Students will be able to compare numbers 0-10 and determine which number is less.

Students have compared quantities and worked with ordering numbers. Now they get to apply this knowledge by comparing using written numbers.

8 minutes

For this part of the lesson, you will need the book, A House Call for Greedy Gordy included with this lesson. I run the pages on a color printer and laminate them for durability. I bind them with a comb binder, but book ringers or stapling would also work. The last page of the book includes a "Gordy" that you can cut out and attach to the back page of the book. The book becomes interactive as the students move "Gordy" to the correct answer.

I gather the students by my big chair and tell them, "W*e are going to hear another story about our friend Greedy Gordy. This story is called A House Call for Greedy Gordy. Do you know what a house call is? *(No one knows.)* When you are sick, sometimes the doctor comes to you instead of you going to a clinic or a hospital. This is called a house call. This used to happen a lot a long time ago. Some doctors today still make house calls."*

*So, if our story is called A House Call for Greedy Gordy, we can guess that a doctor is going to see Gordy. What do you think the doctor will say to Gordy? *(He's eating too much. He's needs to lose weight).* You are using what you know from other other Greedy Gordy stories to make some good predictions. Let's read our story to see if you are right. So again, the title of our story is A House Call for Greedy Gordy. *I then begin to read the story to the students.

**Page 1:** *"Gordy, someone is knocking at your door." Who do you think it is? The doctor. Let's see.*

**Page 2:** * "Look! It’s your doctor. He’s making a house call." * I read what is in the speech bubbles. Doctor: *Hmm…looks like I said you need to lose some weight.* Gordy: *"Really…I don’t remember that???" *

**Page 3:*** "It says it right here." * I then read what is written on the clipboard: * Gordy must lose weight. Gordy says: " Ummm…maybe you did say something."*

**Page 4: *** "Gordy, maybe your friends can help you make better choices. Would you be willing to Gordy?" Gordy: "I really need some help." *I ask the students,* What do you think boys and girls? Are you willing to help Gordy? * (They enthusiastically respond YES!)

**Page 5:*** "Which bag has less or fewer hamburgers?" *I ask a student to tell the class the numbers on the bags.* I ask a student to come up and move Gordy over the correct bag. *We then say put the answer into a sentence and say it,* "Two is less than three." *I then read what Gordy says (in a whiny voice): * "Aww…I love burgers!"*

**Pages 6-8:** Continue reading in the same fashion, inviting students to read the numbers, put Gordy on the correct answer and say the comparative sentence ( ____ is less than ____ together).

**Page 9:** *"As long as we are talking less, would it be okay if I exercised less?"* I read what the doctor says, *"Nice try Gordy."* and what is written on his clipboard, *"Gordy must exercise more." *We discuss why it would be important for Gordy to exercise more.

The students move to their SmartBoard spots for the next part of the lesson.

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. 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 less.***Language Objective***I can tell a friend which number is less when comparing two numbers.*

We then continue with the SmartBoard Slides.

**Slide 2:*** My friend Greedy Gordy always wants more!*

**Slide 3:**** *** But the doctor told Gordy, he needed to eat less.*

**Slide 4:*** Just like we did when we worked with more and greater, we can use a number line to help us figure out which number is less. The number that is closer to 0 or the "Small Gordy" is the number that is less. Move Gordy to the lesser number. I invite a student to move Gordy to the number that is less. *

**Slide 5:*** Let's compare some more numbers. Move Gordy to the number that is less. Again, I invite a student to come up to the Smartboard and move Gordy.*

**Slide 6-11:*** We continue in the same fashion, having students come up to the board. I help students use the number line if they are confused. The slides that have numbers that are equal allow us to work with that concept. We always say a comparative sentence with each slide. *

**Slide 12:**** *** It is now Turn and Talk time. This is an opportunity for us to practice our academic vocabulary. I have the students hold hands with their designated Turn and Talk partner. They hold their hands in the air so I can see that everyone has a partner. I ask them the question from the Smartboard: Which number is less? How do you know? *I give the students time to talk with their partners. When it is obvious that everyone is done conversing, I call on a student to share his or her answer. I then repeat the answer for the class as a comparative sentence and have them repeat the sentence after me, *Three is less than four*. I then have a student explain how he or she know that was the correct answer.

We now move back to our seats for guided practice.

7 minutes

For this portion of the lesson, you will need the Hanging Number Tags. These have been used in previous lessons and they are also included as a PDF with this lesson. 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 less. *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 less. I assist as needed. We then say together, five is less than seven.

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 less than_____.

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

15 minutes

For this part of the lesson, you will need the Comparing Numerals: Less Activity Sheet, 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 less 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. As students complete work, I check it and they put it in their mailboxes.