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Additional Lessons 101 - 110 of 1000 for Greater Than Less Than
  101.   Place Value
Curriculum Tie: Mathematics Grade 2 Understand place value. 3. Group Size: Large Groups Summary: This lesson plan focuses on place value concepts. Main Curriculum Tie: Mathematics Grade 2 Understand place value. 1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: Materials: Invitation to Le...
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    Grade Level: K-2

  102.   How Rich Is Rich?
How Rich Is Rich? (Grade 2) Master Teacher Julie Huber Time Allotment Two 45-minute class periods Overview Using video and the Internet, this lesson focuses on money counting skills. In addition, children work in groups and independently to use real-life experience to practice money counting. Subject Matter Math (Money Skills) Learning Objectives Students will be able to: Add a group of coins and bills; Compare groups of coins and bills and decide which groups are greater o...
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    Grade Level: K-12

  103.   Money Matters
...or a version of this unit designed to support students for whom English is an additional language. Achievement Objectives: Achievement Objective: Specific Learning Outcomes: create groupings of tens, hundreds, thousands using play money and place value mats make sensible estimates for sums that are greater than / less than $10, $100, $1 000 find the sum of groups of 10s, 100s, 1000s and mixtures of these denominations read and explain the meaning of large numbers with confidence begin to explore powers of ten Description of mathematics: In this unit students will explore the meaning of digits in whole numbers as well as developi...
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    Grade Level: K-5

  104.   How Can You Measure This?
...cisions about how to measure something. The four investigations suggested are: What's In a Newspaper? Students calculate what fraction of a newspaper is devoted to news, sport, advertisements and other categories of information. Are You a Square? Students determine whether their height is equal to, greater or less than, the distance from end to end of their outstretched arms. How Far Do You Walk? Students work out approximately how far they walk in one year. How Thick Is It? Students decide how to measure a length that cannot be measured directly - for example the thickness of a wall of their classroom. In each investigation the...
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    Grade Level: K-5

  105.   Measurement Investigations 2
...cisions about how to measure something. The four investigations suggested are: What?s In a Newspaper? Students calculate what fraction of a newspaper is devoted to news, sport, advertisements and other categories of information. Are You a Square? Students determine whether their height is equal to, greater or less than, the distance from end to end of their outstretched arms. How Far Do You Walk? Students work out approximately how far they walk in one year. How Thick Is It? Students decide how to measure a length that cannot be measured directly ? for example the thickness of a wall of their classroom. In each investigation the...
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    Grade Level: 3-5

  106.   Giant Mystery
...emale) as variables. 7. Get the students to measure themselves and a partner and collect the data on a spreadsheet. You could use fax or e-mail to get a larger sample of people from another class or school. 8. The students could gather more data from their whanau (family) members. This would give a greater range of ages and heights. Session 2 In this session we create scatterplots of the relationship between height and hand measurements. 1. Discuss: What relationship are we trying to determine? (Relationship between height and hand size.) How can we determine whether there is a relationship between the various pieces of informat...
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    Grade Level: 3-5

  107.   Perplexing Perimeters
...Getting Started (Session 1) In this session we make our own centimetre rulers and metre tapes so that we can measure the perimeter of objects in the classroom and playground. 1. Gather the class on the mat and tell them that you would like to know if the perimeter of this book is longer or shorter than the perimeter of the box. Can anyone tell me what a perimeter is?Speach bubble "The perimeter of an object or shape is the measure around its edges" How could we find out, which is longer? 2. Tell the students that they are going to make their own centimetre rulers. What is a centimetre? Can you show me with your fingers how big...
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    Grade Level: 3-5

  108.   Stepping Out
...cisions about how to measure something. The four investigations suggested are: What?s In a Newspaper? Students calculate what fraction of a newspaper is devoted to news, sport, advertisements and other categories of information. Are You a Square? Students determine whether their height is equal to, greater or less than, the distance from end to end of their outstretched arms. How Far Do You Walk? Students work out approximately how far they walk in one year. How Thick Is It? Students decide how to measure a length that cannot be measured directly ? for example the thickness of a wall of their classroom. In each investigation the...
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    Grade Level: 3-5

  109.   All About Me
...per and to cut it out and paste it on to a sheet of paper of another colour. Ask them to estimate how many 1 cm blocks wide they think their handspan is and then to measure it. Provide further questions for them to investigate: Which finger is the longest? How long is you thumb? Is your palm longer than your longest finger? While students are working check that they are using a baseline to start their measuring from and that the blocks are touching. Share findings: Who has the largest handspan? What is the difference between the largest and smallest handspan? 2. Ask the students if they know of any other way of measuring in cent...
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    Grade Level: K-2

  110.   K - Act. 20: Favorite Season Circle Graph
...y.pdf Family Survey - What is your favorite season? Assessment Plan: Ask the students, "What can you tell me about this graph?" Allow students to share their observations with a partner or small group and then out loud with the entire class. Some of the things they should notice include concepts of greater than, less than, equal to, differences between a bar graph and a circle graph, and that the circle shows how the seasons change in an ongoing and repeating pattern. If a particular child shares an idea that shows significant understanding in a certain concept you may wish to record this on a sticky note and include it in the s...
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    Grade Level: K-12


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