1. Recognizing the Counting Sequence Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 1 of 3 You may have noticed that Unit 14’s GCG’s look different from the previous units. Unit 14 was provided as a way to strengthen student understanding of the critical area place value. Your student’s performance on the Unit 7 Assessment and Performance Task will be your guide for the activities you select as you progress through this unit.

2. Content Development  1.NBT.3 builds on the work of 1.NBT.1 and 1.NBT.2 by having students compare two numbers by examining the amount of tens and ones in each number. Students are introduced to the symbols greater than (>), less than (<) and equal to (=). Students should have ample experiences communicating their comparisons using words, models and in context before using only symbols in this standard. Example: 42__45  Often when students learn to use an aid (Pac Man, bird, alligator, etc.) for knowing which comparison sign (, = ) to use, the students don’t associate the real meaning and name with the sign. The use of the learning aids must be accompanied by the connection to the names: Greater Than, and = Equal To. More importantly, students need to begin to develop the understanding of what it means for one number to be greater than another. In Grade 1, it means that this number has more tens, or the same number of tens, but with more ones, making it greater. Additionally, the symbols are shortcuts for writing down this relationship. Finally, students need to begin to understand that both inequality symbols ( ) can create true statements about any two numbers where one is greater/smaller than the other, (15 15).

3. Day 1 Model to Compare with Base Ten Blocks  Balance of Values can be used to reinforce that comparing two numbers is similar to using a scale to weigh two different objects. Balance of Values  To extend this lesson, provide students with numbers to compare by building each number and placing them on the scale to determine which is less, which is greater or if they are equal.  Students have already had some experiences with using symbols (>,<,=) to compare and may choose to use them on their own, but it is not required for today’s lesson. Symbols used to compare will be readdressed in Day 3 and 4.

4. Day 2 Use Place Value to Compare  Take Off/Touch Down – Distribute an index cards to each student. Allow two minutes for students to record a number from 20-99 on their card. Have students “take off” to statements such as: “Take off if your number is greater than 54.” Take Off/Touch Down  Remember to probe students during this activity about strategies they used to determine if the statement was true for them. Students should start to see quickly if there number is less than or greater than your number by looking at the tens first, then the ones.  Scoop It – Two students can scoop up objects, count and compare. Scoop It  Students should be recording their thinking in their journal.

5. Day 3 Use Symbols to Compare  Review with your students the symbols used to compare numbers. If students have used them in their journals during the past two days, use their work to start the conversation.  Choose comparison activities that will allow your students to practice writing comparison statements with the >,< and = symbols in their journals.comparison activities  Roll and Compare – Students roll dice to create numbers, model and compare. Roll and Compare  Refrain from making statements like: “The alligator always eats the bigger number.” Allow students to generate their own rules.

6. Day 4  Comparing Numbers in Real Life  Animal Top It – In this game students will compare animals weights. Animal Top It  So Sweet – Compare sugar in popular cereals So Sweet

7. Monitoring Progress  Gathering Data Through Observation  Frequently move through the room observing students as they model and compare various numbers. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations (Classroom Observation log)to help plan interventions, adjustments to lessons, or task modifications.Classroom Observation log  Exit Tickets/ and hands-on tasks can be used to monitor progress each day. Take opportunities to look at students responses and conference with students about their thinking.  Task 1.NBT. 3 Task 1.NBT. 3  Exit Ticket 1 Exit Ticket 1

8. Literature for your Classroom Library