I then have another student share his/her thinking. I have the students turn and talk again about the process that they would go through to compare these two numbers. In this comparison, the students don't need to go any further than the tens place. I am looking for the students to look first at the tens place because it is the greatest place value column. I then have one student tell me how they could find out which symbol to use. I have the students turn and talk about how they could compare those two numbers. I have the students come back together as a class, either in our rug area or at their desks. If there are a few students I feel are still having difficulty, I would pull them in a small group to work with me to practice a bit more. Once I feel that they are showing me they understand I would would move on to the Practice section of the lesson. I usually have my students practice building and writing the comparison number sentences for several numbers. Which number would the alligator choose to eat? I am looking for the students to recognize that the numbers are both the same, and therefore the way to compare them would be to put the equal symbol between them. I ask a few of the students to share what they noticed about the numbers. I am listening for the students to be talking about how they could look at the tens and ones. I ask the students to talk with their partner about how they could compare the two numbers.
If students don't think of looking in the ones place, we build the two numbers using place value blocks and think about what makes one more than the other.įinally, I write the numbers 45 and 45 on the board. I am looking for the students to stop me and tell me that if the digits are the same in the tens place then I look at the next greatest place value column and compare those digits. I might joke that I can't compare them because the alligator can't choose which number to eat. When I see this, I usually give the students numbers that have the same digit in the tens place. Students practice building numbers in partners a few times until I feel that they are comfortable with comparing. Because I'm not trying to trick my students, I don't yet have them compare numbers that have differing place values (e.g., 54 and 254). I remind the students that they should always begin by looking in the place that is greatest (in this case it is the tens place)and then compare the same place value between the two numbers. I ask the students where they think I should look to find out which number is greater. One student builds the first number using tens rods and ones cubes, while the partner builds the other number. I then write the two-digit numbers 34 and 72 on the board.
I remind them that the alligators mouth should be open to the greater number because he is ready to eat it. Using the two numbers that the students have just built in partners, I ask the students to use their individual whiteboards to write the symbol that they think they could use to compare the numbers. I teach the students the Comparing Numbers Song to help them remember. I explain that the alligator is hungry, and that he will always eat the greater number. I explain to the children that we can often think of the two symbols as alligator mouths. If any students have seen them, I have them share what they might know about them. Next, I ask the students if they have ever seen the following symbols. I ask the students to talk with a neighbor about how they could compare the two numbers. Then I have the students take out their place value mat and work in partners to build the number 5 and 8 using their ones cubes. Because we are using manipulatives today, I have the students review how they should organize their ones cubes and tens rods on their name tag.
#GREATER THAN LESS THAN EQUAL TO BASE TEN FREE#
If this post was helpful, share it with your friends! And if you want to practice using the symbols greater than, less than and equal to, subscribe to Smartick for a free trial.I think that expectations reminders are only fair for 2nd graders. To which side does the large opening of the symbol face? To 100, because 100 is greater than 20. Three is greater than two, so the large opening of the symbol faces three and the little point faces the two. Today we will look at the symbols = > ) and “less than” ( 2
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