The purpose of this activity is for students to determine which number is greater. Students represent their number in any way they choose. Listen for the way students use place value understanding to compare the numbers and the language they use to explain how they know one number is more than the other (MP3, MP6). In the Activity Synthesis, students are introduced to the terms greater than and less than.

This activity uses MLR2 Collect and Display. Advances: conversing, reading, writing

• “¿Qué otras palabras o frases importantes deberíamos incluir en nuestra presentación?” // “Are there any other words or phrases that are important to include on our display?”
• As students share responses, update the display by adding (or replacing) language, diagrams, or annotations.
• Remind students to borrow language from the display as needed.
• Display 93 and 26.
• “¿Cuál es más? ¿Cómo lo saben?” // “Which is more? How do you know?” (93 is more because 9 tens is more than 2 tens.)
• “Podemos decir ‘93 es mayor que 26’. También podemos decir ’26 es menor que 93’” // “We can say, ‘93 is greater than 26.’ We can also say, ‘26 is less than 93.’”
• Display 62 and 64.
• “¿Cuál número es más? ¿Cómo lo saben?” // “Which number is more? How do you know?” (64 is more. They both have 6 tens but 64 has 4 ones and that is more than the 2 ones in 62.)
• “Podemos decir que 64 es mayor que 62. También podemos decir que 62 es menor que 64” // “We can say that 64 is greater than 62. We can also say 62 is less than 64.”

The purpose of this activity is for students to attend to the value of the digits when comparing two-digit numbers. Students evaluate and critique comparison statements and the thinking behind them (MP3). They attend to the way other students reason about digits and the language they use to compare, and make revisions to help make arguments more precise and clear (MP3, MP6).

• “¿Estás de acuerdo con Elena? ¿Por qué?” // “Do you agree with Elena? Why?”
• “¿La afirmación de Elena sería verdadera si estuviera comparando 7 y 65? ¿Por qué sí o por qué no?” // “Would Elena’s statement be true if she were comparing 7 and 65? Why or why not?”

• Invite previously identified students to share.
• “Cuando comparamos números, es importante prestar atención a la posición en la que está cada dígito y qué valor tiene el dígito” // “When we compare numbers, it is important to pay attention to what place each digit is in and what value the digit has.”

The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful for them at this time.

• Write Numbers
• Grab and Count
• Five in a Row

• “Mai está jugando ‘Agarra y cuenta’ con su compañera. Organizó sus cubos en 4 torres de 10 y 3 unidades. Su compañera organizó sus cubos en 2 torres de 10. ¿Cuántos cubos tienen en total?” // “Mai is playing Grab and Count with her partner. She organized her cubes into 4 towers of 10 and 3 ones. Her partner organized her cubes into 2 towers of 10. How many cubes do they have in all?”