Yesterday we compared numbers that had the same number of digits. Today we are going to learn how to compare two numbers that do not have the same number of digits.
Math4u grade 2 first term
لشراء كتاب ماث فور يو جريد 2 أضغط هنا
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط أضغط على الرابط التالى
ولمشاهدة شرح دروس ماث جريد 2 الترم الاول المنهج الجديد بأسلوب سهل وبسيط
أضغط على الرابط التالى
Mathematics Teacher`s Guide primary 2
Math primary 2 first term lesson 28
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
TEACHER DO: Write 215 _____ 79 on the board.
TEACHER SAY: Read the first number with me. Two hundred fifteen.
STUDENTS DO: Say with the teacher: two hundred fifteen.
TEACHER SAY: Now let's read the second number together. Seventy-nine.
STUDENTS DO: Say: seventy-nine.
TEACHER SAY: What do you notice about these two numbers? Which symbol do you think should be written between them? Turn and Talk with your Shoulder Partner. Give me a Thumbs Up when you are ready to share your thinking.
TEACHER DO: Listen as partners talk to assess understanding of the role of place value in comparing numbers.
STUDENTS DO: Discuss ideas with their Shoulder Partner. Give a Thumbs Up when ready. Selected students share their thinking with the class.
TEACHER DO: Confirm or correct students’ thinking. As students share, make sure all the following points are discussed (by you or the students):
• There are more digits in 215 than 79.
• The digits in 79 are all larger than the digits in 215.
• There are no digits in the Hundreds place for 79.
2.TEACHER SAY: You did a great job noticing so many things about these two numbers. Yesterday we learned that we always have to look at the number in the place with the greatest value. Since one of our numbers goes to the Hundreds place, we have to look at the Hundreds place for both numbers. How many Hundreds does 215 have?
STUDENTS DO: Call out: 2.
TEACHER SAY: That’s right. Two. How many Hundreds does 79 have?
STUDENTS DO: Call out: zero (or none).
TEACHER SAY: That’s right. Zero. Which number is greater, 2 or 0?
STUDENTS DO: Call out: 2.
TEACHER SAY: Great thinking, so that confirms for us that 215 is the greater number. Let's try a few more together and then you will do some on your own.
TEACHER DO: Write 46 _____ 123 on the board.
TEACHER SAY: Please read the first number with me. Forty-six.
STUDENTS DO: Say with the teacher: forty-six.
TEACHER SAY: Let's read the second number together. One hundred twenty-three.
STUDENTS DO: Say with the teacher: one hundred twenty-three.
TEACHER SAY: Think for a moment and then point to the smaller number.
STUDENTS DO: Think for a moment and then point to 46.
TEACHER SAY: Great job. 46 is less than 123, so we use the less than symbol.
TEACHER DO: Draw < between 46 and 123. Repeat this process for a few more combinations of 2-digit and 3-digit numbers, depending on the need of your class.
TEACHER SAY: Now you are going to work with your Shoulder Partner to practice some comparison problems on your own. Open your student book to page Lesson 28: Apply.
STUDENTS DO: Open student book to page Lesson 28: Apply.
TEACHER DO: Hand out supplies to each pair of students.
TEACHER SAY: You and your partner will take out two cards and write the numbers in your student book. Work together to decide which symbol should go in the circle to show how the numbers compare to each other and then write it in the circle.
STUDENTS DO: Work together to take out two numbers, copy them into their student book, and write a symbol in the circle between the two numbers.
TEACHER DO: Walk around the room, offering help to students as needed. Listen to students’ conversations to identify students who may need additional instruction or support. At the end of the Learn segment, use an Attention Getting Signal.
TEACHER SAY: Wonderful work today. You are all such great math thinkers, and I like how hard you work to learn new skills. Please put away your materials, but keep out your student book.
STUDENTS DO: Put away materials. Keep out student book.
