##
* *Reflection: Continuous Assessment
Ordering 3 Numbers - Section 2: Whole Group Interaction

You will see in the video from the resource section our method of tagging the numbers on the number line and figuring out their order. I had a few students that became lost in this process and I had to back peddle a little and give them something else to focus on to come up with their answer. I drew a line under the tens place on each number on the chalkboard and asked them just from looking at these numbers, which one would come first or second. For example, if I had the number 34 and the number 23, they should focus on the 3 tens and 2 tens. Which one is smaller? The 2 tens, so it would come before 34. This helped all of those students who were overwhelmed by looking at all four 2-digit numbers at once. Also, I made sure to discuss what if we had two numbers that started with the same number. Then we would look at what was in the ones place also. I have previously taught place value and my students know that the tens place is worth more than the ones place. They know that a number is made up of tens and ones and we have built models of 2-digit numbers to identify their quantity. I used this place value knowledge to assist them in identifying number order here. I started with having them look at the tens place because it holds the most value and could determine order from the beginning unless the numbers are the same, then I directed them to look at the ones place to compare the numbers and determine value. (1.NBT.B.3). I was able to relate this to how we do alphabet order. First, we look at the first letter to put them in alphabetical order and if more than one word started with the same letter then we look at the second letter and so on.

*Continuous Assessment: Back Peddling*

# Ordering 3 Numbers

Lesson 7 of 7

## Objective: SWBAT place numbers in order from least to greatest on a number line.

## Big Idea: We need our little ones to understand how to use a number line to order numbers by placing them in order from least to greatest.

*30 minutes*

#### Rev Them Up

*5 min*

Need: Print the "Pass the Paper" worksheet from the resource section. Copy one per group.:

I want my students to review and refresh their minds counting to 120. This will help them in today's lesson to place random numbers in order from least to greatest. Today, we will play "Pass the Paper" to review writing their numbers to 120.

*Directions*: Supply one paper per group in your class. Have the first person write the number 1 and pass it to the second person. The second person writes a 2 and so on. The paper continues to be passed around the group until the group makes it to 120. I instruct my students to place their hands on their heads when done and I will know which group finished first. Check out the resource section and watch the video of my class playing pass the paper.

*expand content*

#### Whole Group Interaction

*15 min*

Students need to be able to compare number and decide if one number is greater or less. CCSS expect our first graders to be able to start with any number and count from that spot and to notice when numbers are missing that we can still decide what would come next. (1.NBT.A.1). Our counting system has a structure and I must teach this structure for my students to be able to recognize it and use it. (MP7). Once our kiddos enter Pre-K or Kindergarten, they begin to see counting as a system and are taught that numbers have value and build on each other. I plan to build on this foundation in my lesson today.

This lesson contains both review and extension opportunities. My class was introduced to ordering numbers in this lesson. They learned that a number line represents numbers in a certain order based on quantity.

I created tags; A, B, C, and D. I will present my class with 4 different numbers and we will use these tags to mark the numbers in numerical order on our class number line. I used alphabet tags instead of 1, 2, 3, and 4 because I did not want to confuse my class by labeling numbers with numbers. I will work through several examples and follow the format below:

Ex. Write 44, 78, 34, 99 on the board.

*Class which one of these numbers would we say first if we were counting?* (34) I will tag it A.

*Which number would come next or be the next smallest number in this list?* (44) Tag it B.

*Which number would come next; 99 or 78?* (78) Tag it C.

*Which number would be last?* (99) Tag it D.

#### Resources

*expand content*

#### Independent Practice

*10 min*

I used a worksheet from www.havefunteaching.com to print a practice sheet. This sheet offered my students the challenge of ordering six 2-digit numbers. My instructions were to start by looking for the smallest number in the list, write it first and then move forward from there. It will be a great help to your students if you have a large class number line for them to refer to. You can see in the resource section a picture of one of my students sitting by the number line because it was her tool to solve with and she needed it. I am glad I had it posted it and she had it to rely on to be successful.

*expand content*

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- UNIT 1: Ordering Numbers
- UNIT 2: Building Counting Skills
- UNIT 3: Addition Strategies
- UNIT 4: Understanding Subtraction
- UNIT 5: Word Problems
- UNIT 6: Understanding Shapes
- UNIT 7: Fractions
- UNIT 8: Measurement
- UNIT 9: Graphs, Tables, and Charts
- UNIT 10: Place Value
- UNIT 11: Subtraction Strategies
- UNIT 12: Understanding Time
- UNIT 13: Understanding Addition

- LESSON 1: Crocodiles Love to Eat the Most
- LESSON 2: Introducing a Number Line
- LESSON 3: Problem Solving: Act It Out
- LESSON 4: Vocabulary Review/ Written & Oral Math Language
- LESSON 5: Ordering Numbers: Unit Review and Test
- LESSON 6: Apples and Oranges are as Different as Numerals
- LESSON 7: Ordering 3 Numbers