##
* *Reflection: Modeling
How are They Different? - Section 2: Introduce Comparison Games

Where's the Beef? It is right here in this section. These two comparison games offer so much information about how students compare values, their ability to communicate their thinking, and their instant recognition of dot patterns (not of traditional dice patterns). I am also able to see how easily students decompose numbers and see smaller groups within a number. For example 8 dots might be seen as two groups of 4.

I want to emphasize the importance of making sure the students talk to each other about why they know that one number is greater than the other. By having the student announce "ME," it is a verbal indication of who should be talking and who should be listening (for the students).

The first video demonstrates a student defending her answer by using sequential order as her reasoning. It is very clear and goes with the ideas presented over the past two weeks of math. The second video is of two students using their knowledge of 1 more than (concept for tomorrow's lesson). It also demonstrates how the young boy quickly identified the dot arrangement as 5.

While I was observing the games, I noticed some students were not being clear on the "Why" with their answers. As this happened, I would spend a little time with the group modeling with them and adding my own rationales to the conversation.

*Modeling: Reflection on Comparison Games*

# How are They Different?

Lesson 3 of 7

## Objective: SWBAT order a set of numbers and quantities up to 12 and compare two quantities up to 10 to see which one is greater. The students will also demonstrate their knowledge of how the numbers in the counting sequence are related (that each number is 1 more or 1 less than the number before or after it).

### Thomas Young

## Big Idea: Why is 2 greater than 3? Why is 12 greater than 8? The students will play two games that will ask the students to figure out which of two cards has more objects.

#### Warm Up

*5 min*

Start the class with a few rounds of Start At, Stop At. This game was introduced in the lesson Start At/Stop At on a previous day's lesson. Start with the number one and then choose a number card form the number card basket to act as your stop at number (the number you are counting up to). I want to keep using 1 as the starting number and modeling the 1:1 correspondence on the number line. You want students to realize that the number line is a tool that can be used for counting, finding numbers, and comparing where numbers are in relationship to each others (future learning) **CCSS.Math.Practice.MP5**. I like to use this opportunity to introduce the idea (very informally) of adding on the number line to the students CCSS.Math.Content.1.OA.C.5.

*expand content*

#### Introduce Comparison Games

*15 min*

Advanced Preparation: You will need to make copies of the dot cards and copies of the number cards (if you don't have anything in your room that would suffice). A dot card set requires one copy of each sheet per set. The number card set requires 4 copies of each set. You can find a set of the dot cards in the resource section.

I start by informing the students that we are going to play two new games, and that the games will help us focus on comparing the total number of dots on each card. One of the games is called "Me" and the other one is called "I Have More Than." The students are making sense of the two quantities and comparing their relationship (**CCSS.Math.Practice.MP2**).

I then demonstrate the game "Me" using the document camera to model for the whole group. I will choose a partner to help me with the demonstration. I explain that the goal of this game is to figure out which of the two cards has more dots. I then deal them out equally between the two of us. We keep our cards face down. One person turns over their card and the other person person turns their first card as well. They should be placed so that both kids can see them. The person whose card has the greater number of dots says, "Me" and then **explains how he/she knows that it is more.** By looking at the layout of the dots, students may quickly recognize that 7 is 5 and two more and compare that to 6 which is 5 and 1 more. (** CCSS.Math.Practice.MP7**). The students are instantly recognizing dot patterns and not needing to count each time (

**CCSS.Math.Practice.MP8**) . This is a very important step and needs to be reinforced. Then the person with the most can take both cards. I will model this a few times to make sure that the students are clear on all of the steps.

I then explain that if you both turn over the same card, then you must each draw a second card. The winner would get all 4 cards. The game is over when all of the cards are gone.

Once the students understand how to play this game, introducing "I Have More Than" is simple. It is played the same way except with the number card deck and instead of dealing them all out, the students just take the top card off the deck.

*expand content*

#### Center Time

*30 min*

Students have a choice between the following centers:

1. *Me*: This was explained in the previous section section.

2. *I Have More Than*: This was explained in the previous session.

3. *Mystery Boxes*: This was explained in the previous lesson entitled *Collection Boxes.*

4. *Building Towers*: This was explained in the lesson *Building Towers. ****You will need to ask two students to save their set of towers that they have built for the End of Lesson Wrap Up Discussion.**

****I will ask the students to make sure they have gotten to Collection Boxes at least once yesterday and/or today. You want to have the Collection Boxes Sheet Filled in by each student for the next lesson. That sheet can be found in the Collection Boxes lesson under resources.**

While the students are working I will be watching the groups that are playing the two comparison games. I want to be observing if students count each dot or do they group them in some way? I also want to notice if their are some groups that kids just instantly recognize.

#### Resources

*expand content*

#### End of Lesson Wrap Up

*15 min*

*I am having this discussion to help the students develop an understanding of how the quantities in the counting sequence are related. The idea is that each number has 1 more or 1 less. I want to push students to articulate their thoughts and think about the numbers and quantities involved (CCSS.Math.Content.1.NBT.A.1).*

Start this section by placing a set of towers (built by a student during center time) under the document camera. Have two of the steps out of order and then ask the students what they notice. Once someone identifies that you made a mistake, ask them "How do you know?" Then have someone put them in the correct order.

Then tell the students that you are going to change the tower rule a bit. It must still go from 1-12 but once you get to 12 something will change. I then take the other set of towers (built by another student) and line up 1-12 and then back down to 1. It will look like a pyramid. Ask what this set of towers shows? I want the students to understand that each tower has one more until you get to 12 and then it has one less until you get back to 1.

*expand content*

#### Continued Practice

*5 min*

If there is time, have the students used lined paper and continue to practice the numerals 0, 1, 2, & 3. For the students who have mastered it, they can play a quick game of *Greater Than* (from the first lesson taught this year).

*expand content*

##### Similar Lessons

###### Counting on to add

*Favorites(19)*

*Resources(12)*

Environment: Urban

###### Act it out!

*Favorites(5)*

*Resources(15)*

Environment: Urban

###### Life-size Missing Parts of 9

*Favorites(1)*

*Resources(15)*

Environment: Urban

- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing