Lesson Plan:

Greater Than, Less Than, Equal To Game

3.9 based on 10 ratings
Download lesson plan
Click to find similar content by grade, subject, or standard.
October 5, 2015
by Angela Fiorille

Learning Objectives

Students will be able to compare two-digit numbers, using the symbols for greater than, less than, and equal to.

Lesson

Introduction (10 minutes)

  • To begin the lesson, tell the class that they will be practicing comparing numbers.
  • Ask for a student volunteer to define the word compare. After some discussion, remind your class that compare means to see if one number is the same as, smaller than, or bigger than another number.
  • Write the terms greater than, less than, and equal to on the whiteboard.
  • Prompt your class to tell you what each of these terms mean. After some students share what they believe each means, write the definition for each on the board. Remind the class that greater than means bigger, less than means smaller, equal to means the same.
  • Explain that as a class, everyone will review the symbols used to compare numbers.
  • Define symbols as things that are used to stand for or represent something. In this case, symbols are used to compare numbers by size.

Explicit Instruction/Teacher Modeling (20 minutes)

  • Display the symbols for greater than (>), less than (<), and equal to (=) on the board, using markers, an interactive whiteboard, or a projector.
  • Ask student to raise their hands if they have ever seen any of these symbols.
  • Explain that there are strategies for remembering which symbol stands for greater than, and which symbol stands for less than. One common way is by pretending that each symbol is an alligator mouth.
  • Draw alligator teeth on each symbol. Explain that the alligator mouth always "eats" the bigger number. Draw an example of a number comparison on the board, such as: 4 < 8.
  • Using the interactive whiteboard (if accessible), play the game Less Than or Greater Than: 1 to 20 with the students.
  • To work with higher numbers, show three examples on the board, one for each symbol, using numbers below 100. Examples can be something like: 43 __ 34; 55 __ 66; 77 __ 77.
  • Talk through each example, drawing the correct symbol as you explain why it is the correct answer. Include the alligator "teeth" on each symbol to reinforce the idea of the alligator "eating" the larger number.
  • Read each example as a sentence. For example: 43 is greater than 34; 55 is less than 66; 77 is equal to 77.
  • If needed, go through a few more examples on the board with your students. Alternatively, you can use the game Less Than or Greater Than: 50 to 99.

Guided Practice/Interactive Modeling (10 minutes)

  • Show the Game #1 worksheet. If it's possible to display it using an interactive whiteboard or projector, that would be ideal.
  • Model how to play the game by selecting a student volunteer to play with you.
  • Grab a set of numeral cards, and randomly select 2 cards.
  • Explain to your class that the goal is to try to make the larger number, so they will need to decide the order in which to record the 2 numbers they draw. For example, if you draw a 4 and 3, you will want to make the number 43 instead of 34.
  • Record your number on the Game worksheet. Have your student volunteer choose two numeral cards.
  • Elicit support from the class to help the volunteer decide which number to put in the tens column, and which number to put in the ones column. Have the volunteer record the number they end up with on the Game #1 worksheet.
  • Explain that the next step is to figure out which symbol goes in the column between the two numbers. Ask a different student to tell you which symbol to put between the two numbers, and why. If the student answers correctly, have him model recording it on the Game #1 worksheet.
  • Tell them that the final step for each round is to decide which players number is bigger and record who is the winner. Model this with your student volunteers.
  • Depending on your students' understanding of the concept, you can model one more round before assigning partners to play.

Independent Working Time (20 minutes)

  • Tell students that they will now play in pairs, as Player 1 and Player 2.
  • Pair up the students. Give each pair Greater Than, Less Than, Equal To Game worksheet and a set of numeral cards.
  • As students play, walk around and help as needed.
  • Pairs who finish early can work on Greater Than, Less Than, Equal To worksheet, either together or independently.

Extend

Differentiation

  • Enrichment For students who are ready to work with numbers above 100, you could have them play Greater Than, Less Than, Equal To Game #2 instead, or in addition to game #1.
  • Support For students who need more support, you may want to pull them together and play as a group with them. Encourage them to "act out" the number comparison, by creating an "alligator mouth" with their hands.

Technology Integration

  • Use an interactive whiteboard when playing the interactive games.
  • When showing students how to play the game, it would work best to display the game board on an interactive whiteboard, document camera, or projector, so that you can show students how to record as they play.

Related Books and/or Media

Review

Assessment (10 minutes)

  • For a formative assessment, the game itself can serve as an intial assessment of student understanding related to te lesson objective.
  • For a summative assessment, either at the end of the lesson, or as homework, have students complete Greater Than, Less Than, Equal To? #1 worksheet.

Review and Closing (5 minutes)

  • At the end of the lesson, pull together students to review what each symbol means.
  • Write 2-3 problems on the board and ask the students to help you figure out which symbol goes in between. Ask for student volunteers to read each problem in a sentence. For example, the sentence for 45 < 65, would read: 45 is less than 65.
  • To close, play your class the video Alligator Greater Than, Less Than Song.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely