##
* *Reflection: Complex Tasks
Train Track: Ordering Numbers 0-20 Greatest to Least - Section 4: Independent Practice

This lesson was a nice surprise. I was really prepared for the students to struggle with this concept. I was really surprised they didn't. I think they actually did better with greatest to least than they did with least to greatest.

I pondered why that was. This should have been a challenging task. Then I thought back to the lessons I have taught on comparing quantities and numbers. The students grasped the concept of more or greater more quickly than the concept of less or fewer now. Even though I know my students do well comparing two numbers now with less, I was delighted to see them apply this knowledge to a more complex task.

The Common Core really gives the opportunity to build a firm foundation of mathematical skills. It is exciting to see them applying these skills to more difficult concepts.

*Train Tracks-Ordering Numbers 0-20 Least to Greatest*

*Complex Tasks: Train Tracks-Ordering Numbers 0-20 Least to Greatest*

# Train Track: Ordering Numbers 0-20 Greatest to Least

Lesson 2 of 21

## Objective: Students will be able to order three numbers (0-20) from greatest to least.

## Big Idea: Students will continue comparing three numbers (0-20) in this lesson. This time, they will be challenged to order them from greatest to least.

*45 minutes*

#### Opening

*10 min*

For this portion of the lesson, you will need the Number Trains (0-20) included with this lesson. (They were also used in the previous lesson, "All Aboard"). I use a color printer and laminate the cars for durability, so I can put them in learning centers and use them in future years. I cut around each train car, but they could also be left on the white paper.

As I distribute the cards, I tell the students, "*You did a great job ordering numbers from least to greatest. Do you remember how we put the trains in order yesterday. We are going to do the same thing right now to practice what we learned yesterday."*

Students are randomly grouped (I use groups of three, but had to make one group of four). Students are spread out in the room to have space to order the train car from least to greatest. I circulate around the room to check on their progress and give assistance as needed.

When everyone is done, we go around the room and the students say their numbers in order. The class checks their work. The students did really well. Someone said, "I bet we are going to go from greatest to least today. I told them we were, but we would need to do another least to greatest so I know they are ready to do greatest to least. Oops! Shouldn't have said that. They started arranging the cars greatest to least!! I had to correct a few groups and remind them that we are still doing least to greatest. *I think you are excited to work ordering numbers "greatest to least".** Let's go take our SmartBoard seats and do it!*

We move over to the SmartBoard for the next part of the lesson.

*expand content*

#### Instruction

*15 min*

For this portion of the lesson, I use the Ordering Numbers Greatest to Least SmartBoard file. If you have a different type of interactive whiteboard, you can still use this lesson by opening the file in Smart Notebook Express. There is also a PDF file you can use to recreate this part of the lesson.

I gather my students in front of the SmartBoard. I have cards with each student's name on. These cards are used for selecting who will come up to the Smartboard.

I open the first slide (Smartboard Slide 1) with the lesson objective written in "student friendly" terms. There is a content objective and a language objective to help focus on vocabulary expansion for my English Learners (ELs) to be congruent with SIOP instructional techniques. I read these objectives aloud for my students.

**Content Objective***I can order numbers (0-20) from greatest to least.***Language Objective***I can tell a friend how to order numbers (0-20) from greatest to least.*

*We then continue with the rest of the slides.*

**Slide 2:** *Hi! Remember me? I'm Engineer Earl. You did a great job getting my train cars in order from least to greatest. This time, let's try putting them in order from greatest to least!*

**Slide 3:** *When I compare numbers from greatest to least, I want the largest number to be first.*

**Slide 4:** *We can check our answer with a number line. *

**Slide 5:** * Now we can start comparing three numbers. Remember, this time the greatest number goes first! Which number is the biggest number? That will be our first number.* I ask for student input and then move the number. *Which number is next? * Again, I ask the students for the answer and then move it into place. *And then which number is the last number?* I move that number.

**Slide 6:** *Let's try putting my train cars in order from greatest to least. *I invite three students to come up and put the train cars in order. When they are done, the class checks their work, by saying the numbers and moving along the number line from right to left.

