2. Instructional Processes Pt. 1 Transition: Class, we will now begin to focus on Math. If we can stay on task and understand the lesson, there will be “Math Magic Trick” that I will show everyone.

3. Instructional Processes Pt. 2 Introduction: Introduce the concepts of greater than (>), Less than (<), and equal to (=).

4. Instructional Processes Pt. 3 Procedures: Write down a problem on the board to show the class, such as: 25__50. The goal is to have the students to fill in the blank with a, or =. Ask the children what they would prefer to have 25 candy bars or 50? Show them that the signs<> look like a mouth. Always point the mouth > towards the biggest number. Now explain to the children that they can read it just like a sentence. 25 is less than 50.

5. Instructional Processes Pt. 4 Closure/Conclusion: After they begin to understand, you can write another problem on the board and ask students to come up and put the correct sign. After they are finished ask another student to read the math problem. Do this till everyone has had a chance if they want to answer a problem. Keep reminding the students if necessary that they want the mouth pointed to the biggest number. Because wouldn't you want the most candy???

6. Instructional Processes Pt. 5 Re-teach Activities: Have them make a worksheet with problems like we learned (24__26) and have a partner put in the correct sign. Have them check each other's work. Give a homework assignment with the same format. Also talk about if the numbers are the same (such as 54__54). Show them that they just put an equals (=) sign.

7. Magic Trick If the class was good, I will show them a Math Magic Trick. The trick can be done easily by following my directions. The students will work along as I tell them what to do.

8. Step One Pick any nonzero number. This means pick any number that you want to, as long as it is not zero.

9. Step Two Subtract two from it. For example, if your number was 5, you would do the problem 5-2=3.

10. Step Three Now multiply by three. For example, if your answer was three last time, you would use the problem 3x3=9.

11. Step Four Now add six to it. For example, if your answer was nine last time, you would use the problem 9+6=15.

12. Step Five Now divide your current number by your original number that you picked. For example, if your answer was fifteen last time, you would use the problem 15/3=3.

13. Results No matter what number you chose, the answer should come out to three. How does that work?

14. Now pick a partner in the class and see if their problem came out right. Was their final answer three? Did they pick the same original number as you?

15. Practice Now the whole class will work one together with a negative number. Will it work if we use a negative number. Why or why not?