Math Lesson: Compare and Order Numbers

Math Lesson: Compare and Order Numbers Grade Level: Kindergarten

Lesson Summary: The teacher will begin by making sure that students are able to write the numbers 1- 10 in order and are also able to identify the smallest and largest numbers in the sequence. Students will then learn how to use symbols and terms to compare numbers and how to order numbers. Advanced learners will play a comparing numbers game. Struggling learners will use pictures to help them compare and order numbers.

Lesson Objectives:

The students will know…  How to use terms and symbols to compare and order numbers 1-10.

The students will be able to…  Use terms and symbols to compare and order numbers 1-10.

Learning Styles Targeted:

Visual Auditory Kinesthetic/Tactile

Pre-Assessment: Give each student a piece of paper and a pencil. Ask students to write the numbers 1- 10 in order. Walk around to make sure that students are able to do this. After students have finished, ask students to circle the smallest number in the list. Have students hold up their papers so that you can check that students circled 1. Ask students to put a box around the largest number in the list. Have students hold up their papers so that you can check that students boxed 10. Go over the correct answers, if necessary.

Whole-Class Instruction

Materials Needed: 7 index cards, tape, writing utensils, 1 copy of page 1 of the Guided Practice* per student, 1 symbol from page 2 of the Guided Practice* per student, a document camera connected to a projector, 1 copy of the Independent Practice* per student

Procedure:

1) Tell students that today they are going to be looking at the numbers 1-10 and learning how to compare them and put them in order. Choose 6 students to stand in the group in the front of the class. Choose another 7 students to stand in a second group in the front of the class. Make sure that these groups remain separated. Ask students how many people are in each group, and elicit responses from students. Ask students which group is larger. Again, elicit responses, making sure students understand that the group of 7 is larger. Write the words “less than” on the board. Challenge students to think of a sentence that uses these words to describe the two groups of students. Elicit responses, leading students to understand that “the group of 6 is smaller than the group of 7.” Write the words “more than” on the board. Challenge students to think of a sentence that uses these words to describe the two groups. Elicit responses, leading students to understand that “the group of 7 is more than the group of 6.” Write the words “equal to” on the board. Challenge students to think of a sentence that uses these words to describe the two groups of students. Elicit responses, leading students to understand that “the two groups are not equal to one another.”

2) Explain to students that mathematicians have special symbols that they use to mean the terms “less than,” “more than,” and “equal to.” Tell students that they probably already know the symbol used to mean “equal to.” Ask students to identify the symbol. Draw a = on the board by the term “equal to.” Teach students the two symbols used to mean “less than” (<) and “more than” (>) on

3) Draw a < on an index card, and place some tape on the back of it. Write the numbers 2 and 8 on the board beside one another. Ask students which number is larger. Place the symbol correctly between the two numbers, and tape it to the board. Show students how the symbol looks like an open mouth that is eating the larger number. Explain to students that thinking of the symbol like an open mouth will help them to know how to place the symbol. Repeat this process for the following pairs of numbers: 1 and 7, 6 and 2, 10 and 4, and 3 and 1.

4) Give each student a copy of page 1 from the Guided Practice and 1 symbol from page 2. Have students look at the first pair of numbers, 7 and 3. Show students how to manipulate the symbol by rotating it so that it could mean “more than” or “less than.” Have students place the symbol in between the two numbers to compare them. Walk around to make sure that students used the symbol correctly. Reteach, if necessary. Repeat this process for the remaining pairs of numbers.

5) Take up Guided Practice pages and symbols from students, and tell them that numbers can also be put in order. Write the numbers 2, 6, and 10 on index cards, and place them under a document camera. Tell students that you want them to think about how to place them in order from smallest to largest. Ask students which number of the three is the smallest. Elicit responses, and place the 2 first in the list. Ask students to look at the remaining two numbers and find the next smallest. Elicit responses, and place the 6 next to the 2. Make sure students understand that the 10 is the largest numbers and should be placed last in the series. Repeat this process for the numbers 3, 4, and 8.

6) Give each student a copy of the Independent Practice, explain the directions, and allow students to work independently.

Advanced Learner

Materials Needed: 1 set of pre-cut numbers placed in an envelope from the Advanced Learners Activity* per student, 1 recording sheet from the Advanced Learners Activity* per student, writing utensils

Procedure:

1) Put students in pairs, and give each pair a recording sheet and an envelope of numbers from the Advanced Learner Activity. Tell students that each person will pull out one number from his/her envelope. Both partners will record the two numbers on the recording sheet. The students should work together to draw in the appropriate symbol, <, >, or =. Remind students that the symbol should look like an open mouth eating the larger number. After students have recording both numbers and compared them, they should return the number cards to the envelope and repeat. When students understand what to do, allow them to work in their pairs.

Struggling Learner

Materials Needed: 1 copy of the Struggling Learner Independent Practice* per student, 1 copy of the Struggling Learner Independent Practice* to project under a document camera, a document camera connected to a projector, writing utensils

Procedure:

1) Give each student a copy of the Struggling Learner Independent Practice, and project a copy of it under a document camera. Explain to students that they will be looking at a pair of numbers with pictures provided. They should use the pictures to help them decide which of the numbers is larger and then circle that number. Do 1-2 examples as a class, and then allow students to work independently.

*see supplemental resources