##
* *Reflection:
Vocabulary Review/ Written & Oral Math Language - Section 2: Whole Group Interaction

*I can already hear them complaining that it's too much writing and their hand hurts, but just go slow and keep encouraging them. If you feel some of the vocabulary is more important for your kiddos than others, then eliminate some of the statements.*

This was what I thought would happen before I completed this lesson and had originally written this statement in my Group Interaction Instructions. It was such a surprise to see them completely engaged during this lesson and not complaining about the writing. Every year your class will take on a different atmosphere and overall personality with the combination of little people working together. More times than not, I have had groups that hate extensive writing, but this class seems to be different and I am really appreciating it.

*Not what I expected*

*Not what I expected*

# Vocabulary Review/ Written & Oral Math Language

Lesson 4 of 7

## Objective: SWBAT use math vocabulary to describe relationships between numbers.

## Big Idea: First graders have so much vocabulary to learn in every subject area. When comparing numbers students should learn; more, fewer, greater than, less than, least, greatest, between, before and after.

*35 minutes*

#### Rev Them Up

*5 min*

The common core standards expect students to be able to communicate mathematically and this requires thorough knowledge of math vocabulary. For my students to be able to compare/order numbers for standard 1.NBT.B.3, they need to be able to use the words and phrases that go with this standard; greater than, less than, equals to, least, greatest, same, compare, and the symbols that represent the phrases. Using symbols in math become very extensive in later grades and I am introducing such models now with >, <, and =. These simple models in mathematics will lay a foundation for students to refer to when they are introduced to more complicated models in geometry and algebra. (MP4). I will be using the flashcards with my whole class to review the words we have been using throughout this unit. I created them so that when copied they can be run front to back and the word should match the definition. I will have the students come to our gathering place at the carpet and I will show them one card at a time and ask for volunteers to tell me the definition. See my video taken during this interaction and notice the amazing example supplied from one student to share his knowledge.

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#### Whole Group Interaction

*10 min*

The common core standard for this lesson expects first graders to be able to compare two-digit numbers. This lesson is focusing on developing vocabulary knowledge towards this skill and laying a foundation of comparing single-digit numbers and then later my students will practice comparing larger, two-digit numbers.

I will write the following problem on my Smart Board and pass out handwriting paper to all students:

**Tom has 4 books. Sam has 8 books.**

Now I will show the vocabulary cards to the students one at a time and ask them to help me form some statements about this word problem using the vocabulary words. Together we will create our sentences and write them one at a time. This is a necessary lesson to help them verbalize their reasoning and critiquing others ideas.(MP3). Your students will be able to keep up with you if you go slow and form one statement at a time. They need time to think and process using the vocabulary correctly. The following are some examples of what I will be looking for:

8 is **more.**

4 is **fewer.**

8 is **greater than** 4.

4 is **fewer than** 8.

4 is **least** when I compare 4 and 8. 4<8

8 is **greater** when I compare 4 and 8. 8>4

A 5 would be **between** 4 and 8.

3 is **before** 4.

9 is **after **8.

See my video of the lesson talk and how I interacted with my students to guide them towards the desired answers.

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#### Independent Practice

*10 min*

I will have students use the croc review worksheets to practice using the symbols for greater than, less than, and equals to. Students will be building a model by using symbols to compare numbers.

Each student will need a 14x18 piece of construction paper. Students will glue the number comparison worksheets onto the construction paper and then cut apart the symbols. Students will have to decide which symbol is correct for comparing each set of numbers.

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#### Lesson Extension

*10 min*

I will teach this game to all of my students. It can be used during their free time and I can also make it a center during our small group rotation time. This game will extend their practice of comparing numbers and meeting common core standard 1.NBT.B.3, to compare/order two numbers. It does not provide extensive practice comparing two-digit numbers, which is the core of this standard, but you could type and print off your own playcards onto cardstock. However, it does force the kids to think fast while comparing numbers and offers multiple opportunities to construct their own ideas and critique their partners reasoning. (MP3).This game is played with a standard deck of cards. When I am teaching a new game, I have my students gather around me and I pick a partner to play with me. Not only am I teaching them the game, but I play the game and have them watch how we play. Anytime you teach them a game, don't forget to give them a method to pick who goes first; ex. tallest, birthday first,etc. This game will not need a first player because both go at the same time.

For those of you that are familiar with card games, this is the game of WAR.

The deck is divided evenly among the two players, giving each a down stack. In unison, each player reveals the top card of their deck – this is a "battle" – and the player with the higher card takes both the cards played and moves them to the bottom of their stack.

If the two cards played are of equal value, then there is a "war". Both players play the next three cards of their pile face down and then another card face-up. The owner of the higher face-up card wins the war and adds all eight cards on the table to the bottom of their deck. If the face-up cards are again equal then the battle repeats with another set of face-down/up cards. This repeats until one player's face-up card is higher than their opponent's. Whoever runs out of cards first, loses. Then the game can start again.

#### Resources

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- UNIT 1: Ordering Numbers
- UNIT 2: Building Counting Skills
- UNIT 3: Addition Strategies
- UNIT 4: Understanding Subtraction
- UNIT 5: Word Problems
- UNIT 6: Understanding Shapes
- UNIT 7: Fractions
- UNIT 8: Measurement
- UNIT 9: Graphs, Tables, and Charts
- UNIT 10: Place Value
- UNIT 11: Subtraction Strategies
- UNIT 12: Understanding Time
- UNIT 13: Understanding Addition

- LESSON 1: Crocodiles Love to Eat the Most
- LESSON 2: Introducing a Number Line
- LESSON 3: Problem Solving: Act It Out
- LESSON 4: Vocabulary Review/ Written & Oral Math Language
- LESSON 5: Ordering Numbers: Unit Review and Test
- LESSON 6: Apples and Oranges are as Different as Numerals
- LESSON 7: Ordering 3 Numbers