**Slide 7-9:** Continue as above.

**Slide 10:** It is now turn and talk time. Turn and Talk allows my English Learners to practice their academic language with a peer. The students hold hands with their assigned Turn and Talk partner and lift their hands in the air so I can check that everyone has a partner. I ask them the question, *My friend put these train cars in order from greatest to least. How did he do? *I give the students time to talk with their partners. When I can see that the conversation has ended. I invite a student to tell the class what they came up. The students are very excited. The student who shares says, "He did it wrong. He did it from least to greatest. The class wholeheartedly agrees. I then invite a student to come up and put the numbers in the correct order.

We then move to our tables for guided practice.

*expand content*

#### Guided Practice

*10 min*

For this section you need will need a set of the Number Trains 0-20 used in the opening section of this lesson.

You will be doing the same activity with the students, but this time the students will be ordering them from Greatest to Least.

I distribute the cars to the students. I tell the students, I want you to get back into the groups that you were in at the beginning of the lesson. I wait for the students to move into these groups. I pass out the train cards to them.

I tell them to put their train cars in order from greatest to least. I circulate around the room to monitor their progress and give assistance. Many of the groups put the cards in order from least to greatest and need redirection to place them properly in order.

When everyone is done, we go around the room and the students say their numbers in order. The class checks their work. When they are done, I mix the students up again so they have different numbers to work with. We do this a few times until I am confident that the students are comfortable with the concept.

I collect the train cars and we prepare for independent practice.

*expand content*

#### Independent Practice

*10 min*

For this activity, you will need the Number Trains Student Cards included with this lesson. I have 21 students, so I run 11 sets in green and 10 sets in blue. When I distribute the cards I alternate, blue and green, so the students do not have the same color as their neighbors at their table. The cards are cut and placed in small brown bags.

You will also need the Greatest to Least Train Activity sheets for each student.

I distribute the activity sheets to the students and tell them to put their names on the top of the paper. I tell them, *"We are going to compare three numbers and order them from greatest to least. You will draw three numbers out of the bag. You will put them in order from greatest to least. Then you will write the numbers in order from greatest to least on the first train. Put the numbers back in the bag, mix them up and grab three more numbers. Put those numbers in order from greatest to least and write them down. Continue doing this until you have completed the sheet. Put your numbers back in the bag and then bring the sheet to me to check."*

I pass out the bags of cards to the students and they begin the activity. I circulate around the room to monitor their work. As students finish, I check their work and the place it in their mailboxes.

*expand content*

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- UNIT 1: Exploring Numbers 0-10
- UNIT 2: Working With Numbers 0-10
- UNIT 3: Exploring Numbers 11-20
- UNIT 4: Working with Numbers 11-20
- UNIT 5: Sorting, Graphing, and Patterning
- UNIT 6: Fun with Numbers 0-20 and Beyond
- UNIT 7: Geometry
- UNIT 8: Introduction to Addition and Subtraction

- LESSON 1: All Aboard! Ordering Numbers 0-20 Least to Greatest
- LESSON 2: Train Track: Ordering Numbers 0-20 Greatest to Least
- LESSON 3: Flowers for You: Skip Count by 5s to 20
- LESSON 4: Valentines for My Friends: Count by 10s
- LESSON 5: The 100th Day: More Practice Skip Counting by 10s
- LESSON 6: Pick Up Sticks: Working with Tally Marks
- LESSON 7: Tally Twigs: More Work with Tally Marks
- LESSON 8: Weasel's Big Idea: Surveys with Tally Marks
- LESSON 9: Weasel Keeps Asking: More Surveys with Tally Marks
- LESSON 10: We Love Graphing: Valentine's Day Graphing Fun
- LESSON 11: Groundhog Day Delights: Surveys, Graphing and Tally Marks
- LESSON 12: The Reading Challenge: What Number Comes Before
- LESSON 13: Jellybeans!! Sorting, Graphing and Tally Marks
- LESSON 14: Blast Off! Counting Backwards Within 10
- LESSON 15: At the Races: More Practice Counting Backwards
- LESSON 16: 100 Penguins: Numbers to 100
- LESSON 17: Chill Out! More Practice with Numbers to 100
- LESSON 18: Avery's Aliens: Counting by 5s to Larger Numbers
- LESSON 19: Showin' What We Know: Unit Review (Day 1)
- LESSON 20: Math Mania: Unit Review (Day 2)
- LESSON 21: Fun with Numbers 0-20 and Beyond Assessment