S/he writes that number on his/her game board somewhere in between 1 and 99. Player 1 rolls two place-value number cubes to create a two-digit number. The materials needed are one game board and one set of place-value number cubes per person.Įach player writes 1 in the first box and 99 in the last box. Routine: Partners play Order Up ( M-1-1-3_Ordering Numbers Game Board.pdf).Move around the room observing and asking clarifying questions to evaluate which students understand ordering and comparing numbers and which need additional exploration. Give each student a copy of the Comparing Numbers Worksheet ( M-1-1-3_Comparing Numbers Worksheet and KEY.docx). Have groups come together and share their number statements. As students work on the activity, monitor and assist them as needed. Distribute a copy of the Comparing Numbers Group Activity ( M-1-1-3_Comparing Numbers Group Activity.docx) to each student. Put students into groups of three or four. Read the statement represented by the numbers. When students have both two-digit numbers written and drawn, ask “Which number is bigger? How do you know?” ( The bigger number has more tens.) “What sign goes in between your numbers? Remember the open part goes towards the bigger number.” Repeat the process for the reordered tiles in the second set of lines on the right side of their whiteboards. Instruct students to write the number and draw it as base-ten blocks on the left side of their whiteboards. Select a number tile and write the number on the ones line select another number tile and write the number on the tens line. Instruct students to erase their boards while you erase the numbers from the lines on the board. The crocodile always wants to eat the biggest number.” Read the statement represented by the numbers. In between the sets of lines, draw a large circle and say, “There are signs we can use to show which number is bigger and which is smaller.” Place the appropriate sign in the circle and say, “This sign is like a crocodile’s mouth. Ask students how they know which one is greater. Monitor student work.Īsk, “Which number is bigger or greater than the other?” Call on a few students. Instruct students to write the new number and to draw it in base-ten blocks on the right side of their whiteboards. Monitor student work.Īsk, “Can we use these two digits to create another two-digit number?” Give students a chance to think and call on students until someone says to change their places or order.ĭraw two new horizontal lines (do not erase the first set) and write the digits in the opposite order. Instruct students to divide their whiteboards in half and have them write the number and draw it in base-ten blocks on the left side of the board. Choose another number tile from the jar and write the number on the tens line. “Now let’s create a new two-digit number.” Choose a number tile from the jar and write the number on the ones line. Point to the cubes and ask, “What do we call these?” ( cubes) “What place value do they represent?” ( ones) Point to the longs and ask, “What do we call these?” ( longs) “What place value do they represent?” ( tens) As the student describes what s/he drew, draw it on the board for all to see. Call on a student to share what s/he drew. In order to do this, we are going to need to know about place values.” Write the number 53 on the board and say, “Think back to what we have worked on over the past few days and draw this number in base-ten blocks.” Give students a few minutes and monitor their progress. “Today we are going to learn how to create and compare numbers.
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