Greater, Less, Equal Cover Up (25-30 minutes)



Greater, Less, Equal Cover UpIn this lesson, students will compare and reason about the values of two-digit numbers based on the number of tens and ones in the numbers. NC Mathematics Standard:Understand place value. NC.1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <.Additional/Supporting Standards: Extend and recognize patterns in the counting sequence.NC.1.NBT.1 Count to 150, starting at any number less than 150.Standards for Mathematical Practice:2. Reason abstractly and quantitatively.6. Attend to precision.7. Look for make use of structure.Student Outcomes: I can compare 2 two-digit numbers.I can communicate strategies used to compare numbers.Math Language:What words or phrases do I expect students to talk about during this lesson? digit, equal, greater, less, more, ones, tens Materials: Greater, Less, Equal Cover Up game board, Number Cards (1-99), spinners, paper clips, ten frame cards, hundred boards, markers, activity sheet Advance Preparation: Prepare Greater, Less, Equal Cover Up game boards, Number Cards (1-99), spinners, ten frame cards and hundred boardsGather materials and copy the activity sheetLaunchWhat is Greater Than and Less Than? (5 minutes)Show a number represented by ten frame cards that has both tens and ones. Have students count the number of dots and write the number down. Ask students to share both the number of dots and their counting strategies. Possible questions to ask:How many dots do you see?How did you determine the number of dots on the ten frames?Can you think of a number that is greater than this number?How do you know your number is greater than my number?Can you think of a number that is less than this number? How do you know your number is less than my number? Repeat a few times with different ten frame cards.ExploreGreater, Less, Equal Cover Up (25-30 minutes) The game Greater, Less, Equal Cover Up, can be played with small groups, in pairs, or with all students in the class with each student having a game board. Model the game Greater, Less, Equal Cover Up then allow students to play. Directions:Pull a number card and spin the spinner. Cover up any number that you want to based on the spinner and the number card. This may be done with a game marker, or student may color in the numbers. For example, if you pull the number card 28 and you spin “less than” you can mark any number less than 28. If a number has already been covered, the student must make another choice or skip that turn if there are no options to cover up. The game will continue until a student covers up a row or a column of the game board. Observe students during game play:Do students accurately mark appropriate numbers?Can students clearly explain how they know whether a number is greater than or less than the number they pulled?DiscussDiscussion of Greater, Less, Equal Cover Up (8-10 minutes)After the game has been played, discuss the game with the class. Possible questions:What happened during the game?What strategies did you use as you played the game?If time permits, play a round of the game with the students and ask them to discuss their strategies while playing.Additional Activity 4. Activity Sheet (10 minutes) When students are ready, have them complete the activity sheet (attached below). As students are working, feel free to interact with students who are struggling by asking them guided questions without directly providing information or answers.Evaluation of Student UnderstandingInformal Evaluation: During the lesson, listen and observe while students are playing the game. Take notes about whether students can accurately compare numbers and explain how they know whether a number is greater than or less than the number they pulled. Formal Evaluation/Exit Ticket: (10 minutes) The activity sheet can be used as formal evaluation/exit ticket.Meeting the Needs of the Range of LearnersIntervention: If a student is struggling with knowing numbers that are greater than, less than, or equal to a given number, allow them to work with groupable manipulatives by adding more manipulatives for greater than spins and taking some manipulatives away for less than spins. Have the student use a hundred board to find the given number and show numbers that are greater than, less than, and equal to the given number. Cards and the game board could be limited to a smaller number range such as 1-10, 1-15 or 1-20.Extension: Cards and the game boards could include numbers such as 25-50, 50-75, 75-100 or higher numbers. A winner can be declared if it is a diagonal line.Possible Misconceptions/Suggestions:Possible MisconceptionsSuggestionsStudents may incorrectly compare numbers by looking at the ones place instead of the tens place.Consider giving students a pile of 12 counters and a pile of 21 counters and a double ten-frame mat. Ask questions and discuss with students how 12 is different from 21 and which is larger based on the sets of tens. Relate the written numeral to the picture they make with counters. Ten Frame Cards Spinner for Greater Than, Less Than, or Equal Cover Up526788108200303131820389699500169227560026550031775401874520002628265481711000262636032454850052387528194000Number Cards for Greater Than, Less Than, or Equal Cover UpGreater, Less, Equal Cover Up Game Boards-57150123825 Activity Sheet10096506477000 How many dots are there in the picture on the left?Name two numbers that are greater than the number of dots?Name two numbers that are less than the number of dots?How many more dots would you need to have 25?Draw a picture to show 17.Name two numbers that are greater than 17 but less than 20.Name two numbers that are less than 17 but greater than 12.How many more would you need to have 21?Explain how you found your answer.You have 12 pencils. Your friend has 10 pencils and then gets 3 more. Who has more? How do you know? Draw a picture and write an equation to explain your answer.You have 21 students in your class. You bring in 23 erasers for your classmates. Do you have enough to give each student one eraser? How do you know? Write a sentence to explain your answer. ................
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