1. Compare Numbers to 120 Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 1 of 3

2. You may have noticed that Unit 15’s GCG’s look different from the previous units. Unit 15 was provided as a way to strengthen student understanding of the critical area place value. Your student’s performance on the Units 6 and 7 Assessment and Performance Task will be your guide for the activities you select as you progress through this unit.

3. 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).

4. Day 1 Essential Question: How can place value help you compare numbers?  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  Make sure to ask the guiding questions under the section, The Bigger Picture.  For example…. How does a balance scale tell you if two things weigh exactly the same? Is it always possible to balance a balance scale? How did you make your estimates?  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 2.

5. Day 1 Essential Question: How can place value help you compare numbers?  Take Off/Touch Down: Distribute an index card to each student. Allow two minutes for students to record a number from 20-99 on their card. The teacher says a statement, such “Take off if your number is greater than 54.” If the students’ number matches the statement, the student will take off (which means stand up). Ask students what do they notice about the numbers that have taken off- emphasize place value and comparing numbers. If needed, the teacher can record the numbers that have taken off to facilitate the discussion.  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.  See the Progress Monitoring Slide (slide 8) for ideas about exit tickets or independent task. By the end of Day 1, students should be able to compare numbers using place value of tens and ones.

6. Day 2 Essential Question: How can we use symbols to compare numbers?  Today students will be expected to use the comparison symbols. If needed, review these symbols and their meaning. If students used them on Day 1, use the student work as the start of the conversation.  Refrain from making statements like: “The alligator always eats the bigger number.” Allow students to generate their own rules.  Roll and Compare : Students roll dice to create numbers, model and compare. Students will also record the symbol in comparing both numbers. Roll and Compare  Animal Top It : In this game, students will compare animal weights and lengths from the provided cards.. Students should be recording the comparison symbols with the numbers in a math journal. Animal Top It  See the Progress Monitoring Slide (slide 8) for ideas about exit tickets or independent task. By the end of Day 2, students should be comparing numbers using base ten and using the comparison symbols.

7. Day 3 Essential Question: What strategies can you use to compare numbers?  Four Corners: Students will be given a card. For example, the card may state 2 tens and 18 ones. Students will have to determine the number to match the base ten language. Once students have determined their number, the student goes to one of the four corners. Four Corners:  The 4 corners are: less than 37, between 35 and 68, greater than 52, and equal to 49.  The Four Corners document includes student cards and signs for the corners.  So Sweet : During this lesson, students compare sugar in popular cereals. Emphasize strategies that can be used to compare numbers. So Sweet The Unit 15 performance task should be given on this day. Provide approximately 20 minutes for this performance task. By the end of Day 3, students should be able to use place value strategies to compare numbers.

8. 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