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This Greater Than Less Than lesson uses the card game War




1, 2, 3  

Title – More and Less War
By – Melissa Gonzales
Primary Subject – Math
Secondary Subjects –
Grade Level – 1-3


          The purpose of this lesson is to expand on the students’ knowledge of more than and less than. This is an important concept for students to understand because it not only relates to math, but also to their everyday lives.


— The students will demonstrate their ability to determine the concepts of more and less.



The students will be motivated to do this lesson by relating the math concept to be taught to their everyday lives. The teacher will ask the students simple more or less questions. For example, the teacher will break a candy bar and ask the students which end has more and which has less. This will lead into a whole class discussion about more and less and where else we encounter this concept in our lives.


Once the opening of the lesson is complete, the students will be placed in stations by counting off. This will ensure that the groups are picked randomly. The students will then take 2-3 minutes to make themselves familiar with the mathematical cards and the spinners. In the game, “More and Less War”, the students will demonstrate their knowledge of more and less. Each student will pick a card. Whichever student has the highest number on the card will go first. The students will then arrange themselves accordingly. The first player will then spin the spinner. The students will then draw a card. For example, if the spinner lands on more, the student with the highest card wins. If the spinner lands on less, the player with the lowest card wins. If two students have the same card, they will play war, as in the card game. Each player will spin the spinner before each turn to determine the nature of the war. This game will continue until one of the players receives all of the cards.


Once the students have practiced this concept for approximately 20 minutes, the teacher will review with the students. The students will be asked to repeat the meanings of more and less. The students will also be asked to give some specific examples of where this concept occurs in our lives.


— More/Less spinner
— Mathematical dot cards
— Concrete examples
— Materials to make the game:
— Construction paper
— Scissors
— Markers
— Glue


          The students will be informally evaluated during this lesson. Because this is not a difficult concept to master, formal evaluation is not necessary. The teacher will use a formative evaluation method in which the students will frequently be questioned throughout the lesson. The teacher will also monitor the student’s progress by joining in on the game and paying close attention to students who may show difficulty during this lesson.


John A. Van de Walle. Elementary and Middle School Mathematics.
Fourth Addition, 2001, Addison Wesley Longman, Inc.

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