Students will be able to compare numbers 1-10 to determine which is greater.
- Gather the class together for a read-aloud.
- Show the cover of the book and say, "This book is called Gavin the Gator: Greater Than and Less Than . Does anyone know what the words 'greater' and 'less' mean?"
- Ask students to share their ideas and say, "Greater means there is more of something and less means there is a smaller amount."
Explicit Instruction/Teacher modeling(10 minutes)
- Read the book aloud.
- Model a "think aloud" and emphasize the concept of greater than/less than by using context clues and visuals from the book, math manipulatives to model comparisons, and a number line to illustrate which of the two groups is greater than or less than the other.
- Pause a few pages into the book and ask students to help you decide which number is greater than the other number. Encourage students to use the number line for support.
Guided Practice(5 minutes)
- Explain that now students will practice working together to decide which group has more items.
- Display the manipulatives and model how you will pass a handful (less than 10) to each student. Then they will each count their items and compare to find out who has the greater number of items.
- Pair students together and pass out a handful (less than 10) of math manipulatives to each student.
- Mid-way through, pause students and share out the different ways they are counting and comparing their materials, e.g., "I see that Nate and Sia are each counting their items and then trading to recount the groups before they decide which group has more items."
Independent working time(10 minutes)
- Display the More or Less Buttterflies worksheet to the class and explain the directions.
- Pass out the worksheets for students to complete independently.
- Work with a small group of students to practice comparing smaller groups of numbers (1–3).
- Review or practice counting 1–10 using songs, stories, or resources such as a number line.
- Pass out individual number lines and math manipulatives for students to use when doing their independent work.
- Encourage students to compare numbers 5–10 using the language "less than or greater than" and teach them the comparison symbols.
- Check in with students as they are working independently to assess their ability to determine if a quantity is more or less by asking guiding questions such as, "How many are in this group? How do you know?" "Which group has more? Can you show me?"
- Collect student work to check that they were able to accurately determine which group contained more.
- As students are working in both pairs and individually, check for any areas of confusion to address either individually or as a whole group (e.g., unable to differentiate between 'more' and 'less,' miscounting groups, etc).
Review and closing(3 minutes)
- Gather the class back together to close the session.
- Review today's new concepts of more and less using two groups of math manipulatives (e.g., a group of 6 and a group of 7) using student input to determine which group is greater.