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Topic: Inequalities
Grade: Kindergarten
Rationale: Students should be able to identify whether a group of objects is greater than, less
than or equal to another. By doing this through the use of greater than, less than and equal to
symbols they will have a visual representation of the relationship between the value of each
group. Comparing numbers is an important part of the understanding the mathematical concepts
of greater than and less than, also for developing skills for making logical guesses.
Standards:
Reason abstractly and quantitavely:
Students will be able to identify whether the number of objects in one group is greater
than, less than or equal to the number of objects in another group by using counting and
matching strategies.
Motivation: Read aloud of Just Enough Carrots by Stuart J. Murphy
Materials/Manipulatives:
Procedure:
Step 1: The lesson will begin with an interactive read aloud of Just Enough Carrots by Stuart
J. Murphy
Students will engage in an interactive read aloud where they will listen to the book answer
questions and be encouraged to ask questions related to the content of the book.
Students will be engaged by answering questions such as "Would you eat more carrots than the
rabbit would eat?" "Would you eat the same amount of worms that the birds would eat?" "Would
you eat fewer worms?"
Step 2: Demonstrate activity to students then have them do it on their own
Students will work in heterogeneous groups of two; they will be given 10 two-color
counting chips, one plastic cup, two handouts (one for each student), one yellow
crayon and one red crayon. The handout they will be given will have two fishbowls,
the number they will write in each fishbowl will represent the number of fish the
shark will be earing. They will be told to keep in mind that the shark eats the larger
number therefore he will eat the group with more fish.
One student shakes the chips in the cup and pours them out on the table.
The other student writes how many of each color chip they have and writes the
number inside of the fishbowl on the hand out they were given.
Then the partners trade places and repeat the steps, this will be done a total of four
times between both partners.
Step 3: The tables in the classroom are set up in such way that 6 students can sit at each table,
that will be 3 pairs of partners. Each table will take part in their own small group discussion
where students will talk about any difficulties they had, the numbers that they compared and any
strategies they used to help them during the lesson.
Students will also complete an exit slip to show that they have grasped an understanding of the
content.
Strategies:
Use of manipulatives
Using counting and matching strategies
Activate prior knowledge with read aloud
Modeling
Pairing heterogeneously.
Give students an additional visual representation of the amount of fish in each fishbowl
by having them put the corresponding amount of stickers to represent each the amount of
fish in the bowl.
Students will work in heterogeneous groups allowing for peer scaffolding
Students who need additional support will work with teacher or teacher aide
Students will work with smaller numbers 1-5 if this proves to be too difficult for them
Students will work with larger numbers 1-20 if this proves to be easy for them.
Long/short term assessments:
Teacher will monitor student progress by walking around the class during the lesson
checking their work and listening to students discussions.
Students will be asked to go home and take an adventure walk through their school and
then their house. On this walk they will answer the following questions:
At home: Are there more toothbrushes or bars of soap in the bathroom? In the kitchen,
are there more cups, bowls, or plates on the table at breakfast?
In the classroom: Are there more boys or girls? Fewer boys than girls? The same
number? They will then discuss their findings in school the next day.
Student Reflection: Students will reflect on the lesson through a math discussion, they will
discuss what they have learned and any difficulties they may have had.
Questions such as the following may be asked: