Compare+and+Order+Whole+Numbers

First Grade Home Page **Compare and Order Whole Numbers**
 * Pretest: **
 * [[file:Math-comparing numbers assessment.doc]](sent off on November 20, 2013) **

Student will use number cards to order numbers from “least to greatest” and “greatest to least.” Numbers should vary in complexity, in order to discover more about the student’s understanding of place value (e.g., 35, 45, 55; 62, 65, 67; 48, 50, 56). Place three number cards in front of student. Vary the placement of numbers so the smaller number is not always on the left or right. Place these numbers in order from least to greatest. Place these numbers in order from greatest to least.

4 Sets- Grade out of 4


 * TEKS: **


 * 1.5C: The student is expected to compare and order whole numbers using place value
 * 1.1A Compare and order whole numbers up to 99 (less than, greater than, or equal to) using sets of concrete objects and pictorial models
 * 1.1B Create sets of tens and ones using concrete objects to describe, compare and order whole numbers


 * Core Components: **

1.5C 1.1A 1.1B
 * Uses ones and tens to 99 with Base 10 Blocks to create and compare numbers
 * Uses problem solving situations to compare and order whole numbers.
 * Puts numbers in order from least to greatest to least
 * Uses comparative language to solve problems and answer question
 * Review**
 * Builds sets of 99 objects or less.
 * Compares two sets of objects that have the same number of objects in each set.
 * Compares two sets of objects that differ in number.
 * Uses Base 10 blocks to represent groups of ones and tens.
 * Compares numbers in a problem-solving situation.
 * Uses comparative language to solve problems and answer questions
 * Builds and compares sets of 10’s or 1’s (Build 22, 34, 57)
 * Uses Base 10 Blocks to create groups of tens and ones.
 * Uses Base 10 Blocks to solve real world problem solving situations
 * Uses comparative language to solve problems and answer question

**Vocabulary: least, greatest, between**

>> Engage: Ask three children to stand in a line so the class can see them. Ask the students: Who is after..? Who is between..? Who is before??? >> State Purpose: Today, we are going to use the words before, between and after to put numbers in order. >> >> Give each student a hundreds chart. Have the students put their finger on the number 45. Questions to ask: What direction do you need to move to get to the number 44? (left) If you had a number line, where would you put the number 44? (before 45). So 44 is one less than 45, now move to 46. Which direction did you move? If you had a number line, where would you put the number 46. (after 45) 46 is one more than 45. What number is between 44 and 46? 45. What does it mean to be between? (one less and one more than a number, in the middle) >> >> Anchor Char Idea- Ordering Numbers, >> Vocabulary: before, between, after, greater, least >> Strategies: Hundreds Chart and Number Line >> Examples: Before ___55,__ _33, After 77___, 57_____, Between 33___35, 59 ___61 >> How does the ones digit change? What happens to the digits when you move from 60 to the number before it? >> >> Closing-The ones digit changes by one in the number before or after a given number. When you found a number before or after a number like 30, the tens and the ones changes. >>
 * Whole Group Mini Lesson: **
 * Day 1 and 2-Objective: Students will put three numbers in order from least to greatest.
 * Day 1 Objective: Students will use the words before, after and between to order two numbers.
 * Write three numbers (22, 43, 15) and ask the questions to the students, **How can I write the numbers in order from least to greatest? Do you compare the tens first or the ones first? What if there were the same numbers of tens? How is putting three numbers in order like putting two numbers in order?P**ractice Activity- Have students write the numbers that you call out (practicing writing numbers) on index cards/strips of paper/white board. Have the students circle the number that is the least. Repeat as necessary. Students can write the numbers in their math journal in order from least to greatest or paste in the cards that they made. Incorporate numbers that have the same number of tens, reinforce look at the tens first and then the ones.
 * Day 3, 4,5 Comparing Numbers Review:
 * 1.1A (Comparing with base-ten blocks)
 * 1.1B (Representing numbers with base-ten blocks)


 * Questioning:**


 * How does the position of a number affect its value?
 * How can you build numbers to help you solve problems?
 * Which number is greater? Which number is less than the other?
 * Is this number greater than, less than, or equal to that number?
 * How can using tens and ones help us to compare and work with numbers?


 * Math Stations/Independent Activities: **

Teaching Student-Centered Mathematics, Grades K-3 by John A. Van de Wall Comparing Sets and Using Place Value to Compare Numbers
 * __Recommended Lessons from ARRC-__**

Hard copies of these activities are in the workroom files under compare numbers.
 * “Make Sets of More/Less/Same,” pg. 38
 * “Find the Same Amount,” pg. 38
 * “Ten and Some More,” pg. 55
 * “More and Less Extended,” pg. 55
 * “Counting in Groups,” pg. 129
 * “Groups of Ten,” pg. 130
 * “Assessment Note,” pg. 131
 * “Odd Groupings,” pg. 133
 * “More and Less on the Hundreds Chart,” p. 139
 * “Who Am I?” p. 142 (comparison on a number line)

The Store Needs More pearsonsuccessnet.com 11-0
 * Literature Connections: **

Envision- 11-2 11-3 11-4 11-6 Ordering 3 Numbers
 * Technology Integration: **


 * Common Assessment: **

Students will be able to group tens and ones using sets of concrete objects and pictorial models when comparing and ordering whole numbers. Students will be able to use place value to compare and order whole numbers
 * Notes: **