Last year, you learned how to compare numbers. You used symbols to help you show which number was greater and which number was less and which numbers were equal to each other. This year, you will compare numbers again, but they will be larger numbers. You will use what you know about place value to help you.In today’s lesson, we compare numbers up to 1,000 using the greater than (>), less than (<), and equal to (=) symbols.
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 27
Learn (40 minutes)
Learn (40 minutes)
Directions
Directions
TEACHER DO: Post the >, <, and = signs on the board.
TEACHER SAY: First, I want to see what you remember about these symbols. Find a partner using Hands Up, Pair Up.
STUDENTS DO: Find a partner using Hands Up, Pair Up.
TEACHER SAY: Discuss these symbols with your partner and remind each other what they mean. I will use Calling Sticks to select some of you to share your thinking.
STUDENTS DO: Discuss the symbols with their partners. Selected students share their thinking about the symbols.
TEACHER DO: Correct or confirm students’ thinking.
2.TEACHER SAY: Let’s use these symbols to help us compare 3-digit numbers.
TEACHER DO: Write 731 ___ 378 on the board.
TEACHER SAY: I have written 731 and 378 on the board. We want to use a symbol to compare these numbers. First, we need to determine which number is greater or which number is smaller. When we compared 1-digit numbers last year, we could just look at the quantity. We could see that 9 is greater than 2. But when we get to large numbers, we cannot always see the quantities quickly or easily. We can use what we know about place value to help us. Where do you think we should begin when comparing numbers—the Hundreds place, the Tens place, or the Ones place? Think for a moment, then share your thinking with your Shoulder Partner.
STUDENTS DO: Think quietly for a moment. Then share ideas with a Shoulder Partner.
TEACHER DO: Listen to the conversations to learn which students have a grasp of the concept before you introduce it. If possible, ask those students to explain their thinking to the class. If no students understand why they need to start with the Hundreds place, explain it to the class.
TEACHER SAY: Let’s look at these two numbers. Raise your hand if you can circle the digits in the Ones place in both numbers.
STUDENTS DO: Raise hands to volunteer. Selected student circles the digits in the Ones place in both numbers.
TEACHER SAY: Which number is greater—1 or 8?
STUDENTS DO: Call out together: 8.
TEACHER SAY: So, if we just looked at the Ones place, we would think 378 is the bigger number. Is it? Talk to your Shoulder Partner. Give me a Thumbs Up when you are ready.
STUDENTS DO: Talk with a Shoulder Partner about the teacher’s question. Give a Thumbs Up when they are ready. Selected students share their answers.
TEACHER SAY: Let’s see if your thinking is right. Let’s look at the Hundreds place in these two numbers. Raise your hand if you can underline the digits in the Hundreds place in both of these numbers.
STUDENTS DO: Raise hands to volunteer. Selected student underlines the digits in the Hundreds place.
TEACHER SAY: Which number is greater—700 or 300?
STUDENTS DO: Call out together: 700.
TEACHER SAY: Yes, 700 is greater than 300. That tells us we really need to look at the Hundreds place when comparing 3-digit numbers. That is the place that tells us which number is greater and which is smaller. Give yourself a pat on the back if you figured that out.
STUDENTS DO: Pat themselves on the back.
TEACHER SAY: Now we can use the > sign to complete our number comparison. Remember, the open part of the sign always faces the greatest number.
TEACHER DO: Complete the statement on the board: 731 > 378.
TEACHER SAY: Let’s try one more together.
TEACHER DO: Write 413 __ 492 on the board.
TEACHER SAY: I have 413 and 492 written on the board. Remember, we always start in the place with the greatest value. Since these numbers are 3-digit numbers, that is the Hundreds place. Raise your hand if you can circle the digits in the Hundreds place in these numbers.
STUDENTS DO: Raise hand to volunteer. Selected student circles the digits in the Hundreds place in both numbers.
TEACHER SAY: What do you notice about the digits in the Hundreds place? Raise your hand if you would like to share your thinking.
STUDENTS DO: Raise hands to volunteer. Selected students share their thinking.
TEACHER SAY: Yes, both numbers have a 4 in the Hundreds place. So, what should we do? Think for a moment and then share your thinking with your Shoulder Partner. Give me a Thumbs Up when you are ready. What should we do?
STUDENTS DO: Think for a moment and then talk to their Shoulder Partner. Give a Thumbs Up when ready. Selected students share their ideas.
TEACHER DO: Listen to the conversations to learn which students have a grasp of the concept before you introduce it. If possible, ask those students to explain their thinking to the class. If no students understand that they need to move to the Tens place, explain it to the class.
TEACHER SAY: Since both numbers have a 4 in the Hundreds place, we have to look at the place with the next highest value—the Tens place. Raise your hand if you can underline the digits in the Tens place in both numbers.
STUDENTS DO: Raise hand to volunteer. Selected student underlines the digits in the Tens place.
TEACHER SAY: Now let’s compare the digits in the Tens place. Which is greater, 1 or 9?
STUDENTS DO: Call out together: 9.
TEACHER SAY: Yes, 9 is greater, so 492 is greater than 413. Now we can use the < sign to complete our number comparison. Remember, the open part of the sign always faces the greatest number.
TEACHER DO: Complete the statement on the board: 413 < 492.
3.TEACHER SAY: Now it is your turn to try. You are going to work with your Shoulder Partner. I am going to give each pair of you a set of number cards and two popsicle sticks (or other material you selected).
TEACHER DO: Hand out supplies to each pair of students.
TEACHER SAY: I will write a comparison problem on the board. You will find those number cards and set them out in front of you. Then you will work with your partner to determine which symbol you need to create with your popsicle sticks to make the problem correct.
TEACHER DO: Model making >, <, and = with the popsicle sticks. You may choose to have students practice with you.
TEACHER SAY: The first comparison problem we will do is 938 _____ 689. Find those two number cards and then make the symbol that goes between the two numbers. Remember to start in the Hundreds place first. You may begin.
STUDENTS DO: Work with their Shoulder Partner to compare the two numbers and make a symbol to show the comparison.
TEACHER DO: Walk around the room, offering help to students as needed. Write the correct symbol on the board and have students check their work.
STUDENTS DO: Check their work and correct it if necessary.
TEACHER DO: Repeat the procedure with additional comparison problems using the numbers on students’ cards.
STUDENTS DO: Work with their Shoulder Partner to compare two numbers and make a symbol to show the comparison. Check their work and correct it if necessary.
TEACHER SAY: Great work today. I really enjoyed listening to your conversations. You are learning so much about place value and comparing numbers. Please put your materials back in the bag.
Reflect (5 minutes)
Directions
1.TEACHER DO: Write the numbers 153,768 and 624,091 on the board.
TEACHER SAY: Look at the two numbers on the board. If I asked you to compare them and tell me which is greater and which is less, could you do that? How? What did you learn today that could help you? Turn and Talk to your Shoulder Partner and share your thinking. Could you compare these two numbers? How?
STUDENTS DO: Share their thinking with their Shoulder Partner.
TEACHER DO: Listen as students talk. After about two to three minutes, select a few students to share their thinking. If no students recognize that they can compare the two numbers by comparing the digits in the place with the highest value, explain it to students. If time allows, model how to compare the two numbers. Close by having students give their Shoulder Partner a high five.
STUDENTS DO: High Five their Shoulder Partner.
