In this card game students play in pairs to practice recognizing the biggest number.

For this task, students compare numbers that are identified by word names and not just digits. Students must think carefully about the value of the numbers due to the different order numbers.

For this task, students use the digits 2, 5, and 7 to create 3-digit numbers to determine the greatest number they can make and the smallest number.

This marbel counting iteration of greater than, less than, and equal to with a specific "target number" help strengthen the concept for students.

Rational Numbers

Type of Unit: Concept

Prior Knowledge

Students should be able to:

Solve problems with positive rational numbers.
Plot positive rational numbers on a number line.
Understand the equal sign.
Use the greater than and less than symbols with positive numbers (not variables) and understand their relative positions on a number line.
Recognize the first quadrant of the coordinate plane.

Lesson Flow

The first part of this unit builds on the prerequisite skills needed to develop the concept of negative numbers, the opposites of numbers, and absolute value. The unit starts with a real-world application that uses negative numbers so that students understand the need for them. The unit then introduces the idea of the opposite of a number and its absolute value and compares the difference in the definitions. The number line and positions of numbers on the number line is at the heart of the unit, including comparing positions with less than or greater than symbols.

The second part of the unit deals with the coordinate plane and extends student knowledge to all four quadrants. Students graph geometric figures on the coordinate plane and do initial calculations of distances that are a straight line. Students conclude the unit by investigating the reflections of figures across the x- and y-axes on the coordinate plane.

Students revise their work on the Self Check based on feedback from the teacher and their peers.Key ConceptsConcepts from previous lessons are integrated into this assessment task: integers, absolute value, and comparing numbers. Students apply their knowledge, review their work, and make revisions based on feedback from the teacher and their peers. This process creates a deeper understanding of the concepts.Goals and Learning ObjectivesApply your knowledge of integers, absolute value, and comparing numbers to solve problems.Track and review your choice of strategy when problem solving.

Students explore place value and comparing numbers with this interactive. There are two birthday cakes with candles, students must use arrows to even out the candles until each cake has the same number.

Students will compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, using >, =, and < symbols and record the results of comparisons. NC.2.NBT.4: This standard calls for students to apply their knowledge of NC.1.NBT.1 and NC.1.NBT.3 by examining the value of the digits within two three-digit numbers in order to compare them. (NC DPI Unpacking)

This lesson is from Tools for NC Teachers. In this lesson, students will use various subtraction strategies to develop the standard subtraction algorithm. This lesson is intended to extend over several days to help students gain a deeper understanding of the algorithm and make connections between computation methods. This is remixable.

This task is from Tools for NC Teachers. Students examine numbers written in various forms and compare them to 28,409. This is remixable.

This task is from Tools for NC Teachers. Students compare the values in a table. This is remixable.

For this task, students compare three digit numbers and explain their comparisons using pictures.

The purpose of this task is for students to explain how they know one quantity is greater or less than another quantity. Students will easily be able to identify which number is greater or less. However, explaining their reasoning will help them solidify their number sense skills.