A Learning Activity is a strategy a teacher chooses to actively
engage students in learning a concept or skill using a digital tool/resource.
You may save this Learning Activity to your hard drive as an .html file by
selecting “File”,then “Save As” from your browser’s
pull down menu. The file name extension must be .html.
Phase:
During/Explore/Explain
Activity:
The teacher will model with the class how to draw two number cards and make the greater number. Example: If 1 and 5 are drawn the student could make a 15 or 51. 51 has 5 tens and 1 one and 15 has 1 ten and 5 ones. 51 is greater than 15 so 51 is the number to use. The two players agree that the greater number has been made.
The teacher will discuss with the class the procedures for building the number with "tens cubes" to show tens and "ones cubes" to show ones.
The teacher will draw two number cards and the students will reply with the greatest number that can be made with the two number cards. Then repeat for understanding.
The teacher will model the "math talk" for comparing the two numbers. Example of a "math talk": Partner 1 says, "I have 61. 61 is 6 tens and 1 one." Partner 2 says, "I have 67. 67 has 6 tens and 7 ones." Partner 1 says, "We both have 6 tens." Partner 2 says, "But I have 7 ones and you have 1 one. So 67 is greater than 61.
The teacher will then send students to their assigned groups.
The teacher will make sure each pair of players has a deck of number cards that have been shuffled and snap cubes for building towers.
Player 1 draws two number cards and shows the number that is greater after having a "math talk" with his/her partner.
Player 1 uses "tens cubes" to represent the number showing tens and "ones cubes" showing ones.
Player 2 repeats what player 1 did and "tens cubes" and "ones cubes" to represent his/her number.
The players will decide which number is greater and write the of comparisons with the symbols >, =, and < on a sheet of paper. The player with the greater number takes a cube to start his/her tower.
As students work, the teacher should circulate and make notes about how students solve the task.
The first player to earn 10 snap cubes on his/her tower is the winner.
Assessment Strategies:
As students play the game ask these questions to determine student progress and understanding of the standards:
How do you know the number you made with your number cards is the greater number?
What strategy did you and your partner use to determine which number is greater?
Who won, and how did you determine that?
Advanced Preparation:
The teacher will need to:
prepare 20 snap cubes for each pair of students to build their towers.
prepare enough "tens cubes" and "ones cubes" for each pair of students.
reproduce a deck with three sets of cards numbered 0-9 for each pair of players.
prepare a list of names for working pairs of students prior to the lesson.
Students will need a sheet of paper to write their of comparisons with the symbols >, =, and <.
Assess the students' mathematical understanding of the values of two-digit numbers before playing the game.
Variation Tips (optional):
The teacher could allow the students to draw three cards instead of two.
The teacher could use a number line if students have misconceptions about making the greater number with the two number cards.
The teacher could use a smaller range of numbers if a student is struggling to compare numbers.
The teacher could use 120 boards to compare numbers to increase rigor.
Notes or Recommendations (optional):
ALCOS 2019
11. Explain that the two digits of a two-digit number represent amounts of tens and ones. a. Identify a bundle of ten ones as a “ten.” b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
12. Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.”