1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
BIG IDEA
Students will be able to compare groups of numbers 0-10 to see which group is greater than, lesson than, and equal to.
Standards of Mathematical Practice
Make sense of problems and persevere in solving them.
□Reason abstractly and quantitatively.
□Construct viable arguments and critique the reasoning of others.
Model with mathematics.
□Use appropriate tools strategically.
Attend to precision.
□Look for and make sure of structure.
□Look for and express regularity in repeated reasoning. / Informal Assessments
□Math journal
□Cruising clipboard
□Foldable
□Checklist
□Exit ticket
□Response Boards
Class discussion
□Other: ______
PREPARING FOR THE ACTIVITY / MATERIALS
- Make sure that white boards and markers are ready to be used.
- Scissors and glue should be ready to be handed out and the activity sheets.
- Copy base ten blocks. Each student will need one set of paper base ten blocks.
- Word problem
- White boards
- Markers
- Scissors
- Glue
- Activity sheet and blocks that can be cut out
VOCABULARY
- Greater than
- Less than
- Equal to
- Compare
- Symbol
SETTING THE STAGE
Procedures
- Read/show the problem to the students. Alison and Val both work at the zoo feeding animals. Last week Alison worked 8 hours and Val worked 11 hours. Who worked more hours? How do you know? (Val did, 11 is greater that 8, 11 hours is more than 8 hours).
- Hand out white boards and markers to students. Ask: How could you compare the hours that Val and Alison worked using symbols? Have students show on white boards (8 < 11). Have students read the expression out loud. (8 is less than 11).
- Tell students that we will practice this together with some more numbers on our white boards.
- Have students draw a line down the middle of their white board so that it is split into 2 parts. On one side have them draw the number 18 in place value blocks (1 ten and 8 ones). On the other side have them draw 13 in place value blocks (1 ten and 3 ones). Once they have finished their drawing ask, What comparing symbol would you put in the middle? Have students draw in the greater than symbol. Ask: How did you know to draw the greater than symbol? (18 is bigger, greater than, more than 13).
- Stop here to explain that when we look at these numbers, we can first start by lookingat the amount of tens. Ask: How many tens are in the number 18? How many tens are in the number 13? Explain that because they both have one ten, that when we compare we must then look at the ones. Ask: how many ones are there in the number 18? How many ones are there in the number 13? Explain that because there are 8 ones in 18 and only 3 ones in 13, 18 is a greater number.
- Repeat this process with the numbers 15 and 20, 14 and 9, and 16 and 16. Be sure to ask questions as students are drawing and writing the symbols. Questions can include, how do you know which symbol to use? When you are comparing, what about the number are you focusing on? Why did you use the equal sign? What does it mean when we use the equal sign?
- Have students put away their white boards and listen to the directions for the next part of the lesson.
- How do you compare numbers?
- When do you compare numbers?
- What does it mean when a number is greater than another number? What about less than another number? What does it mean when a number is equal to another number?
EXPLORE THE CONCEPT
Procedures
- Explain to students that they will now do a similar activity on their own.
- Each student will get a work paper and a set of tens and ones that can be cut out.
- On the word paper there are 2 numbers. Students will cut and paste the base ten blocks to make the number. Then in the circle in the middle of the number, they will write the symbol they would use to compare the numbers.
- Students will complete this activity independently.
- When they are finished with the activity, they will bring it the carpet for the reflection part of the lesson.
- How do you determine which comparing symbol to use?
- How do you know when to use a ten block or ones blocks when making numbers?
REFLECTION
Procedures
- Have students share their work they did independently. Be sure that they explain first how they knew how to make their number and then how they knew which symbol should be used when comparing the numbers.
- Ask: How does understanding that numbers are made up in tens and ones help you compare numbers? How do you know what symbol to use when comparing?
- What is the most difficult part of comparing numbers for you?
- Why do you think we use symbols instead of words sometimes?
Alison and Val both work at the zoo feeding animals. Last week Alison worked 8 hours and Val worked 11 hours. Who worked more hours? How do you know?
Name ______Date ______
17 / / 913 / / 20
11 / / 11
16 / / 12
Grade 1Unit 1: Block 16