Greedy Gordy at the Restaurant - Comparing Numerals with More

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Objective

Students will be able to compare numerals, within ten, to determine which number is greater.

Big Idea

Previously in this unit, students compared quantities. Now they are challenged to compare numerals to determine which one is greater.

Guided Practice

10 minutes

For this part of the lesson, you will need a copy of the book, Greedy Gordy at the Restaurant, included with this lesson.  I print the book with a colored printer and laminate the pages for durability.  I bind them with a comb binder, but the book could also be bound with book rings or stapled.  On the last page of the book is a "Gordy" that you will need to cut out and attach with a string to the back cover of the book.  The students will be moving the Gordy throughout the book.

I gather my students by my big chair and I show them the cover of the book.  They are immediately excited about the story we are going to read because they are familiar with Gordy from previous lessons.  I say to the students, "You remember our friend Gordy, right?  Well, today we are going to have a new adventure with Gordy.  We are going to go to a restaurant with Gordy.  Let's read our story and to find out what Gordy is up to now."

I begin reading the story.

Page 1"Do you remember Gordy?  He’s greedy.  He always wants more.  He is hungry.  So he dressed up and decided to walk to the local fast food restaurant."  I then read what is in the speech bubble.    "All dressed up and ready to eat!!"

Page 2:  "Gordy went up to the counter and ordered his food.  It was very busy in the restaurant and some of the orders got mixed up."  The lady at the counter is saying, " I’m sorry Gordy!  This order is a mess!"

Page 3:  "Can you help them sort out Gordy’s order?  Here are two bags with hamburgers.  Which bag do you think is Gordy’s? Remember, Gordy is greedy, so he will always have the order that has more.  I then invite a student to come up and move the Gordy on the string on top of the bag that has the greater number. 

Page 4 "Good work!  Now I can enjoy my burgers!"

Page 5:  "Here are two bags with chicken legs.  Which bag do you think is Gordy’s? Remember, Gordy is greedy, so he will always have the order that has more."  Again I invite a student to come up and move Gordy the the bag with more.

Page 6:    "Thanks!!  I just love chicken!!"

Page 7:  "Here are two bags with chocolate chip cookies.  Which bag do you think is Gordy’s? Remember, Gordy is greedy, so he will always have the order that has more."   Another students comes up to move Gordy to the correct back.

Page 8:  "Nice job!!  These cookies are so chocolaty!"

Page 9:  "Now it’s time to figure out which order of bacon on a stick is Gordy’s."

Page 10:  "Bacon on a stick!!  I don’t think that’s MY order!!"    We then talk about why Gordy said "Uncle Ernie, is that you??"  

After we finish the story, the students move over to the SmartBoard for the next part of the lesson.

Instruction

15 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 are also 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. I read these objectives aloud for my students.

Content Objective
I can compare two written numbers and tell which one is greater or more.

Language Objective
I can tell a friend which number is greater or more when comparing two numbers.

Slide 2:  My friend Greedy Gordy always wants more!

Slide 3:  It is easy to figure out which group has more or is greater when I can compare objects.  Count the cakes, write the number.  Draw lines to compare.  Move Gordy to the plate that has more cake.  I invite students to come up and count the cakes and record the number, another to draw lines between the cakes and one to move Gordy to the number the stack that is more. 

Slide 4: What if we only had the numbers?  How could we decide which number is more or greater?

Slide 5:  Would a number line help?  The numbers get bigger as I move along the number line.  The number that is closer to 10 or the "Big Gordy" is the bigger number.  Move Gordy to the greater number.

Slide 6:  Let's compare some more numbers.  Move Gordy to the greater number or the number that is more.

Slide 7:  How about these numbers.  Uh oh...these two numbers are the same.  Do you remember what word we use when the numbers are the same?  Equal!!

Slide 8-12:  Continue in the same fashion, having students move Gordy to the greater number. 

Slide 13:  Turn and Talk:  Students are assigned a turn and talk partner.  They hold hands with their partner and raise them up in the air so I know everyone has a partner.  I then ask them the following questions:  Which number is the greater number or more?  How do you know?  I give the students time to talk and when it is obvious they have their answer, I have a student share with the class.  I make sure to repeat the student's answer as a complete sentence.  Seven is greater than 5.  I have them repeat it with me.  I reinforce that 7 is closer to ten than 5, so we know it is bigger or greater than 5.  

The students then return to their seats for guided practice.

Guided Practice

7 minutes

For this portion of the lesson, you will need the Hanging Number Tags.  I laminate the cards and punch holes in the top and run string through the holes so the students can wear the cards.  Since I have 22 students, I create two sets of cards so every student has a card.  Adjust as needed for your class 

You will also want one or two hula-hoops.  I use two to have more students involved in the activity. 

I pass the number cards out to the students.  I tell the students, we are going to compare some numbers to find out which number is the greater number or more.  I call the students up by number.  There will be two pairs of the same numbers each time I call up students.

Let's start by having the number sevens come up.  I position the two sevens in the front of the room, apart from each other.  Now let's have the number fives come up.  I place the number fives next to the sevens.  I then have two students to come up and hold the hula hoop in front of the number that is greater  I assist as needed.  We then say together, seven is greater than five. 

I have the students sit down and we continue in this fashion until every number has had at least one chance to come up to the front.  Every each pairing we all say the sentence together ______is greater than_____.

After we have finished, I collect the number cards and prepare for independent practice.

Independent Practice and Informal Assessment

15 minutes

For this part of the lesson, you will need the Comparing Numerals: More Activity Sheet included with this lesson, one copy for each student.  You will also need a 10 sided die for each student.

I distribute the sheets to each student and have them put their name on the top.  I then have them set down their pencils and listen to directions.  I tell the students, we are going to practice comparing numbers to find the number that is greater.  I will roll the die.  I will put that number in the first box.  I will roll the die again and write that number in the second box.  Now I need to circle the number that is greater or more in each pair.  After I circle the number, I roll again and write that number in the next set of boxes.  If my two numbers are the same or equal, I circle both of the numbers.  There are more boxes on the back side, so I need to keep going after the front is done.  When you are all done with the sheet, please bring it to me to check. 

I circulate around the room while the students are working to make sure they are following the directions and understanding the concept of greater. Here is a video clip of a student completing the work.  As students complete work, I check it and they put it in their mailboxes.