Day+4+8B

= __ Day 4 __ =

Equal, Unequal, In Between, More, Less, Increase, Decrease
__** Judges Prior Learning: **__ The students took a preassessment at the beginning of the unit. The preassessment showed that the students in the class needed to learn and practice the vocabulary equal, unequal, in between, more, less, increase, and decrease.
 * Preassessment **:

It is important that students can recognize and interchange mathematics vocabulary.
 * Purpose **:

- The students will practice determining if numbers are equal or unequal by comparing ten frames and subitizing dots and then holding up an equal or unequal sign. - The students will practice the vocabulary more or less by comparing if they have more or less cubes than their partner. - The students will practice the vocabulary more or less by playing "More or Less" Bingo. - The students will practice the vocabulary increase and decrease by using red and yellow counters. - The students will practice the vocabulary in-between, more, and less by completing the paper "In-Between, More, or Less."
 * Objectives **:

The students will complete In-Between, More, or Less.The students will be graded to see if they are able to fill in the number between two numbers, fill in the number one more than a number, and fill in the number one less than a number.
 * Assessment **:

__** Plan for Teaching: **__ - 22 equal and unequal signs - "MORE" and "LESS" card - "More or Less" Bingo Game Cards - Red and Yellow counters - 22 copies of "In-Between, More, or Less"
 * Materials **:

- Make equal and unequal signs - Make "MORE" and "LESS" cards - Make "More or Less" Bingo Game Cards - Make copies of "In Between, More, or Less"
 * Preparation **:

N/A
 * Technology **:


 * Procedures **:

Introduction : - 1. I will write "Equal or Unequal" on the board - - - The students will tell me what it means to be equal and what it means to be unequal. - - - We will review what an equal sign looks like and what an unequal sign looks like. - 2. I will draw two sets of ten-frame or dots on the board and the students will have to decide if they are equal or unequal - 3. If they are equal, the students will raise a green popsicle stick with an equal sign on it. - 4. If they are unequal, the students will raise a red popsicle stick with an unequal sign on it.

Instruction **:** - **1**. Introduce Vocabulary - - a. One More - - b. One Less - - c. Increase - - d. Decrease - **2**. Practice Together - - a. Put the students into pairs. - - - - The students desks are arranged in groups of four, so they are already sitting next to a partner. - - b. I will have a note card with “MORE” written on one side and “LESS” written on the other. - - c. I will give each student 10 cubes. - - d. I will instruct the students to hold any amount of cubes in their hands. - - e. “Look and see if your partner has more or less than you. - - f. If I hold up the card that says “MORE” the person that has more wins. If I hold up the card that says “less” the person that has less wins.” - **3**. Practice in groups - - a. Bingo - - - i. Just like BINGO, but instead of calling out the numbers I would call out “one more than…” or “one less than” - - b. Counters - - - i. Start with the quantity in red - - - ii. If they increase, they will use yellow counters - - - iii. If they decrease, then they will take them away - - c. Seatwork - - - i. The students will fill complete “One More, One Less, or In Between” - - - ii. The students will be asked to give the number that is one more in one column, one less in another column, and in between in the third column.

Closure : In order for the students to get in line they had to tell me the number that was one more or one less than the number I gave them. For example, if I said, "One more than four," then the student should answer five.

- Keep a close eye on J’s behaviors. - Make sure A stays focused and gets any extra assistance she may need. - Make sure J stays on task. - Keep Z engaged and on the right track. - Double check to see if A is focused or needs extra assistance.
 * Differentiation and a **** daptations for students with special needs: **

Students who finish their seatwork early can illustrate a picture on the back of their paper.
 * Extensions for early finishers: **

__** Teach the Lesson: **__

__**Assess**__: - i. The students will fill complete “One More, One Less, or In Between” - ii. The students will be asked to give the number that is one more in one column, one less in another column, and in between in the third column.

__** Analysis **:__ - The students demonstrated a strong understanding of how to find numbers that are one more, one less, or the number in-between given numbers. - The student that got a [|check plus] filled in numbers that were one more than the given number. This means either the student did not understand the term “less” or that the student did not pay close enough attention to the directions. - The students who received [|star minuses] missed no more than two out of the 21 problems. This demonstrated that they understand the concept and just need more practice. - [|Star paper]

__** Reflection :**__ - The equal and unequal signs were very successful. It was easy for me to see if the students were understanding the concept, as well as something different and fun for the students. It was easy for me to see the students who knew the answers confidently and raised their signs immediately compared to the students who were unsure or only basing their answers off of their peers. - The partner practice was outstanding practice for the students. Anything game related is always fun for kids. It was a great way to reinforce the vocabulary. - The students were so excited to hear we were playing “Bingo.” It was hard at first for the students to adjust to me saying “One more than ” or “One less than _,” but once we got into the game they did a great job. I noticed a few students missed a couple of numbers that were on their chart, so I tried to aid them through the thinking process.