M 2.4

Use place value to compare numbers: Use inequality symbols for less than and greater than

Noun - Numbers

Verb - Compare

Content: Inequality symbols for less than and more than

Related Article:

The links below is a link related to inequality symbols:

• https://www.youtube.com/watch?v=rLZbniMGAVA
• https://www.education.com/lesson-plan/greater-than-less-than/

Instructional Strategies & Learning Tasks

Manipulative:

1. Base ten materials
2. Place value chart
3. Numeral cards
4. Number cubes

Instructional Strategies

• Ask students to rearrange two and three digit numbers in various ways.
• Use place value chart to write three digit numbers.
• Have students identify the place value of the called out number in the place value chart.
• Read the given numbers in the place value chart up to three digits correctly.
• Locate the place value of a specific digit in a number.
• Use the Greater Gator signs.
• Make an anchor chart as a class using the greater gator and model using the sign to show which number is greater than/less than.
• Model solving a story problem using a hundreds chart. Explain to students that once both numbers are lined up in the chart, Tell the students that the rule when comparing larger numbers is to first compare the numbers in the 10's place; if one is bigger, the whole number is bigger or greater. If they are both the same, they move over to the 1's place and compare those numbers; the bigger one in the ones place is then the greater number.

Learning Tasks:

Task 1

• Number Comparison: Students roll dice (2 or more) and place numbers on the place value chart to make the largest number possible. Students compare numbers with each other to see who has the largest. Repeat making the smallest number possible.

Task 2

• Give One, Take One: Each student will receive a card. Some cards will have a three-digit numeral on it others will have a place value block drawn on the card. Students will walk around and find their correct place value bock according to what number was underlined on their card. The students with number cards will identify the place value of the number underlined and will look for the person that has the same value block on their card. Those students with place value blocks will be looking for the person that has the number with the same place value underlined.
• When students find their partner have them say the number and its place value with their partner. They will then find another pair of students and each pair will both share and write their numbers with each other. (Give one, take one) They return to their seats and write their number in their mathematics book.

Task 3

• Provide each student with a place Value Chart/Card. Have students place the place value chart on their tables. Go over what each column represents. Write a two or three digit number on the chalkboard. (e.g. 823). Model how to say this number by pointing to where each number would be represented on the chart. Have students repeat the process.

Task 4

• Teacher will model a few numbers to show students how to read large numbers. After teacher has modelled it a few times have students begin to say and point to the numbers that would be represented on their place value chart. Provide students with connecting blocks, have students count the blocks according to the numeral that represents each value. Have students connect them and place them under each column on the place value chart. Have students count the blocks and read the place value of the number. For example, 5 hundreds.

Task 5

• Write a number on the chalkboard that has a 0 (e.g. 207). Read this number to the students and point to where each digit would be represented on the place value chart. Explain to students that the zero is in the tens place value, it is very important that they don’t forget to put it in when writing the number. Each place value has to be represented by a numeral.

Task 6

• Divide the class into two groups. Give each student in each group a single digit card. (0-9). Teacher reads a number (e.g. 543) and the students arrange themselves in the proper order. Each student in the group will help each other to form the number. Once they have formed the number they raise their hand to show they have completed the number. The teacher then asks them to say the number out loud and elicit the place value of each number. Teacher can continue this activity having them create many different numbers with their cards. After each number they create they can write that number in their mathematics book.

Task 7

• Be the Gator! Have 2 students stand on either side of the classroom. Give each student a pile of numbers to hold up. Ensure the numbers can easily be seen across the room. When instructed have the 2 students hold up one of the numbers, and have the rest of the class ‘be the gator’. Students should open their arms into a gator formation. Have the students point their arms in the correct direction to show which number is greater than the other.

Assessment

Task 1

Use connecting blocks correctly to show numbers under each place value column.

• Can students name and identify numbers correctly?

• Ask students to count blocks and place them under its correct value.

• Ask students to compare numbers to show use of inequality symbols for less than and greater than.

Task 2

Work in groups to form different numbers and give its place value.

• Ask students to call out the different numbers and their place values.

• Use a checklist to assess student’s participation and cooperation in group activity.

Sample Lesson Plan