Comparing Numbers for Kindergarten

Created June 20, 2024 by Nancy Espino

Date: September 26^th, 2016 Grade Level: Kindergarten

Concept:

Comparing numbers

Objectives:

By the end of the unit, students will be able to demonstrate how to compare single digit numbers using greater than, less than, and equal to symbols.

Introduction:

Students will be adding on to what they previously learned: number order and where numbers go on a number line. They will be learning greater than, less than, and equals to symbols to compare numbers (0-9)

Vocabulary:

Greater than, less than, equals to, compare

Body of Lesson:

Begin the lesson by letting the students know that they previously learned in what order numbers go and are able to place them in order on a number line. Let the class know they will be learning the greater than, less than, and equals to symbols to compare numbers (0-9). Ask the class as a group if they know what it means to compare two things, what greater than mean, what less than means, and equal to means. If they know what it means, ask them to simply raise their hand quietly. Keep in mind which students know. Draw the symbols on the whiteboard and have the children stand up if the symbol means what it is (i.e. point to the greater than symbol and ask the children if this is the greater than symbol; they will then stand if it is). If they do not know, let them know that it is ok and they may stay sitting down.

Once it is known what the children know, have them to go sit at the “Circle” (area where students go to read books or do the calendar) and tell them that they will be learning how to compare numbers with the help of Alfie the Alligator. Read the book and do the interactive page at the end. After, go around the room and ask the students what they learned from the book, one at a time.

Have the students go back to their chairs and let them know that there will be stations for them to practice what they learned. Introduce the stations of the white boards, computer games, and “Which number is greater? Which number is less? How do you know?” (link given below).

Whiteboards: students will be paired together and one student will write two different numbers down on a white board and show the other student what numbers they wrote; the other student will write what symbol will go in the middle >, <, or = on his/her whiteboard. The student who wrote the number will tell them if they are correct or not and the other student will tell them why. Then they will switch jobs.
Computer games: on the overhead and computer, show the students the game they will play “Comparing Number Values-Junior” (it should already be set up on the computer), and show them how to play. They will need to count the balls on both sides and then place the symbol on the question mark; if they get five in a row OR 3 wrong answers, they need to switch. “At the computers, you will have a partner; if your partner is having some troubles, help them out. If they say no thank you, let them try by themselves. Alright, so If I get three wrong (get three wrong on the game) it’s will be my partner’s turn; if I get 5 in a row correct, I get to play the speed race at the end. Everyone will get a turn to play the speed race. If I already played the speed race, I will let my partner play.”

For the game “Greater, Lesser, Equal,” the students will be doing this individually, but students who are struggling will be placed with a student of a higher level. Accommodations will be made as noted in the material section.
Starting the next day, students will be at each station for 20 minutes following the lesson that is given that day. They will rotate each day between the stations. At the sound of the maracas, they will clean up their area and head to the next activity for the day.

Accommodations/Modifications:

This lesson may require several modifications:

Struggling learners will be paired with a student who is a higher level learner when using the whiteboards and when playing the alligator game. These students will also do a simplified version of the assessment using the same vocabulary. Students who need extra help will be grouped together (in groups no more than 4) and I will help them.
Students that are higher learners will compare two-digit numbers instead of the single-digit.
I will work with students who have a language barrier, interpreting what I teach in English to Spanish. I will explain one sentence at a time, first in English, then in Spanish. If the student is in need of a different language, I will use free-translator.com to try and interpreted the lesson being taught. Students who are ASL learners will also receive help and if there is something I do not know, I use signsavvy.com.

Multiple Intelligence(s) Addressed:

Interpersonal: students will be working together through games

Linguistic: students will be using a computer game, books, and games.

Assessment:

I will write it on the whiteboard and have them write what they see on their own whiteboard. I will test students to see how well they are learning by having the students either write numbers on either side of the symbol to show what the symbol means or by having the students place the symbol in the middle of two numbers.

If there is a student that seems to be looking off another student’s whiteboard, not responding in a timely matter, or is not answering at all, I can later work with them and clarify any missing information they may have.

Formative assessment: Walk around the room and observe the students as they are playing the game and see how well they are doing.

Materials:

Classroom whiteboard, marker, and eraser
Alfie the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley for an introduction on greater than, less than, and equals to

ISBN-10: 0977854841

Overhead to demonstrate to the students how to make the symbols and write out what they mean.
3 stations for practicing:

Individual whiteboards, dry erase markers, and erasers (one for each student)

Computer with internet and smartboard for viewing the game “Comparing Number Values-Junior”

http://www.abcya.com/comparing_number_values_jr.htm

Greater, Lesser, or Equal (print 26 or as needed)

http://www.softschools.com/math/greater_than_less_than/kindergarten_worksheets/greater_than_or_less_than_animals_worksheet_1_5.html

For students of higher level (and who have completed the first worksheet), use Greater than, Less than worksheet

http://www.softschools.com/math/greater_than_less_than/kindergarten_worksheets/greater_than_less_than_animals_worksheet_1_9_1.html

For students who are struggling (and were unable to complete the first worksheet)

http://www.softschools.com/math/greater_than_less_than/compare_numbers_worksheets/comapre_numbers_worksheet_1_5.html

Standards:

0.1.1.f Demonstrate relative position of whole numbers 0 – 10 (e.g., 5 is between 2 and 10; 7 is greater than 3) Partial (emphasis and phrasing) Content is similar, with some difference in phrasing.

K.CC.4c Understand that each successive number name refers to a quantity that is one larger.

K.CC.7 Compare two numbers between 1 and 10 presented as written numerals.

https://www.education.ne.gov/math/McRel/Math_NE_to_CC_Final2013.pdf

Time wise, I am going based off what the kindergarten class 2015-2016 was doing for their math time.