Teacher Candidate: Molly Sanders Date: 4/26/2018

Grade and Topic: Second Grade Math Length of Lesson: 1 hour & 38 minutes

Mentor Teacher: Brian Johnson School: UofM – IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

 This lesson is part of a unit plan on understanding place value.

LESSON OBJECTIVE:

 The second grade students will learn to compare two three-digit numbers based on the meanings of the
digits in each place and use the symbols >, <, and = to show the relationship with 100% accuracy.

STANDARDS ADDRESSED:

 TN Mathematics – 2.NBT.A.4 - Compare two three-digit numbers based on the meanings of the digits in
each place and use the symbols >, =, and < to show the relationship.

 ISTE Standard - Research and Information Fluency: Students apply digital tools to gather, evaluate, and
use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media

MATERIALS:

1. Internet Access
2. Link to Instructional Video - https://www.youtube.com/watch?v=tYD3BHoYW9Q
3. TurningPoint Presentation with Multiple Choice Questions
4. TurningPoint Clickers
5. Computer Cart
6. Kidspiration App on each Computer
7. Computer Printer
8. Handout
9. Pencil
10. IXL Website – https://www.ixl.com/
11. Skill Review List
12. Google Classroom Reflection Activity
13. Sample Graphic Organizer
 14. Sample Spreadsheet
15. Grading Rubric

Technology Integration:

Students will watch a video to help them understand how to compare two three-digit numbers. They
will then complete a Turning Point student response activity to assess their understanding of the video
lesson over comparing two three-digit numbers. After completing the clicker activity, the students will
be given 3 computer activities to assess their understanding on comparing two three-digit numbers.
These activities will also assess their comprehension on using the >, < and = to symbols correctly. They
will use these activities will be used to enhance their understanding of how to compare two three-digit
numbers.

BACKGROUND and RATIONALE:

 This lesson is an extension of 2.NBT.A.1

 The students will use their background knowledge on >, <, and = to in order to understand how to
compare two three-digit numbers to determine if the first number is less than, greater than, or equal to
the second number.
 By the end of this lesson, the students will be able to thoroughly compare two three-digit numbers using
the appropriate >, <, or = to sign.
 Students will use the knowledge gained from this standard in future lessons on addition and subtraction.
 I am aware that modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.

PROCEDURES AND TIMELINE:

 Introduction (8 minutes):

- Begin by watching a video over comparing two three-digit numbers. “Good morning class today we
will be learning how to compare two three-digit numbers using the signs >, <, and = but first let’s
review what we already know about comparing numbers.”
- Use questioning techniques to draw on student’s background knowledge of how to compare two
two-digit numbers.
- Review the signs involved when comparing two numbers.
- Provide examples of this skill and call on different students to tell me which sign I would need to
place between the two numbers.
- Transition to the new learning by saying “Now let’s watch a video to help us begin to understand
how to compare two three-digit numbers.” https://www.youtube.com/watch?v=tYD3BHoYW9Q.
This video will provide students instruction on how to compare two three-digit numbers.
 Procedures (80 minutes):

Prior to the Computer (5 minutes)

Teacher Procedures: Student Procedures:

1. Instruct students to get their student
response clickers
2. Project the following multiple choice
questions on the projector using
TurningPoint technology.
3. The teacher will use this activity to
assess students understanding before
proceeding with the lesson.
4. Instruct students on how to turn in their
clickers
1. Get clickers from the box
2. Answer the TurningPoint questions
using their clickers. Students answers
will be recorded so that the teacher can
see who understands the concept and
who need more instruction before
proceeding with the lesson.
3. Return their clickers to their storage unit.

TurningPoint Questions:

