Comparing Numbers

Teacher will startby asking them how they can identify if a number is greater than or less thananother number.  Following that, theteacher will review back over comparing numbers when they are greater than orless than another number.  Teacher willhave the students looks a series of numbers and have them to determine if thenumber in the left is greater than or less than the number on the right or not.  Instead of having the students write out theword greater than or less than, they will use the symbol.  This time when looking at the numbers, thestudents will use the greater than or less than symbol in the expression if thenumber on the left is greater than or less than to the number on the right.  Teacher will show the students some examplesof comparing numbers, by modeling ways they can use concrete, representation,and abstract models that the students are able to comparing numbers as itrelates to place value.  The teacher willgive the students the directions for the task that they are to complete andthen have them to return to their seats. Before they return to their seats, the students will have to repeat thedirections to the teacher making sure they understand what they are to be doingwhen they return to their seat.

Theteacher will have the students use different models to compare the number givento them.  During this time, the teacher willbe walking around monitoring as well.  Teacherwill ask the students the following prompts:
How can you compare this number?
How many ones do you have in this number?
How many groups of tens do you havein this number?
How did you know what place eachdigit is in?
Tell me why you used this strategyfor this number.
What about �?
Is there another way you can comparethis number?

Teacherwill also be jotting down what is being observed from the students as they workon the given task to make sure they understand how they can use differentstrategies compare numbers as it relates to place value.
Teacher will havethe students come back to the rug and she will choose three students to sharewhat they did to compare the numbers given. Teacher will then ask the class to give thumbs up or thumbs down if theyagree with the strategy that student used. If a student gives thumbs down, the teacher will ask that student totell why they do not agree with what their classmate did to find the missingpart of the equation.  Teacher willlisten to students explain their place value strategy and ask if they know anyother ways they could represent that number. Teacher will remind the students that when they are using place value togroup numbers, they should think of ways they can represent that number usingconcrete, representation, and abstract ways. They can also remember that the last number is always going to be in theones place.