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Activity 1

20 mins

¿Cuál es mayor? ¿Cuál es menor?

Standards Alignment

Building On

Addressing

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is for students to interpret comparison symbols and compare two-digit numbers based on the value of the digits using drawings, numbers, or words. During the Launch, students notice and wonder about two related comparison statements that use symbols rather than words. The teacher creates a chart with the comparison statements and what the symbols mean in words. Students may use connecting cubes to build each number, the value of each number’s tens or ones place, or expressions that show the value of tens and ones to justify their reasoning. Students then circle the true comparison statement.

MLR7 Compare and Connect. Synthesis: After both examples have been presented and discussed, lead a discussion comparing, contrasting, and connecting the different approaches. Ask: “¿En qué se parecían sus estrategias al comparar 21 y 12 y al comparar 74 y 78? ¿En qué eran diferentes?” // “How were your approaches alike when comparing 21 and 12 and when comparing 74 and 78? How were they different?”
Advances: Representing, Conversing

Engagement: Develop Effort and Persistence. Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Attention, Social-Emotional Functioning

Launch

Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Display and .
“¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (The wider part of the symbol points toward the larger number. The point is toward the smaller number. Is this always true? Does the order you write the comparison matter? Does the order of the numbers matter?)
1 minute: quiet think time
2 minutes: partner discussion
Record responses.
“Estos son símbolos de comparación. Los usamos para mostrar que un valor es mayor que o menor que otro sin escribir las palabras. El lado abierto, o el lado del símbolo con la mayor cantidad de espacio entre la parte superior y la inferior, siempre mira hacia el número mayor” // “These are comparison symbols. We can use them to show that one value is greater than or less than another without writing the words. The open side, or the side of the symbol with the greater amount of space between the top and bottom, always faces the greater number.”
Record “78 es mayor que 45” // “78 is greater than 45” under . Consider writing “greater than” in a different color.
“El lado puntiagudo, o el lado del símbolo con menos espacio entre las líneas, siempre mira hacia el número menor” // “The pointy side, or side of the symbol with less space between the lines, always faces the lesser number.”
Record “45 es menor que 78” // “45 is less than 78” under . Consider writing “less than” in a different color.

Activity Synthesis

Display and .
Invite previously identified students to share.
“Sabemos que 21 es mayor que 12. ¿Cómo recuerdan qué símbolo representa mayor que?” // “We know that 21 is greater than 12. How do you remember which symbol represents greater than?” (I think about the part of the symbol with a greater amount of space being next to the greater number.)
Display and .
Invite students to share their thinking.
“74 es menor que 78. ¿Cómo saben qué símbolos muestran esto?” // “74 is less than 78. How do you know which symbols show this?” (The side of the symbols with less space between the lines is closer to 74.)

Activity 2

15 mins

Comparaciones verdaderas o falsas

Standards Alignment

Building On

Addressing

Instructional Routines

None

First time implementing?

Learn how to use instructional routines to facilitate problem-based learning!

Materials

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is for students to determine if comparison statements are true or false and explain why. In the previous activity, students focused on using their understanding of place value to determine if the symbols were facing the appropriate numbers. In this activity, students are encouraged to read the statements from left to right before determining whether the statement is true or false. Encourage students to use the display created in the previous activity to help them interpret the symbols and read the statements. If needed, remind students that the equal to symbol means “having the same value.”

Launch

Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Display .
“En la actividad anterior, decidimos que esta afirmación es verdadera. ¿Cómo leemos esta afirmación?” // “In the last activity, we decided that this statement is true. How do we read this statement?” (45 is less than 54.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Display .
“También decidimos que esta afirmación era verdadera. ¿Cómo leemos esta afirmación?” // “We also decided this statement was true. How do we read this statement?” (21 is greater than 12.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.

Activity Synthesis

Display answers for students to check their work.
Invite selected students to share their explanations for .
“¿Cómo podemos cambiar esta afirmación para que sea verdadera?” // “How can we change this statement so it is true?” ()
Read the new comparison statement.

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Lesson 15

Mayor que, menor que

Warm-up

Conversación numérica: Sumemos o restemos 10

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

¿Cuál es mayor? ¿Cuál es menor?

Standards Alignment

1.NBT.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity Synthesis

Activity 2

Comparaciones verdaderas o falsas

Standards Alignment

1.NBT.B.3

Instructional Routines

First time implementing?

Materials

Activity Narrative

Launch

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

1.NBT.C.5

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

1.OA.D.7