1. If the first two numbers of one number are the same as the first two numbers of the second number,
how do I determine what number is the largest?
A. Use the number in the tens place?
B. Use the number in the hundreds place?
C. Use the number in the ones place?
2. What place value does the second number in a three-digit number have?
A. Ones
B. Tens
C. Hundreds
3. What place value does the first number in a three-digit number have?
A. Ones
B. Tens
C. Hundreds
4. Which sign represents greater than?
A. >
B. <
C. =
5. Which sign represents less than?
A. >
B. <
C. =
6. In this number, 734, which number is in the hundreds place?
A. 7
B. 3
C. 4
7. Which number is smaller than 362?
A. 456
B. 374
C. 361
8. What number is larger than 268?
A. 276
B. 187
C. 264
At the Computer (65 minutes):
Teacher Procedures
1. Give students directions on how to get
their computers from the rolling cart.
2. Activity 1 (20 minutes) - Have students
open the Kidspiration App on their
computers.
3. Walk students though the process of
creating a graphic organizer using
Kidspiration.
4. Provide students with a sample graphic
organizer that shows them what needs to
be on the graphic organizer they create.
5. Once students have completed activity 1
provide them with instructions on how to
screen shot their graphic organizer, print
it, and how to turn it in.
6. Activity 2 (15 minutes) - Have students
open Microsoft Word.
7. Walk students though the process of
creating a 5X3 table using Microsoft
Word.
8. Place numbers on the board that students
are to put in their table.
9. Instruct students on what they need to do
to complete the table.
10. Activity 3 (30 minutes) – Divide
students into groups of three.
11. Refresh student’s memory on how to
create a video capture.
12. Instruct students to choose one student
from the group to describe how to tell if
a three-digit number is greater than
another three-digit number, one to
describe how to tell if a three-digit
number is less than another three-digit
number, and one to tell how to determine
if two three-digit numbers are equal.
13. Instruct students to provide their
explanation to the class using a video
capture.
14. Instruct early finishers to work on IXL
after they complete each activity.
15. Monitor student work and assist as
needed.
16. Instruct students on how to turn in their
computers
Student Procedures:
1. Retrieve computer from the cart.
2. Activity 1 (20 minutes) - Open the
Kidspiration Website.
3. Follow teacher instructions on how to
create a Kidspiration graphic organizer.
4. Create their own Kidspiration graphic
organizer comparing two three-digit
numbers using the >, <, and = to signs.
5. Screen shot, print and turn in the graphic
organizer they created.
6. Activity 2 (15 minutes) – Open
Microsoft Word.
7. Create a 5X3 table using Microsoft
Word.
8. Place given numbers in the first and last
column of the table they created.
9. Complete the table by placing a >, <, or
= sign between the two numbers.
10. Print and turn in their table.
11. Activity 3 (30 minutes) – Get into
groups of three.
12. Choose one student from the group to
describe how to tell if a three-digit
number is greater than another three-
digit number, one to describe how to tell
if a three-digit number is less than
another three-digit numbers, and one to
tell how to determine if two three-digit
numbers are equal.
13. Students will work in groups to decide
what information they want to put into
their video capture.
14. Students will create their video capture.
15. Work on IXL after completing each
activity and review the standards that are
on their list of skills they need to review.
This is an ongoing list that students keep
at their desks to identify the topics they
need to practice.
16. Return their computers to the storage
unit.
  Key questions to ask volunteers and non-volunteers throughout the lesson:
 What place value does the third number have?
 What symbol would we place between these two numbers?
 What number is in the ones place?
 What place value does the first number have?
 If the first two numbers are the same, how do I determine what number is the largest?
 What symbol would I place between these two numbers?
 What number is in the hundreds place?
 What symbol would I place between these two numbers?
 Which sign represents greater than? less than? equal to?
 What symbol would I place between these two numbers?
 How do I know I have chosen the correct symbol?
 Which number is in the tens place?
 Can you name a number smaller than 362?
 Tell me about your thinking when you came up with your answer.
 Can you name a number larger than 268?
 Tell me about your thinking when you came up with your answer.

After the Computer (10 minutes):

Teacher Procedures: Students Procedures:

1. Have students to return to their seats 1. Return to their seats

2. Pass out handout and provide students 2. Complete the review handout.
with instructions on how to complete. 3. Place the completed handout on the
3. Monitor and assess students teacher’s desk.
understanding.

 Closure (10 minutes):

- To close the lesson, I will recap today’s standard one last time by placing examples on the board
and asking students questions over the new learning. The students will then provide a written
reflection on today’s learning in Google Classroom. They will answer the following questions in
their reflection:
- What did you learn today?
- How do you think this skill might help you in the future?

ASSESSMENT EVIDENCE:

Formative Assessment:

I will monitor the student’s ability to answer the TurningPoint questions as well as the questions I ask
throughout the lesson. As the students complete the computer activities, the group activity, and the
handout I will circulate the classroom making mental observations of the students who seem to
understand and provide feedback when necessary. The students will complete a reflection in Google
Classroom at the end of class. I will read the reflections to assess students understanding and to provide
feedback on their learning. The students’ completed graphic organizer, spreadsheet, handout, and
reflection will allow me to identify students’ strengths and weaknesses and target areas that need further
instruction.
 Summative Assessments:

The students will take a benchmark test at the end of the instructional unit to evaluate their learning.
Students who did not master this objective will be retaught in a small group setting.

MODIFICATIONS:

I am aware that modifications will be made for students who did not master the objectives and for
those ready for enrichment. However, modifications are not covered in this course and are not part of
this particular lesson.
STUDENT SAMPLE FOR ACTIVITY 1:

Student’s Name: ________________

Subject: _________
Date: ___________
STUDENT SAMPLE FOR ACTIVITY 2:

Student’s Name: ________________

Subject: _________
Date: ___________

594 < 674

745 = 745

834 < 875

912 > 534

198 > 105

 HANDOUT
Student’s Name: ____________________________
Subject: _____________________
Date: ___________________

628 _______ 542 126 _______ 127

325 _______ 275 115 _______ 268

424 _______ 434 114 _______ 114

211 _______ 145 634 _______ 713

276 _______ 319 628 _______ 542

Circle the smiley face that best describes your understanding of today’s lesson.
GRADING RUBRIC

Student Name: _____________________________________ Date:____________________

The projects show that the

3 2 1 0
student:

(3, 2, 1, or 0 points)

Labeled Paper Correctly

Followed Directions

Used Time Wisely;

Finished Projects

Completed Graphic
Organizer Correctly

Completed Spreadsheet
Correctly

Completed Video Capture

Providing a Correct
Explanation for Their
Comparison Symbol

Understood New Concepts

(used the correct sign)

Comments:
Total Points Possible: 21

Total Points Earned: _______