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Math Lesson View 2018-01-16T18:34:28-05:00

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Lesson Title Comparing Numbers
Unit Title 2-Digit Numbers
NRS Level Level 1; Level 2; 
Length of Lesson 60 minutes
Lesson Purpose

To build on students’ prior understanding of place value as they begin to compare numerical properties


Related Documents
math-g2-m3-topic-f-lesson-16-1.pdf Comparing-Numbers_PrintablePlaceValueDisks.pdf
Lesson Objectives

At the end of this lesson, students will be able to:

·         Sort and compare two- and three-digit numbers

Student Target

“I can compare numbers based on their characteristics.”

CCR Focus Standards
Number and Ratios - Level A
  • Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Number and Ratios - Level B
  • Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Supporting Standards
  • Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

  • Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

  • 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:

    a. 100 can be thought of as a bundle of ten tens — called a “hundred.”

    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).

Standards for Mathematical Practice
KYAE Employability Standards
  • E.6 Identify and effectively use skills and materials needed for a particular task.

  • E.8 Interact with others in a professional manner.