# Comparing Numbers to 10

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## Objective

Students will be able to compare numbers up to 10.

#### Big Idea

Ten Apples Up On Top! is a a great Dr. Seuss book to use for comparing numbers . Students will can count the number of apples on top of each character and compare the numbers to see which character has more!

## Problem of the Day

5 minutes

I start the lesson with a problem of the day to help students review skills and concepts from prior lessons and develop their ability to problem solve.  I call the students up to the carpet. The students find their spots while saying this chant with me.

Criss cross, applesauce, hands in your lap, eyes on the teacher, you've got to show me that.

I project the Problem of the Day on the SMARTBoard and say to students, "This is our Problem of the Day for today.  This says 'Count the fish.  Count the bubbles.  Which group has more?'"  I say, "This problem has three parts.  What is the first thing it asks us to do?"  (Count the fish.)  I have a student come up and count the fish aloud.  I ask, "What can we do to make it easier to count these cards?"  I have students suggest strategies.  I show the students that we can not move the fish like we did the cards yesterday.  I show the students how to put a small mark on each picture to show that it was counted.  (Part of Common Core Standard K.CC.B.5 says, "Count to answer 'how many?' questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration."  This problem gives students an experience with things in a scattered configuration which can be confusing for them to count.)  I have the students count again using the marks, and then write the number on the line.  "Listen to the direction again.  'Count the fish.  Count the bubbles.  Which group has more?'  What do we need to do next?"  (Count the bubbles.) I have a student come up and count the bubbles while marking them. I then have that student write the number on the line.  "Listen to the direction again.  'Count the fish.  Count the bubbles.  Which group has more?'  What do we need to do next?"  (Find which group has more.)  I have a student tell which group has more and come up to circle that number.

If you don't have a SMARTBoard, you can use the pdf copy of the slides in a variety of ways to reproduce this activity.

I tell students, "Today we will keep learning about comparing numbers just like we did in this problem.  We are going to learn to compare numbers up to 10."

This Problem of the Day reviews writing the numbers 9 and 10.  It also has the students find which group has more.  Even though we are learning to compare numbers in this lesson, I included it to make this Problem of the Day more challenging.  While comparing numbers above 5 is new, we have covered more and less in the last two units and in many Problem of the Days.

## Presentation of Lesson

25 minutes

I pull up the Apples On Top SMART Notebook page and show students the book Ten Apples on Top by Dr. Seuss.  I tell students that in this story the lion and the dog are trying to see who can balance more apples on their heads.  I read the story, and as I read, I have a student come up and put that many apples on the lion and dog's heads.  After each apple is added I ask, "Which has more?"  I students come up and draw lines connecting the apples to help them see which group has extra apples and is the group with more.

## Practice

20 minutes

Since the students finish their papers at different times, I circulate through the room to make sure that students are completing their papers, putting it in the tray and getting their centers.  This week's centers are:

Writing Numbers in Sand (Use Number Cards 0 to 10)
Number Order Puzzles (K-5MathTeachingResources.com)
Counting and Ten Frames (K-5MathTeachingResources.com)
Dice Race (K-5MathTeachingResources.com)
Apple Counting SMART Board (TeachersPayTeachers.com - Use slide 11 as center)

I quickly circulate to make sure students are engaged and do not have any questions about how to complete the centers.   I pull three groups during centers.  I pull the first group for 10 minutes and the other two groups for 5 minutes each.  The first group is comprised of the students who were having trouble identifying numbers and matching the numbers to objects.  Even though we are working on comparing numbers, I start with identify and matching numbers to objects for this group since they need to master this skill.  I have a basic idea of who I want in each group based on recent assessments, but I also take into account how the students did in the whole group lesson.  I pull the students back to my small group table to do a reteach activity using flash cards and manipulatives (2-color counters).  I show the flash cards and have students practice identifying the numbers.  I then give each student a pile of counters (1-10) and have them pick the number card that matches their group.  I then make two lines of counters and have the students use wiki sticks to connect the counters and say which group has more.  The next two groups of students do just the activity with comparing numbers.  I do this much quicker for these groups.  Prior to clean up, I check in with each table to see how the centers are going.  I turn on Tidy Up by Dr. Jean

There are many wonderful transition songs to be found, for free, online if you'd like to use music for transitions too.

Students clean up and return to their seats.

## Closing

5 minutes

I close this lesson by inviting students back up to the carpet.  I turn on the SMARTBoard and let one of the students who did well comparing the groups of counters come up and show us how to figure out which group has more.  I mention positive things that I noticed during centers.  I also include something that needs to be better next time.  I review what we did during our whole group lesson.  "Today we learned how to compare numbers to 10.  Let's count to 10 together."  1, 2, 3, 4, 5, 6, 7, 8, 9, 10  "Tomorrow, we are going to continue practicing how to compare numbers to 10."