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Lesson excerpt:

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 boards

●     Gather materials and copy the activity sheet

Launch

1.      What 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.

Explore

2.      Greater, 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?

Discuss

3.      Discussion 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 Understanding

Informal 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.