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Lesson 1: Comparing Sets

Author:CharlyHolik
Datecreated:10/10/20166:22PMCDTDatemodified:10/10/20169:02PMCDT

VITALINFORMATION
Date
Subject(s) Lesson Plan 1, Mathematics

Topic/Unit of Study & Time Comparing sets


Allotment

Grade/Level Kindergarten

Standards (TEKS) TX- Texas Essential Knowledge and Skills (TEKS) (2012)
Chapter: Chapter 111. Mathematics
Subchapter: Elementary
Grade/Course: Kindergarten
Standard:
(2) Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers,
the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to:
Student Expectation:
(G) compare sets of objects up to at least 20 in each set using comparative language;

Objective Purpose: Students learn how to use comparative language to compare two sets of quantities.

Learning Goal: Students will accurately describe and compare two sets of manipulatives using comparative language.

LOTS: The student will describe the relationship between two quantities using sets of linking cubes.

HOTS: The student will compare two sets of linking cubes using comparative words such as less than, more than, or equal to.

Summary Students will use linking cubes to represent two sets as groups of quantities. The students will compare which set is larger or
smaller using comparative language such as less than, more than, or equal.

IMPLEMENTATION
Background Knowledge
Materials Bag of at least 20 linking cubes for each student (and teacher)

Pencil/Paper for extension

Teacher:

Sentence frame

White board & Dry Erase Markers

Introduction I will have 5 students volunteer to help me. I will split the students into a set of 2 and a set of 3. I will ask the class to tell me
which set or group of students is more/less. After a brief discussion, I will have one more student join the group of two and
again ask which set or group is more/less. I will introduce or review the terms less than, more than, and equal.

Procedure 1. I will model the activity first in front of the class. I will grab some linking cubes in each hand to make two sets. I will have
the class help me count the cubes. We will then discuss if the first group is more than, less than, or equal to the second set. I
will ask the students to justify their answers/tell me how they made their conclusions. ex: the first set contains 6 cubes and
the second set contains 7 cubes.

2. I will pass out a bag of linking cubes to each student and allow them three minutes to play with them before they turn into
"learning tools."

3. I will gather students' attention again and ask them to work a problem with me. We will do this the same as #1 expect now
students will follow along with me with their own linking cubes. Once we count my two sets, I will have students
intentionally pick out the same numbers for their set to avoid confusion. ex: the first set contains 5 cubes and the second set
contains 8 cubes.

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ACTIVITY ONE:

4: I will introduce the sentence stem "The first set is ________ the second set because _________." I will explain that the first
blank can be filled with "more than," "less than," or "equal to" and the blank after because is just how you know that is true. I
will solve the problem in step three using the sentence frame (teacher model). ex: The first set is less than the second set
because 8 is bigger than 5.

5. Using the sentence frame, we repeat this comparing two sets of linking cubes two more times. I will have students verbally
construct sentences using the sentence frame and I will have other students repeat what their classmate has said to ensure
participation. I will also switch the question to check comprehension and ask "If the first group is more than the second
group, then the second group is ________ the first group." I will demonstrate this with manipulatives as well.

ACTIVITY TWO:

6. I will have the student break off into pairs and repeat the same activity on their own. Students will collect and count two
sets of linking cubes then use the sentence frame to compare the two. I will have the student's partner repeat what the
student said to ensure active listening. Repeat for 10-15 minutes or until each student compares at least two different sets of
linking cubes.

Closure I will ask students to tell me what they have learned. We will have a brief discussion about why this is important for students
to know.

ASSESSMENTAndEXTENSIONACTIVITY
Assessment/Rubrics Using linking cubes and sentence frames, the students were able to successfully compare two sets using comparative
language. The students were able to describe why a set was more than, less than, or equal to another set.

See attached check list.

Attachments:

1. comparing sets checklist.docx

Extension Activity Have students use linking cubes and sentence frames to compare larger sets of numbers and have students construct written
comparative sentences using the sentence frames.

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