greater than less than equal to unit plan

#Greater than less than equal to unit plan how to#

Monitor student work.Īsk, “Which number is bigger or greater than the other?” Call on a few students. Instruct students to write the new number and to draw it in base-ten blocks on the right side of their whiteboards. Monitor student work.Īsk, “Can we use these two digits to create another two-digit number?” Give students a chance to think and call on students until someone says to change their places or order.ĭraw two new horizontal lines (do not erase the first set) and write the digits in the opposite order. Instruct students to divide their whiteboards in half and have them write the number and draw it in base-ten blocks on the left side of the board. Choose another number tile from the jar and write the number on the tens line. “Now let’s create a new two-digit number.” Choose a number tile from the jar and write the number on the ones line. Point to the cubes and ask, “What do we call these?” ( cubes) “What place value do they represent?” ( ones) Point to the longs and ask, “What do we call these?” ( longs) “What place value do they represent?” ( tens) As the student describes what s/he drew, draw it on the board for all to see. Call on a student to share what s/he drew. In order to do this, we are going to need to know about place values.” Write the number 53 on the board and say, “Think back to what we have worked on over the past few days and draw this number in base-ten blocks.” Give students a few minutes and monitor their progress.

#Greater than less than equal to unit plan how to#

Given two sets of objects with one set having more or less, STUDENT will count the number of objects to determine which set has more/less/or if they are equal, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.“Today we are going to learn how to create and compare numbers.

(More/Less: Greater Than/Less Than/Equal)ġ. Given a set of objects, STUDENT will “take away”, or subtract the subtrahend (pre-determined or student’s choice), in order to solve and write the difference, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR. Given three sets of objects to count, STUDENT will write “how many” for each addend to determine the sum of three numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. Given two sets of objects to count with a sum up to _(10/15/20), STUDENT will count each set and write the number for each addend and add to determine “how many” (sum), with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ.

Given numbers from 0-30 to trace, STUDENT will trace each single and double-digit number by tracing along the given dashed numbers, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. Given a visual number chart or number cards and a teacher request to (touch the number/say the number/indicate on voice output device), STUDENT will comply with the request, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ģ. Given a number from _(0-3, 4-7, 8-10, etc.), STUDENT will say the number name and write the number with correct formation, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ. Given a written number, STUDENT will count out the same number of objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.ġ. Given objects to count up to _(10/12/15/20), STUDENT will demonstrate one-to-one correspondence by independently counting the correct number of objects, with 80% accuracy, in 4 out of 5 opportunities, by MONTH, YEAR.Ģ. IEP Goals: (Counting to demonstrate one-to-one correspondence)ġ.