Apples and Oranges are as Different as Numerals

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Objective

SWBAT compare two two-digit numbers and record results using >, <, and = .

Big Idea

We're not just comparing apples to oranges. My students are comparing numbers based on the meaning of the tens and ones place. They will use the symbols for greater than, less than, and equals to, to record their results.

Rev Them Up

5 minutes

If you have a Smart Board you can access great lessons at the Smart Exchange website. Also, this site assists you in designing your own Smart Board lessons!

Today's lesson is a review for my students. You can go here to see my original introduction to comparing numbers. It is a great lesson grounding the idea of comparing numbers with a narrative story of how Fred the Crocodile loves to eat the greatest number. 

I will review with my students by using the Smart Exchange lesson Hungry Al Comparing Numbers. This is an interactive lesson that begins with quantities of objects for students to count and see with a concrete visual that there is more on one side of the slide than the other. After using visual quantities the third slide uses 2-digit numbers for students to select which symbol to use to compare the numbers. The presentation does not cover equal numbers, so don't forget to give your kids an example of what to do if the number are the same; they have an equals sign placed between them. Enjoy!

Whole Group Interaction

10 minutes

I will have my students practice comparing numbers using a card game. I will give each student 10 blank cards each. I will have them label the cards 0-9; one numeral on each card. Then, with a partner they will mix their cards up and make one stack. Partner one takes 2 cards from the top and then partner 2 takes the next two cards from the top. They will each form a 2-digit number from their cards and compare their numbers to see who has the greater number. This is going to provide a perfect opportunity for them to discover on their own that if they place the larger numeral in the tens place, they will create the largest number possible for their card sets. I will not explicitly teach them this at this time, but I will bring it to their attention after they have played a few rounds. Then they can put their cards together and to the bottom of the deck. You could make the game more competitive and whoever has the greatest number keeps all the cards from that turn and continue playing. There are several videos and game pictures in the resource section. You will see I had my students switch after several turns, to comparing their numbers for which one was least. 

I follow a district math calendar and this requirement forced me to introduce comparing numbers before I had taught place value and the value of tens and ones. So when I introduced comparing numbers to my students, I only used 1-digit numbers because we had been doing lots of counting and one-to-one correspondence activities. I felt they had a good grasp of which number was worth more. The CCSS have comparing numbers grouped with place value because students need to develop an understanding of what a ten is and that ones can be grouped into sets of ten before they study comparing these amounts. If you go and view the comparing numbers standard 1.NBT.B.3 you will see it is actually listed at the bottom of the "Understand Place Value" section. This is because the standards are written in a sequential manner and build on each other. First graders are using structure and discerning a pattern to complete the task of comparing numbers because they are first looking to the tens place to determine the greater number, if those are the same, they are recognizing the values to compare. It is a repeated process and pattern for them to follow. (MP7). 

Independent Practice

10 minutes

The game will continue from the whole group section, but I will add a new piece to it. I will have my students stop and I will pass out a recording sheet to each student. Their job now will be to record each problem they have between each other. Watch the video in the resource section to see how they solve their problem and record it on their paper. The recording sheet can be as simple as a piece of construction paper or you can design your own. I passed out handwriting paper and showed them how to number it down the side from 1-10.