Lesson Title/Focus Subject/Grade Level Unit

Comparing and Ordering Numbers Math Grade 3/4 Whole Numbers

Date Time Duration Teacher

Nov. 12, 2013 1 class (~60 min) Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: Specific Learning Outcomes: Develop number sense.

3. Compare and order numbers to 1000. (Grade 3 outcome) 2. Compare and order numbers to 10 000. (Grade 4 outcome) LEARNING OBJECTIVES

Students will: 1. Arrange 3 to 4 digit numbers in order from greatest to least. ASSESSMENTS Observations: Products/Performances: MATH VOCABULARY Compare Order Place Value Greater than / less than LEARNING RESOURCES CONSULTED Pearsons Math Makes Sense Grade 3 Pearsons Math Makes Sense Grade 4 MATERIALS AND EQUIPMENT Card decks Game boards Place value charts Base 10 blocks Time 5 min Formative visual observations (checklist), individual verification of understanding (verbal and visual), student response to questions, class discussion Game board KEY MATH LEARNING Place value concepts can be used to compare and order numbers.

PROCEDURE Introduction Goal written on board. Attention Grabber Assessment of Prior Knowledge Have students join teacher on carpet for discussion. Class discussion and student response to questions. Which is greater 300 or 400? How do we know? (we have 4/3 hundreds in the hundreds place, 4 is greater than 3)

Which is greater 356 or 371? How do we know? (356 5 tens are less than 7 tens)

Expectations for Learning and Behaviour

Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Students will demonstrate appropriate group behaviour including staying on task, contribution, proper use of materials and care for workspace, work, and group members. Prepare game boards, write goal on board, decks of cards for each group, prepare groups. Refer to goal on board. Body Review goal on the board. Have students describe: What does it mean to compare numbers? (look at both, find similarities and differences) What does it mean to order numbers? (follow a rule) What tools or strategies can we use to help us compare and order numbers? (place value chart, base 10 blocks) 45 min

Advance Organizer/Agenda Transition to Body

Provide students with a demonstration of next learning activity Who has the Greatest Number? game. Learning Activity #1 Introduction and Demo (Whole Class) Group member roles recorder (records score and results onto game board), dealer (deals cards to players). Dealer shuffles, deals cards face down to group members (grade 3s working with 3 cards each, grade 4s with 4 cards each) Each member takes a turn to flip one card over. The player must decide which place they will put their card in make reference to previous game My Number is Bigger Than Your Number. Players continue flipping over cards until all players have their number. Groups then must work together to order their numbers from greatest to least. Recorder records results on their game board. The player with the biggest number gets a point. Game continues until one player reaches 5 points.

10-15 min

Remind students of objective ie. I will be coming around looking to see that you and your group are able to compare and order your numbers from the greatest value to the least. Assessments/ Differentiation: Learning Activity #2 Small Group Activity Formative observation of student response to questions and comments regarding the examples shown on the board. Student Groups Grade 3: Emma Ryley Brenna Brooke Titan Lily Anthony Mayson Danya Hilary Jullian 30-35 min

Grade 4s: Noah Francis Sammy Rachelle (Maggie) Have students restate what good group work looks like and sounds like before beginning. Call groups to the front to collect their deck of cards and game boards and find a place to work in the classroom. Circulate the room to assess and verify understanding. Visual observation of student cooperation and contribution. Individual verification of understanding (verbal and visual - checklist). Assessments/ Differentiation: Base 10 blocks, place value charts. EXTENSION if groups finish early, have them read Connect in the text and begin Practice questions ( 3s: pg. 51-53, 4s: pg. 38-41) Closure Groups will be asked to share (verbal): Feedback From Students: How did you decide where to place your digits on the game board? Did your strategy always work? How did you order the numbers from greatest to least? (look at thousands, then hundreds, then tens, then ones) If two 4-digit numbers have a 7 in the thousands place, what place did you look at next to compare numbers? (hundreds place) Write a 3417 on the board what does the 3 digit mean? (we have 3 thousands or 3000) 5-10 min 10 min Carter Orlando Musaab Memphis Ethan Hailey Madison

Clean up and get ready for recess. Feedback To Students Transition To Next Lesson Verbal Next class comparing and ordering numberlines, < > symbols (less than, greater than)