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Materials Needed:
Formative Assessment:
Informal observations
Anecdotal notes
Homework
Blackline Master, Comparing Numbers
Using Place Value
Vocabulary
LEARNING STRATEGIES:
Compare, Greatest, Least, Place, Value,
Digit, less than, greater than, equal to,
<, >, =, hundreds, tens, ones, thousands
Wake County Public School System, 2013
WCPSS/PROJECT ACHIEVE/C&I/2001
Alignment Lesson
Which is Greater?
Activity 1: Least and Greatest? (Engage and Explore 10 min)
1. Ask students to use the digits 4, 7, 1, 9 and create the
greatest number possible on a scratch piece of paper
(9,741) and then the least number possible (1,479) using
all four digits. Share answers and ask students share their
thinking and reasoning based on place value to justify
their answers.
2. Review with students different forms of the same number
by having students write the numbers using number
names and expanded form.
3. Ask students the following question about the smallest
and largest number possible in a quick turn and talk:
Which number is greater/lesser and how do you
know?How does the digits place affect the value?
How can we write comparison statements using the <,
>, = symbols?
Answer: 9,741 is greater than 1,479 because it has 9
thousands compared to the other number only has 1
thousand and when comparing numbers the greatest unit
is used. 9,741 > 1,479 and 1,479 < 9,741.
3. Repeat steps by rearranging the digits to form other 4-digit
numbers and compare using symbols. Possible sets of
numbers to compare: 7,419 and 7,914; 1,479 and 1,497.
4. Review vocabulary using interactive online dictionary
http://www.amathsdictionaryforkids.com/dictionary.html
Activity 2: Dare to Compare Discussion
(Explain and Elaborate 20 min)
One thousand
twenty-eight
1,038
1000+20+8
10,000
120 tens
8 ones
100 hundreds
128 ones
One hundred
thirty-eight
10 hundreds
3 tens
Teacher Guide
Grade 4
Day 10
Standard(s) 4.NBT.2
Alignment Lesson
Which is Greater?
Continued
2. Choose any two numbers from the grid and ask a small group to compare which number is greater and
telling how they know using precise place value language (see vocabulary box). Remind students that
its easier to compare numbers when they are in the same form. Monitor groups and ask student
leaders to share their reasoning in whole group discussion with the class. If time allows, find as many
possible comparison statements of numbers using symbols <, >, =.
Promote more math talk in a whole group discussion by asking other questions to connect and clarify ideas such
as: What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to
add on to what ____said? Do you agree or disagree with _____s idea? Is this what you said? Can you prove
it? What do you think will happen if _____? What makes you say that?
Day 10
Standard(s) 4.NBT.2
Date: ____________________________
Player 1 Number
Comparison
Symbol
<, >, =
Player 2 Number
Point
1
2
3
4
5
6
7
8
Journal Talk/Write: Explain how you know one number is greater or lesser
than another number using place value with your partner. Use precise
vocabulary words such as: digit, place, value, greater than, less than, compare,
equal to, ones, tens, hundreds, thousands.
Teacher Guide
Grade 4
Day 10
Standard(s) 4.NBT.2
____________________
I know __________________________________________________
________________________________________________________
__________________________________________________because
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________.