ALEX Lesson Plan

     

Who is the Greatest?

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  This lesson provided by:  
Author:Summer Payne
System: Mobile County
School: Pearl Haskew Elementary
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33125

Title:

Who is the Greatest?

Overview/Annotation:

Students will gain more conceptual understanding of comparing 3-digit numbers. They will build numbers using base ten blocks and a hundreds chart and work with a partner to decide which number is greater. They will be making decisions about which place value to put the digits in to construct the greatest number.

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2015 (2016)
Grade: 2
5 ) Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: [2-NBT1]

a. 100 can be thought of as a bundle of ten tens, called a "hundred." [2-NBT1a]

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). [2-NBT1b]


NAEP Framework
NAEP Statement::
4NPO1a: Identify place value and actual value of digits in whole numbers.

NAEP Statement::
4NPO1c: Compose or decompose whole quantities by place value (e.g., write whole numbers in expanded notation using place value: 342 = 300 + 40 + 2).



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.5- Recognize and represent numbers up to 30 with sets of tens and ones (objects, columns, arrays).


Mathematics
MA2015 (2016)
Grade: 2
8 ) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2-NBT4]


NAEP Framework
NAEP Statement::
4NPO1i: Order or compare whole numbers, decimals, or fractions.



Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.8- Compare sets of objects and numbers using appropriate vocabulary (greater than, less than, equal to; limited to thirty objects in a group).


Local/National Standards:

 

Primary Learning Objective(s):

Students will construct 3-digit numbers to make the greatest number by deciding what place value to assign each digit. Students will then compare two numbers to decide which number is greater. Students will use the correct symbol to show greater than, less than, or equal to.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

sets of digit cards (attached) OR a set of playing cards per pair, base ten blocks (optional), recording sheet (attached), place value chart (attached)

Technology Resources Needed:

Interactive whiteboard with virtual base ten blocks may be used (optional). To use the virtual base ten blocks you may need a Java update. Check to see if they work on your computer: http://nlvm.usu.edu/en/nav/grade_g_2.html

Background/Preparation:

Students should have knowledge of 3-digit numbers and place value. Students should be familiar with a place value chart and comparing numbers. This is an activity that could accompany a lesson on place value or comparing numbers.

Make sure links to digit cards and base ten blocks will open on your computer if you choose to use them.

  Procedures/Activities: 

Engagement/Motivation:

1. Ask students if they would rather have $245 or $175. Explain to a partner why they chose their answer. Let students share their answers or what they discussed with their partner. Discuss the importance of being able to compare numbers. Have students think about times when they would need to compare numbers or quantities.

2. Review greater than >, less than <, and =. Show several examples and have students decide which symbol to place between the numbers.

Activity:

1. Place students in pairs and give each pair a place value chart (attached), digit cards from http://www.mathwire.com/templates/digitcards.pdf, or use a set of playing cards (remove face cards and 10s and use aces as 1s), and base ten blocks (optional). Virtual base ten blocks can be found at  http://nlvm.usu.edu/en/nav/grade_g_2.html.

2. Explain to students that the object of the game is to have the greatest 3-digit number.

3. Model playing the game with a student. Each player will draw 3 cards. The cards need to be arranged so that they make the greatest number possible. Do not let your partner see what you are doing. Students can build the number with the base ten blocks if they need a visual.

4. Students will then compare their numbers. The student with the greatest number will say "I am the greatest." That student will get a point. The student with the most points at the end of the playing time wins the game. They will use the recording sheet (attached) to keep track of points and to write comparisons using the symbols <,>, =.

5. After the game, ask the following questions: What strategy did you use when making your 3-digit number? Why did you use that strategy? Did anyone think about it a different way?

 



Attachments:
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  Assessment  

Assessment Strategies

Write your name on an index card and do the following:

Make the greatest 3-digit number with the following digits: 4, 7, 6.

Then, make the smallest 3-digit number using those same digits.

Write the following and fill in the missing symbol:

465 ____ 556            326_____236     234_____234

Acceleration:

Have students play the game again making 4-digit numbers.

Intervention:

For students who are struggling with comparing numbers, have them build 2-digit numbers with base ten blocks on a place value chart. As they start to grasp the concept, move back up to 3-digit numbers.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.