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[Sushma Tamang Syangtan] [Mathematics] [Unit Length: 35minutes]

[Class/Grade: 1]

Lesson: [Number: 8/ Title: more than, less than]

Unit Overview
Main Idea (Claim) Summative Assessment

Math
We compare objects base on their
quantities or numbers not only by their
sizes, weights, lengths, and height.

Biblical
God created everything in order
(Genesis)

Guiding Questions Objectives (know/understand/do/value)

1. How do we compare the objects? Students will be able to understand that

we compare objects base on their
numbers not only by their sizes, weight,
length, and height.

2. How do we compare objects by Student will be able to use the term less
using the term more than, and than, and more than to compare the
less than? numbers by using number lines or 100
chart.
Time Instructional Procedures and Strategies
Beginning the Lesson
10 Todays lesson will be on 5 more than and 10 more than but before that lets do a
min quick review.
Review:
Raise your hand if you remember what we learned in the last class. Pick
one student and ask. Yes, we learned about 10 more than and ten less
than
Last time we used hundreds chart to find out the 10 more than and 10
less than numbers. And there are some rules that you need to know to
do this which I want to tell you and that is:

Rules that we need to remember (to find out 10 more than and ten less than):
The number which is more than any number is always below that
number in the Hundreds Chart.
And the number which is 10 less than any number is always above
that number in the hundred charts.
For example: (use hundreds chart)
a. 40 is 10 ________________ 30
40 is below 30 so, 40 is 10 more than 30
b. 80 is 10 ________________ 90
80 is above 90 so, 80 is 10 less than 90.
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[Sushma Tamang Syangtan] [Mathematics] [Unit Length: 35minutes]
[Class/Grade: 1]

Developing the Lesson:

8 min But how can we find out the five more than and five less than? (we will not use hundred chart for
this)

To find out the number 5 more than and 5 less than, we need to remember that:
5 more than: add 5 (+5)
5 less than: subtract 5 (-5)
Lets do some examples:
a. ______ is 5 more than 25.
25: 25+5 = 30 (add 5 in 25 and the answer will be 30)
b. ______ is 5 less than 40
40: 40-5 = 35 (subtract 5 from 40 and the answer will be 35)

Ask Sam:

a. __________ is 5 more than : 55 (55+5=60)

Ask Andrew

b. __________ is 5 less than 55 : (55-5=50)

Now, this is your worksheet explain the questions from the slides. Tell students to go back to their
10 seats and take out the pencil. Tell them they are going to do this individually and without
min
disturbing others.

After that, teacher will give students a worksheet and student will work individually.

Closing the Lesson:

Collect the worksheet (if they are not able to finish the worksheet then they will
2 min
continue it in the next class).
Formative Assessment Differentiation
Interaction between students and
teacher
Students participation and work

Resources
Worksheet
Pencil
White board
slides
hundreds chart

Feedback from cooperative teacher:

Concern:

You should be asking teacher for clarification when needed

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[Sushma Tamang Syangtan] [Mathematics] [Unit Length: 35minutes]
[Class/Grade: 1]

You should spend more time in and out of class speaking with/getting to know students (teaching
is relational).
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[Teacher Name] [Unit Title] [Unit Length]
[Class/Grade]

Glossary