Module 3 Lesson 17&18

Objective Compare two three-digit numbers using <, >, and = when there are more than 9 ones or 9 tens. Order numbers in different forms.

Sprints Sums-Crossing Ten Put your name and number at the top of the page. Sprint A On your mark, get set, THINK Sprint B

Sprints Continued Tomorrow, we are going to do the exact same sprint. If you wish to take this home and study or practice to see if you can do the problems more skillfully, do so! Take a moment to analyze the Sprint with your partner. It is arranged from the easiest problems to the hardest. Raise your hand if you think you might do better tomorrow!

Application Problem Walking on the beach on Tuesday, Darcy collected 35 rocks. The day before, she collected 28. How many fewer rocks did she collect on Monday than on Tuesday? I’m only going to give you two minutes to draw. Can you think of efficient shortcuts so that you don’t have to draw all the rocks? THINK, Go! Re-read, Draw, Write

Story Problem Continued What problem did you write to find the answer? 35–28=_____ 28+_____=35. Darcy is comparing. Talk to your partner about what she is comparing.

Concept Development Materials: Unlabeled hundreds place value chart, place value disks per student; one set of pre-cut <, >, = symbol cards per pair. Partner A, show 124 on your place value chart. Partner B, show 824. Compare numbers. Place a symbol from the set between your charts to make a true statement. Read the statement. 124 is less than 824. Partner A, add 7 tens to your number. Partner B, take 7 hundreds from your number. Compare. Choose the symbol to go between your charts. Read the statement. 194 is greater than 124.

Concept Development Continued Partner A, take 4 tens 4 ones from your number. Partner B, add 2 tens 6 ones to yours. Compare numbers. Choose the symbol. Read the statement. 150 equals 150. How many tens in 150?  15! Partner A, show 5 tens 6 ones. Partner B, show 15 tens 6 ones. Compare numbers and place your symbol. Read the statement, naming just tens and ones. 5 tens 6 ones is less than 15 tens 6 ones.

Concept Development Continued Partner A, add 7 tens 5 ones to your number. Partner B, take 2 tens 5 ones from your number. Compare numbers and place your symbol. Read the statement naming just tens and ones. 13 tens 1 one equals 13 tens 1 one. 113 Read my number in standard form. 113! Is my number greater than, less than, or equal to yours? Decide with your partner, then draw a symbol. Say the number sentence. Say my number in standard form, and name yours with tens and ones. 113 is less than 13 tens 1 one.

Pictorial Students will need their personal white boards 1 1 100 1 100 1 100 1 100 10 1 100 1 100 10 1 100 1 1 100 10 1 1 Write in word form. Write in expanded form. Draw a symbol and read. Four hundred six is less than 400 + 30 + 6.

Write in unit form, using only tens and one Pictorial Continued 100 100 10 100 100 100 10 100 100 100 100 10 10 100 100 10 100 100 10 10 10 100 100 100 100 10 10 Write in standard form. Write in unit form, using only tens and one Draw a symbol and read. 920 is greater than 88 tens.

Pictorial Continued On your board, add + 4 tens after 88 tens. 88 tens + 4 tens Solve. Partner A, show your partner how you solved 88 tens + 4 tens. Compare your answers. Write the symbols and read sentence.

Concept Development Materials: Unlabeled hundreds place value chart, place value disks, personal white board Partner A, show 2 hundreds 12 ones on your place value chart. Partner B, show 15 tens 4 ones. Compare numbers with your partner and me. What’s the smallest, or least, number? The greatest? Write the three numbers from least to greatest on your personal white boards. Use standard form. At the signal, show your boards. 1 1 100 1

Concept Development Continued Partner A, change to show 62 tens 4 ones. Partner B, change to show 4 ones 6 hundreds. Now, compare your numbers with mine. Write the numbers from least to greatest on your boards. 100 100 10 100 10 100 10 1 100 100 10 1

Concept Development Continued Partner A, change to show 5 + 300 + 30. Partner B, change to show 50 + 3 + 300. Compare our numbers. This time write them from greatest to least on your boards. Show! 533, 353, 335. five hundred thirty-three

Concept Development Continued Partner A, change to show 30 tens + 7 tens. Partner B, change to show 29 tens + 8 tens. Compare our numbers. Write them using the symbols <, >, or = to make a number sentence. SHARE! 370 = 370 = 370 three hundred seventy

Pictorial Assign students to groups by counting off as A, B, C, and D. Write your letter on the back of your board so you don’t forget it. Think of a number and draw it on your place value chart in the way that you choose. Use hundreds, tens, and ones, or any combination of those you’d like. Take about one minute.

Pictorial Continued A’s, write your number in standard form below your drawing. B’s, write numbers in unit form. C’s, write them in word form, and D’s, write them in expanded form.

Pictorial Continued Students are seated at the carpet. I’m going to collect three boards and place the numbers side by side with space between them. Work with your partner to order these three numbers from least to greatest on your personal white boards. Let’s read the numbers in order. (Trade three new ones and continue with two or three drawings at a time until each has been used at least once.)

Problem Set

Problem Set

Problem Set

Exit Ticket This is tonight’s homework.