Greedy Gordy - Learning about More

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Objective

Student will be able to compare groups of objects to determine which one has more.

Big Idea

More is a fairly easy concept for children to understand. They know what it means to want more. This lesson gives students a framework for comparing groups of items.

Opening

10 minutes

For this part of the lesson, you will need a copy of the classroom book, Greedy Gordy.  This book is included as a PDF with this lesson.  I like to laminate the pages and bind the book with a comb for durability.  The book could also be put together with book rings.  The last page of the file includes a "Gordy the Pig" that needs to be cut out and attached to the book with a string. I tape the string to the back of the last page of the book.

I gather the students around my big chair and show them the book.  I say to them, The title of my book is Greedy Gordy.  Do you know what it means to be greedy?  Have you or someone you know ever been greedy? (Solicit responses from the students. They will generally have a lot to say, so I usually give them some time to share with a neighbor).

I am looking at Gordy and he says, "I want it all."  I think that might be a good way to describe the word greedy!  Let's read our story.

I turn to the first page and read, "This is Gordy.  He is greedy.  He always wants more."  I point to Gordy and use my best pig voice and say...More, More, More! 

I turn to the next page and read to the class, "Gordy loves hamburgers.  He wants the plate that has more!"  I then invite a student to come up and place Gordy on top of the plate that has more hamburgers.  After the student has placed Gordy on the plate with more hamburgers, I say, It sure looks like that plate has more hamburgers.  Let's count how many hamburgers are on the first plate.  1-2-3-4-5 and now let's count the hamburgers on the second plate 1-2-3.  So five hamburgers is more than three hamburger.

I turn the page and in my "pig voice" say, Yummy!

I continue reading the book in this fashion, inviting student to come up and place Gordy on the side that shows more.  When we get to the end of the book, we discuss why Gordy might need to go on diet. 

After we finish the book, we move over to the SMARTBoard to continue with the lesson.

Instruction

10 minutes

For this portion of the lesson, I use my Smartboard.  If you have a Smartboard, the file can easily be downloaded and opened.  If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express.  Click here to download. There is also a PDF of the slides so you can recreate this part of the lesson.

I gather my students in front of the Smartboard.  I have cards with each student's name on.  These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms.  There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques (click here to learn more about SIOP).  I read these objectives aloud for my students.

Content Standard
I can compare two groups of and decide which one has more.

Language Standard
I can compare two groups using the word more.

 

Slide 2:  I say to the students, I use the word more to compare two groups.  When we say a group has more, it is the bigger group.  It has the greater number of items.  There are more apples than bananas.

Slide 3:  I instruct the student to count and write how many for each group.  They then compare the groups by drawing lines between them.   A student then circles the group that has more.  It is important to discuss with the students that the group that has more items that do not have "partners" is the group with more.  I always end each slide with the sentence, "There are more ______than ______ and I have the students repeat after me.  It is important for them to develop their mathematical language skills.

Slides 4, 5 and 6:  Complete the same as slide 3.

Slide 7:  It is now "turn and talk" time.  The student get with their "turn and talk" partners.  I ask them, Are there more cars or trucks?  Turn to your partner and share your thoughts.  After the students have had time to talk, I bring the group back together.  I ask them, which group has more?  So you think there are more cars.  Let's check our work.  I invite students to count the items and record the answers and another student to draw the line between.  Another student circle the cars.  To build oral language skills, I again have them repeat after me, there are more cars than trucks.

I then instruct the students to move back to their seats for guided practice.

Guided Practice

10 minutes

For this part of the lesson, you will need the Greedy Gordy student books that are included as a PDF with this lesson.  The books can be copied and stapled on the side.  Use a paper cutter to cut the books in half (two books per copy).  You will also need yarn for the students to attach their Gordy to the book.

I distribute the books to the students and have them write their name on the front.  I then instruct the students to tear the back page off of their book and cut out Gordy.  I circulate around the room with yarn and tape to attach Gordy to the back of the book.  To save time, the yarn could already be attached to the back of the book, ready for Gordy to be attached.

After Gordy is attached, we begin reading the book together.  I ask the students to point to the title and we read it, "Greedy Gordy"  We turn to the next page and I help the students read it. "This is Gordy.  He is greedy.  He always wants more."

We continue to the next page. "Gordy loves hamburgers.  He wants the plate that has more!"  I tell the students, I want you to put Gordy on the plate that has more.  The students move their Gordy to the plate that has more.  I circulate around the room and check their work.  I then invite them to count with me.  On the first plate I count 1-2-3-4-5.  On the second plate, I count 1-2-3.  Five is more than three.  I always have them repeat it as a sentence to expand their language.  

We continue in the book, having the students move Gordy to the side that has more.  At the end of the story, the students get to place Gordy on the treadmill.  They laugh at this. They are truly engaged reading this story.  I then have them set the book on their name tag.  They will be given time to color in it after independent practice.

Independent Practice and Informal Assessment

10 minutes

For this section, you will need the Comparing with More Recording Sheet included as a PDF with this lesson.  Make one copy per student.  You will also need 4 sets of manipulatives for each student.  The recording sheet uses bear and frog counters, but any type of manipulatives could be substituted.  The recording sheet just needs to be altered accordingly.

Prepare the manipulatives in advance by counting them into Dixie cups that can be reused or zipper bags.  Put the following number of each manipulative in the cups:

Set 1:  3 bears  and 4 frogs per cup/student

Set 2:  5 bears and 2 frogs per cup/student

Set 3:  6 bears and 3 frogs per cup/student

Set 4:  4 bears and 3 frogs per cup/student

If you plan on doing the “less” lesson that follows this one in the unit, do not disassemble the manipulatives.  You can use them again.

It is essential that you model how to complete the sheet for the students.  Once they understand how to do it, they will be able to proceed on their own.  It also makes the subsequent lesson on “less” go more smoothly the following day. 

Distribute the recording sheet to the students, have them put their name on it and set their pencils down.  I explain to the students, We will be comparing groups of frogs and bears to see which one has more.  I am going to give you a cup with some bears and frogs in them.  I want you to put the frogs in the squares right next to the frog on the sheet and the bears right next to the bears on the sheet.  I circulate around the room making sure the students are places the manipulatives on the sheet correctly.

After the students have the manipulatives placed on the squares, I tell them to count the number of frogs they have.  How many frogs?  Okay, write the number four in the box at the end of the frog row.  Now let’s count the bears.  How many do you have?  Okay, now write the number three in the box at the end of the bear row.  I again move through the room and check their work.

Now I show them how to color in the squares.  I have them start with the bears so they don’t disturb the frogs.  I show them how to remove a bear from the paper put it in the cup and then color it in.  I have them do this for the bear row, checking their work.  Then I have them do the frog row. 

After they have the squares colored in, I have them draw lines connecting the frog squares with the bear squares.  I ask them which group has more, the frogs or the bears?  That’s right.  There are more frogs than bears.  I can tell because there is a frog that doesn’t have a partner with a bear.  Say that with me, “There are more frogs than bear.”

I collect the cups of manipulatives and distribute the next set.  We do the next set together with a little less guidance.  The students then do the last two on their own.  I continue to monitor their work by moving around the room.  As they finish they can begin coloring in their Greedy Gordy book.