Comparing More Than, Less Than, Same: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: To provide students with multiple practice opportunities to identify if a given group of objects has more than, less than, or the same number of objects when compared to another group of objects.

Learning Objective 1: Identify if a given group of representations of objects has more than, less than, or the same number as another group of representations of objects.

Structured Peer Tutoring

Materials:

Teacher -

• Sample of index card, prompt sheet and response sheet to use when introducing and modeling activity.

Students -

• Sets of index cards, prompt sheets, response sheets, crayons

Description:

Activity:

Students will work in pairs. Each student will have a turn being a coach and being a player. The coach will have a stack of 10 index cards that display two groups of items and a prompt sheet. The prompt sheet will illustrate the steps to solving the problem. The player will have a piece of paper with 10 boxes. Each box will be numbered 1-10 and will have the words "more, less, same" as well as 2 lines. The coach will show the player an index card that is divided vertically down the middle and has two groups displayed. The area on the left side of the paper should be slightly shaded to differentiate this group from the group that is going to be compared (the group on the right of the line). Each index card will have the correct answer (more, less, same) written on the back. The player will need to respond whether the second group (the one on the right) has more than, less than, or the same number of items as the given group (the group on the left) by circling the correct word on his sheet. The coach will turn the index card over, check the player's answer, and put a check on the first blank line in the box if the player gets the answer right the first time. If the player does not circle the correct word, the coach reminds the player to make sure to count and match, and the player is given a second try. After the player circles his second choice, the coach again checks the answer, and if it is correct, puts a check on the second blank line in the box. If it is still not correct, the coach solves the problem with the player by counting and drawing tally marks for the each group, matching the first group to the second group, and recounting the tally marks. After the player has completed a sheet (identified 10 groups), the coach and player switch roles using a different set of index cards.

Structured Peer Tutoring Steps:

1) Select pair groups and assign each pair a place to practice (try to match students of varying achievement levels if possible).

2) Review directions for completing structured peer tutoring activity and relevant classroom rules. Practice specific peer tutoring procedures as needed (see step #4).

3) Model how to perform the skill(s) within the context of the activity before students begin the activity. Model both what the coach does (e.g. reads the questions/prompts on the learning sheet; check answers using number card; provide corrective feedback; record points) and how the player responds (e.g. using concrete materials). Prior to starting this activity, the teacher will introduce the activity and model how:

a. A player selects a card, determines the answer and circles the corresponding word.

b. A coach listens to the player, checks the answer, and provides feedback and positive reinforcement.

c. A coach uses the prompt sheet to assist the player to rethink his/her answer.

d. A player accepts feedback and reinforcement from the coach.

e. A player rethinks an answer that is not correct.

f. A coach re-checks the answer and provides feedback and positive reinforcement.

g. One or both partners can signal the teacher if a question arises.

h. Partners will switch roles once the player has completed one set of 10 problems.

4) Divide the practice period into two equal segments of time. One student in each pair will be the player and will pick the top card from the set of cards. The other student will be the coach. The coach record the response in the appropriate space on the player's learning sheet, check the answer key, and provide feedback regarding the player's response. For inaccurate responses, the coach provides feedback and the player attempts the question a second time

5) Provide time for student questions.

6) Signal students to begin.

7) Signal students when it is time to switch roles.

8) Monitor students as they work in pairs. Provide positive reinforcement for both "trying hard," responding appropriately, and for students using appropriate tutoring behaviors. Also provide corrective feedback and modeling as needed.

a. Circulate around the room to ensure that all pairs are actively engaged.

b. Set individual goals for students and monitor progress towards those goals.

c. Provide corrective feedback and positive reinforcement to coaches and players.

d. Collect response sheets to track student progress.

e. Provide whole-group review with one or more problems after all pairs have finished.

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Expressive Level

Purpose: to provide students opportunities to practice the skill be expressing their understanding of the concept.

Learning Objective 3: Create a group of representations of items that is more than, less than or the same as a given group of representations of items.

Structured Language Experience:

Materials:

Teacher -

• Sample sheets to model activity for students

Students -

• A set of laminated cards/sheets that are divided in half by a vertical line. Each card will display a sample group of items on the first half with the corresponding number written directly under the group. At the top of the other half of the card will be one of the following words: more, less, same. Under the words will be a blank box for drawing and a space to write the correct number.
• Stamps, crayons

Description:

Activity:

This activity can be done with an individual student, a small group, or the whole class. If done with more than one student, the teacher will need to individually interview each student during or after the activity. According to the word at the top of the right hand column, the student is to use stamps or markers to make a group that has either more than, less than, or the same number of items as the given group on the left-hand side of the card After making the new group and writing (or placing the appropriate number card) under the new group, the student will tell the teacher how they know that the new group has more than, less than, or the same number of items as the group.

Structured Language Experience Steps:

1) Review directions for completing structured language experiences and relevant classroom rules.

2) Model how to perform the skills within the context of the activity before students begin the activity. Prior to starting the activity, the teacher will introduce the activity and model how to:

a. Select a card

b. Recognize the word at the top of the right-hand column.

c. Draw or stamp a solution.

d. Explain how he/she thinks that the answer is correct.

3) Provide time for student questions.

4) Signal students to begin.

5) Monitor students as they work:

a. Circulate and check on children's responses throughout the activity.

b. Make sure that each child receives feedback during the activity.

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