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LessonPlan NumberConcept,Compare,Step3

ActivityScreenShot

Overview Studentscompare(=,>,or<)thecardinalityofasetofbearsandasetofhockeysticksbywritingasymbolicequationorinequality.PrincipalLearningGoal(s)• Learntoexpressrelationshipsbetweencardinalitiesoftwosets(twosmallpositiveintegers)usingmathematicalsymbols"=",">"and"<"PrerequisiteKnowledgeandSkills• Practicedtheactofcountingphysicalobjects• Matchednumerals1to9tocountsof1to9objects• Understoodtheconceptofmatchingobjectsintwosetsasamethodforcomparingthecardinalityofthetwosets

• Understoodthemeaningofthethreerelationalsymbols:"<","=",">"ResourcesNeeded• 3setsofcolouredpencils(blue,redandyellow)• LargeLegoblocks(2colours,allsamesize)• Cardswithsymbols“<”.“=”and“>”(seeAppendix1)PotentialDifficulties• Anystudentstillhavingdifficultycountinggivenobjects/selectingthenumeralcorrespondingtothecountcanbeassignedadditionalpracticeofIdea01activities

• Anystudenthavingdifficultiesdeterminingtherelativesizeoftwosetsorofthenumeralsrepresentingthetwosetscardinalities(e.g.,soft-lockedinphase2or3)maybegivenphysicalobjects(e.g.,twopilesofLegoblocks,eachpilehavingblocksofadifferentcolour)thatcanbeusedtorepresentphysicallysituationsseenonthescreenWarmUp ~3-5minutes• Bringthreesetsofcolouredpencilstoclass:blue(say3);red(say5);and,yellow(say8).Holduponegroupofpencilsinyourrighthand(sayreds),butspreadoutsothatallstudentsintheclasscancounthowmanythereare.Simultaneouslyholdupanothergroupofpencilsinyourlefthand(sayblue).Asktheclass"doIhavelessredpencilsinthishandthanbluepencilsinthisotherhand,thesamenumberofredpencilsasbluepencilsormoreredpencilsthanbluepencils?Pleaseholdupthecardwiththesymbolthatyouthinkiscorrect.”Ifnotallanswersarecorrectdiscusswithstudentshowonecanchecktheanswer.

• Theactivityrequiresa"lefttoright"orientationforinequalities.Whenfacingtheclasstalkfirstaboutpencilsinyourrighthand(leftforstudents)andthenaboutpencilsinyourlefthand(rightforstudents).Makeallinequalitystatementsusingthatsameorder.

ThemeHost:Chuck

AnimalFriend:BlackBear

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Consolidation~15minutesTohelpstudentsconsolidatetheirnewknowledgeandmakeconnectionstopriorlearning,allowtimeforsubsequentdiscussion.Thequestionsbelowraiseimportantissues:1. Whatdidyouhavetodointhisactivity?

Moststudentswillsaythattheyhadtocountthebearsandthehockeysticks,andthentheyhadtomatchthebearstothehockeysticks,andthentheyhadtochoosethecorrectsymbol.Whenlisteningtothestudentanswerstrytomakesurethattheytalkaboutthe"numberofbears"andthe"numberofhockeysticks"andthattheysaythattheyhadtousethecorrectsymboltorepresenttherelationshipbetweenthesetwonumbers.

2. Howdidyoudecidewhichsymboltouse?Listenforaresponselike“whenthebearswerematchedwithhockeysticks,ifallbearsandallhockeystickswereused,thenthenumberswereequalbutifthesomebearswereleftandallhockeystickswerealreadyusedupthenthenumberofbearswasbiggerthanthenumberofhockeysticksandifallbearsweregivenhockeysticksandsomehockeystickswereunused,thenthenumberofbearswassmallerthanthenumberofhockeysticks.Youcanparaphrasewhatthestudentssaytotrytomakeitsimpler,asin,aftermatchingbearsandhockeysticks,ifonesetstillhasunmatchedobjects,thenthatsetisbiggerandtheothersetissmaller.

3. Writeontheboardthreedifferentinequalities,say4>6,4<6and4=6.Ask:couldallthreebecorrect?Couldallthreebeincorrect?Explaintomehowtocheckwhichorifanyofthemarecorrect.CriticalIdea:Giventwonumbers,theyareeitherthesame(i.e.,equal)oroneislargerandtheotherissmaller.Listentothestudentsexpressingtheirversionofthisideaandtrytorestateitusinglanguageascloseaspossibletotheirs.

Appendix