First Grade Lesson Plans Comparing Numbers - Students respond “plate range ” “and why is that??? college students reply, “due to the fact there are extra apples on that plate” “i suppose i might need the one with extra apples too, allie constantly desires the plate with more apples, she continually wants to eat extra!?? (press the subsequent button; at the bottom of the screen a small image of allie the alligator seems with a speech bubble that says, ‘i continually want to devour extra!??” step 3/problem solving widespread 2: reasoning and evidence “am i able to please have 3 volunteers to assist me skip out materials??? one student passes out the dry erase sheets, one student passes out the allie the alligator models (two popsicle sticks hot glued together with enamel and eyes) , one scholar passes out damp paper towels (instructor can use small, plastic box with water at the front of study room to help preserve damp) “now, i told allie that we would assist her fix some more plates of apples for her to pick out from, can you assist me? Make certain to write down the records off of the clever board on your character dry erase sheets too!?? students reply, “ok, we are able to assist!?? “k, so what number of apples do we put on the left facet??? college students respond with multiple numbers, “500,50, 60, 30, 33, forty four,16,5,ext.?? “ok, shall we go with 50, there are 50 apples at the left aspect/plate” “how many apples should we put on the proper side??? college students reply with more than one numbers, “65, 32,22,11,12,13,6,ext.?? “alright, we’ll positioned eleven apples at the proper side” “so, in case you have been allie the alligator, which facet might you select??? students respond, “the left facet” “now, why is that??? college students respond, “due to the fact there's extra!?? “okay, so now you may point your allie the alligator tool (the popsicle sticks) with allie’s mouth ingesting the larger number, or with the enamel toward the bigger variety” “after setting allie’s mouth the ideal manner, you may hint the inside of her mouth to make both the < or > image college students then vicinity the alligators mouth at the paper pointing closer to the larger range, i can stroll across the classroom to make sure that scholars are putting the mouth the right manner “ok, that looks splendid!?? “now, allie simply instructed me that she wants even more apples! Shall we erase this plate and make allie more to pick out from!?? (students will erase papers at the same time as i erase the board) “now, lets positioned 25 apples at the left aspect” (can either draw apples or simply write the quantity ‘25’) “ensure that you additionally placed 25 at the left side of your paper!?? “at the right aspect we will placed 30 apples” “if you were allie the alligator, which plate could you select??? “students reply, “the plate with 30!?? “why would you pick that plate??? college students reply, “due to the fact there may be greater!?? “okay, precise task! So we could positioned allie’s mouth down on the paper a nd trace the.