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[Sushma Tamang Syangtan] [Math] [Unit Length: 35 minutes]

[Class/Grade: 1]

Lesson: [Number 5/ Title: Intro to More Than, Less Than]

Unit Overview
Main Idea (Claim) Summative Assessment
God created everything in the world in
the order.
We compare objects base on their
quantities or numbers not only by their
sizes, weights, lengths, and height.

Guiding Questions Objectives (know/understand/do/value)

1. How do we compare numbers?
2. How do we use the term more than,
less than to compare numbers?
The students will learn to count forwards
and backwards to figure the is less than,
is more than numbers.
The student will use the terms is more
than, is less than to compare numbers
and practice to figure out is more than,
less than numbers by using hundreds
chart.

Time Instructional Procedures and Strategies

Beginning the Lesson
Hello! Grade one. Today, we will learn about using the words is less than and is more
than to compare the numbers.
5 min Activity 1:
Teacher will show chocolates which are in a two groups and name each group: a
right and a left group.
Teacher will ask students to guess that which group has the more chocolates. In
the left or in the right group?
After that teacher will count all the chocolates of the right and write the total
numbers of chocolates.
Again, teacher will count all the chocolate of the left hand and write the numbers
on the white board.
Next, ask the students to identify the bigger number and the lesser number. . Later,
ask students to explain how they know which number is bigger. (because when we
count 20 comes first and later 30)
But today will learn to compare these numbers by using the term is more than,
is less than by using the Hundreds Chart.

6 min Developing the Lesson

Activity 2:
Teacher will distribute the Hundreds chart to each students in a class and tell them
that they are going to use that to figure out the term is more than and is less
than.
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[Sushma Tamang Syangtan] [Math] [Unit Length: 35 minutes]
[Class/Grade: 1]

1. Figure out is more than:

a) Teacher will write the numbers 90 on the board.
b) Ask the students to figure out the number 90 in a Hundreds Chart. After that
tell them to figure out the number which is 10 more than 90.
c) Explain them to find out the term is more than, we should start counting
forward from 90 till ten. And tell them that the number in the tenth place will
be the 100.
2. Figure out is less than:
a) Ask students to figure out the number which is 15 less than 90.
b) Explain them that when there is a term is less than in the question then we
should start counting backward from 90 till 15.
c) The number in the 15th place will be the 15 less than 90.
6 min
Activity 3 :

After that teacher will ask students to get the white board with the marker.
Teacher will ask them to find out:
1. What 10 more than 45 would be? By using hundred chart
2. What 20 less than 60 would be?
8 min
After the activity
Teacher will give the students worksheet and let them work on it in the classroom
by using the Hundreds Chart.
Teacher will go around and check each students work to make sure that they are
doing or not. If not then teacher will figure out what the problem is.

Closing the Lesson

Collecting the worksheet.
Remind them to get ready for the next class.

Formative assessment Differentiation

Participation and involvement in Games to get students involvement
the classroom. and attention on the lesson also,
enjoy the lesson.
Resources
Chocolates
Hundreds Chart
Worksheet
White board

Feedback from the cooperative teacher:

Opening was good

Areas to improve

Communication with students need to be explicit- use words they understand; also questions that
they can interpret correctly-poor communicate causes confusion
Be prepared with the questions and examples
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[Sushma Tamang Syangtan] [Math] [Unit Length: 35 minutes]
[Class/Grade: 1]

Check worksheet ahead of time for errors, you cannot distribute incorrect work to students.
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[Class/Grade]