance of
contributing thoughts and listening to peers.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015