students will continue to model the lesson with the teacher on their individual

Students will continue to model the lesson with the

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students will continue to model the lesson with the teacher on their individual whiteboards and the symbols using their hands or arms. Finally, the students will write the three problems on their whiteboards and solve them. They will answer specific questions, such as “Which has more hundreds?”, during the lesson, which will allow the teacher to check for understanding.
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tens blocks. Following by 5 ones blocks. Next, the teacher will repeat this with the next number, 431. The teacher will then commend the students for coming up with this strategy and will call on the student who explained that they can use place value to compare two numbers. The teacher will tell the students to write each digit on their white boards, 325 and 431. They will start by comparing the hundreds in each number. The teacher will tell the students to underline each number that is in the hundreds place. The teacher will model underlining the hundreds and will call on a student to explain why they do not need to find the values of the tens and the ones, because we already know the three-hundred is less than four-hundred. The teacher will then ask the students to model with their fingers or hands the symbol we should use to compare these numbers. The teacher will then display three problems on the Smartboard for students to compare using their whiteboards. They may use either strategy. 573 ____ 342 212 ____ 221 637 ____ 637 The teacher will walk through each problem, focusing on determining the place value. She will begin with the first problem and underline the hundreds place, 5 and 3. We will compare each and determine that 5 is the greater of the two, so students should have written on their boards 573 > 342. Continuing with the next one, the teacher will underline the hundreds place in both numbers, which is both 2. Next, the teacher will explain that she needs to look at the tens place. The first one has a 1 and the second one has a two. The teacher will determine that she does not need to compare farther and ask the students to model which symbol is needed. Students should write on their boards 212 < 221. Lastly, students will compare the last problem on their own. The teacher will call on a student volunteer to explain why they chose that
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symbol, encouraging the use of place value vocabulary. Independent Student Practice: Activity Description/Teacher Student Actions The teacher will ask the students to head to their “groups” to work on some independent practice. There will be 3 groups, one with the teacher, focusing on comparing numbers 100-
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  • Fall '16
  • Numerical digit, Binary relation

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