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B1.3 compare and order whole numbers up to and including 50, in various contexts
Key Concepts:
To compare the numbers of items in two sets, you can match the items, one to one, in the two sets to see whether one set has more. Or, you can compare the position of the numbers that describe the two quantities in the number sequence.
Students gain a sense of the size of numbers by comparing them to meaningful benchmark numbers.
To compare the numbers of items in two sets, they can match the items one to one, in the two sets, to see whether one set has more.
When I have a problem and I’m not sure what to do, I can use my creative thinking skills such as the ones listed below:
Figuring out what I already know
Thinking about different strategies that might help solve the problem
Using different strategies that connect to the solution
(from Social Emotional Learning)
Several containers filled with either buttons, beads, etc
Download: Recording sheet
100s chart or number line for reference
Fiche de travail pour “le numéro cible” Touche ici
Present the idea of estimation through a group discussion.
Discuss real life examples of using estimation (e.g., estimating how much money to bring to the grocery store, how much shampoo to put into your hand to wash your hair, etc.).
Instruct the children to engage in “think, pair, share”, discussing times they think they used estimation.
Facilitate a group discussion of the examples they came up with.
Demonstrate estimation activity
Count out 10 items from the container and model thinking about how 10 feels and looks.
Ask students to pick a number between 15-30. Once a number is selected, explain that this number is the “Target Number” and that their goal is to try, without counting, to scoop up that number using their hands.
Model scooping and thinking about whether you think it’s close to your target.
Count out your first try (option to model counting by 2s).
Compare how many you collected with your target number and ask students to decide if you gathered too many or too few.
Repeat steps 6-10 and think out loud about how you can try to get closer to your target number.
Demonstrate writing and recording your target number, first try and second try as well as whether there were too many or too few.
Emphasize that getting close to the target number is the goal. The goal is not to get the exact number.
Distribute containers of objects and recording sheets and have students do the activity, supporting students when necessary.
Give students the option to work in pairs and take turns being the recorder and the estimator.
Assign number ranges (e.g., 15-30) for students, depending on their grade level but do not exceed 40.
Take into consideration the size of their hands and the objects they’re working with.
Math Congress:
What did you do to try and get closer to your target number?
Just by looking, how many do you think there are?
Did knowing what 10 looks/feels like help you?