ALEX Learning Activity

  

Let's Compare

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Kimberly Henderson
System:Elmore County
School:Wetumpka Elementary School
  General Activity Information  
Activity ID: 2614
Title:
Let's Compare
Digital Tool/Resource:
Game Board/Recording Sheet
Web Address – URL:
Overview:

This engaging learning activity will allow students to compare two two-digit numbers based on meanings of the tens and ones digits and record the results of comparisons with the symbols >, =, and <.  The students will enjoy using the mathematical understanding of place value using dice to create numbers. The students will use mathematical reasoning to decide if the numbers are greater than, less than or equal to. This activity makes comparing numbers fun!

This activity results from the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 1
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).
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use a variety of representations (symbolic: 10+8. pictorial: one line and 8 dots. physical: place value blocks, bundles of sticks, or groups of fingers, etc.) to show and explain the decomposition of the number into groups of 10 and ones.
Teacher Vocabulary:
  • Base ten
  • Decompose
Knowledge:
Students know:
  • how to decompose numbers 11-19.
Skills:
Students are able to:
  • Use place value models or mental strategies to decompose numbers.
Understanding:
Students understand that:
  • a two-digit number represents amounts of tens and ones.
  • Ten things can be represented as one ten or as ten ones.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.11.1: Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
M.1.11.2: Represent numbers with multiple models.
Examples: models—base ten blocks, number lines, linking cubes, straw bundles.
M.1.11.3: Count to 100 by tens.
M.1.11.4: Count 10 objects.
M.1.11.5: Count to 10 by ones.
M.1.11.6: Name numerals 0 to 19.

Prior Knowledge Skills:
  • Define ones and tens.
  • Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
  • Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
  • Count objects up to 10.
  • Notice same/different and some/all.
  • Recognize numbers from 1-50.
  • Add one to a set of objects (up to 10 objects).
  • Given small groups of objects, create larger groups by combining the small groups.
  • Understand ten and 1 (ten 1's =10).
  • Put together two small groups of objects to create a larger group.
  • Understand number words.
  • Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
  • Rote count to 10.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.11 Recognize and create sets of ten (limit to three sets).


Mathematics
MA2019 (2019)
Grade: 1
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."
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use place value terminology and concepts to explain and justify the use of <, =, > to compare the numbers and create true equalities and inequalities.
Teacher Vocabulary:
  • Equalities
  • Inequalities
Knowledge:
Students know:
  • how to compare quantities using the terminology "greater than", "equal to", and "less than".
Skills:
Students are able to:
  • compare 2-digit numbers.
Understanding:
Students understand that:
  • numbers can be decomposed to determine if the amount is greater than, equal to, or less than, how that can be done.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.12.1: Define greater than, less than and equal to.
M.1.12.2: Demonstrate greater than, less than, and equal to using manipulatives, object drawings or numbers 0 to 10.
M.1.12.3: Use comparison vocabulary.
Examples: greater than, equal to, and less than.
M.1.12.4: Recognize symbols for greater than, less than and equal to.
M.1.12.5: Determine the value of the digits in the ones and tens place.
M.1.12.6: Identify sets with more, less or equal objects.
M.1.12.7: Imitate creating sets of a given size.

Prior Knowledge Skills:
  • Define ones and tens.
  • Match the number in the ones and tens position to a pictorial representation or manipulative of the value.
  • Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
  • Count objects up to 10.
  • Define greater than, less than, and equal to.
  • Count to 20 by ones.
  • Count objects up to ten.
  • Understand amount words, such as more, less, and another.
  • Begin to understand that parts of an object can make a whole.
  • Become more interested in the concept of some and all.
  • Be interested in who has more or less.
  • Understand the concept of "less than."
  • Mimic counting by ones.
  • Recognize numbers from one to ten.
  • Become interested in how many objects she/he has.
  • Understand the concept of size and amount.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many?"
  • Understand that the last number name tells the number of objects counted.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.12 Using vocalization, sign language, augmentative communication, or assistive technology, compare two groups of 10 or fewer items using appropriate vocabulary (e.g., more, less, equal) when the number of items in each group is similar.


Learning Objectives:

  • The student will understand the quantities to 99
  • The student will compare numbers up to 99.
  • The student will use mathematical words to compare numbers.
  • The student will use the <, >, = symbols appropriately.
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1. The teacher will tell the students they are going to play a game where they roll dice and compare numbers.
  2. The teacher will model the "math talk" for deciding if the first number is greater than, less than, or equals the second number.  
  3. The teacher will review the words and symbols using an anchor chart/poster for reference.
  4. The teacher will instruct the students to sit with their assigned partners. 
  5. The teacher will discuss with the class the procedures for rolling the dice and recording the numbers on the game board.
  6. The first partner rolls the dice and tells the second partner what the number is and the writes the number in the box.
  7. The first partner rolls the dice again and tells the second partner what the second number is and writes the number in the box.
  8. The first partner compares the two numbers with his/her partner.  The first partner writes <, >, = in the circle between the two numbers. Each time the partner will discuss their thinking through "math talks" with the other partner.
  9. The teacher will distribute the game board/recording sheet and a pair of dice to each group.
  10. The teacher will tell the students to begin playing the game.
  11. The partners take turns until the game board is filled.

Examples of Math Talks:  Student rolls a 7 and a 2 to make the number 72.  Then rolls a 5 and a 3 to make the number 53. 72 has 7 tens and 2 ones.  53 has 5 tens and 3 ones.  72 has more tens than 53. So, 72 is greater than 53.

Assessment Strategies:

  • Review the recording sheet of the student to assess student understanding of the standards.
  • Pose these questions during the play of the game to evaluate student progress towards the standards:  How do you know the first number is greater than, less than or equal to the second number? Why did you use that symbol? What does that symbol mean?

Advanced Preparation:

Prior to the lesson, the teacher will need to:

  • reproduce the game board/recording sheet for every student.
  • prepare 2 dice for each pair of students.
  • create an anchor chart/poster for reference with symbols and words.
  • prepare a list of names for working pairs of students.
  • assess the students' mathematical understanding of the values of two-digit numbers.
Variation Tips (optional):

  • Have students use number cards or dice for numbers less than 50 for the game.
  • Have students use mini-ten frames and/or groupable manipulatives to build numbers to compare so students can visually compare.
  • Have students use number lines to compare.
  • Use 3 dice for three-digit numbers to compare.
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.”

  Keywords and Search Tags  
Keywords and Search Tags: comparing, composing, counting, equal to, greater than, less than, modeling numbers, ones, place value, tens, twodigit numbers, understanding