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Activity 1

20 mins

Comparemos los números

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

MLR8 Discussion Supports

to see where instructional routines fit in your journey.

Materials

To Gather

Counters

Materials from a previous lesson

Number cubes

Activity Narrative

The purpose of this activity is for students to compare two numbers and justify their comparison based on the location of each number on the number line. Using the number lines students created in a previous lesson, students represent numbers by placing counters as points on the number line. Students recognize that given any two numbers, the number farther to the right represents a greater value than the number to the left (MP7).

This activity uses MLR8 Discussion Supports. Advances: reading, speaking

Engagement: Provide Access by Recruiting Interest. Give students a context to relate the number line to. For example, a frog jumping on lily pads, or a rabbit hopping. The counters can represent the animal hopping along the number line.
Supports accessibility for: Conceptual Processing, Attention

Launch

Groups of 2
Give each group 3 number cubes and 2 counters.
Assign Partner A and B.

Activity

“Van a usar la recta numérica que hicieron y a trabajar con un compañero. Decidan con su compañero cuál de las dos rectas numéricas van a usar” // “You will use the number line you created and work with a partner. Decide with your partner whose number line you will use.”
As needed, demonstrate the task with a student.
“Soy el compañero A. Voy a lanzar los 3 dados numéricos y a encontrar la suma” // “I am Partner A. I am going to roll the 3 number cubes and find the sum.”
“Después, tomo una ficha y la ubico en la recta numérica para representar la suma” // “Then, I take a counter and place it on the number line to represent the sum.”
“Ahora es el turno de mi compañero. Hace lo mismo y ubica su ficha en la misma recta numérica para representar la suma de sus números” // “Now it’s my partner's turn. They do the same thing and put their counter on the same number line to represent the sum of their numbers.”
“Después, decidimos cuál número es mayor y explicamos cómo lo sabemos” // “Then, we decide which number is greater and explain how we know.”
“Por último, usamos los símbolos , o para escribir nuestra comparación” // “Last, we use the , , or symbols to record our comparison.”

MLR8 Discussion Supports

If needed, remind students to use comparison vocabulary (less than, greater than, equal to) to read the symbols and their comparisons.
If needed, invite students to chorally repeat the phrases that each symbol represents.
10 minutes: partner work time
Monitor for students who explain comparisons:
- based on lengths from 0
- using the language “to the left” and “to the right”

Activity Synthesis

Invite 2–3 previously identified groups to share comparisons and their explanations.
“¿Qué observan acerca de los números que están más a la derecha?” // “What do you notice about the numbers that are farther to the right?” (They were greater. They represent a greater length from zero.)

Activity 2

15 mins

Comparemos números más grandes

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

to see where instructional routines fit in your journey.

Materials

To Copy (from Blackline Masters)

Number Line to 100 Recording Sheet

To Gather

Number cubes

Activity Narrative

The purpose of this activity is for students to use a number line to compare larger numbers. In the first activity, students compared numbers on a number line with all of the tick marks labeled. In this activity, only the multiples of 5 are labeled. Students locate and label numbers on the number line and compare them. Listen for the language students use to explain how they know a number is greater than or less than another number, including those based on the lengths the numbers represent from 0 (MP6).

Launch

Groups of 2
Give each group copies of the number line recording sheet and 2 number cubes.

Activity

“Van a trabajar un poco más en comparar números en una recta numérica. Lo van a hacer con otro compañero” // “You are going to do some more work comparing numbers on a number line with a new partner.”
“Esta vez van a usar una recta numérica que va del 0 al 100” // “This time you will use a number line that goes from 0–100.”
“Cada uno va a lanzar 2 dados numéricos y va a formar un número de dos dígitos” // “Each of you will roll 2 number cubes and create a two-digit number.”
“Ubiquen y marquen ambos números en la recta numérica” // “Locate and label both numbers on the number line.”
“Después usen un , un o un para comparar los números. Expliquen cómo saben que su comparación es verdadera” // “Then compare the numbers using , , or . Explain how you know your comparison is true.”
10 minutes: partner work time
Monitor for student comparisons where both numbers are close on the number line (within 10) and where numbers are farther apart (greater than 30).

Activity Synthesis

Invite a previously identified group to share a comparison where the numbers are close.
Display the number line from the activity to record student comparison or have students display their work so all students can see.
“¿La comparación de _____ es verdadera? Expliquen” // “Is _____’s comparison true? Explain.” (Yes, it is true because _____ [larger number] is farther to right. It represents a longer length from 0 than the smaller number.)
Repeat with a previously identified group with a comparison where numbers are farther apart.
“¿Cuál comparación tiene una diferencia más grande entre los dos números? Expliquen” // “Which comparison has a bigger difference between the two numbers? Explain.” (_____ has a bigger difference. You can tell because the length between them is much larger than the length between the other two numbers.)

Student Task Statement

Compañero A:
- Lanza 3 dados numéricos. Encuentra la suma.
- Ubica una ficha en el lugar de la suma en la recta numérica.
Compañero B:
- Lanza 3 dados numéricos. Encuentra la suma.
- Ubica una ficha en el lugar de la suma en la misma recta numérica.
Decidan cuál número es mayor. Expliquen su razonamiento.
Usen un , un o un para comparar los 2 números representados en su recta numérica.

Compañero A	, o	Compañero B

Student Task Statement

Cada compañero lanza 2 dados numéricos y forma un número de 2 dígitos.
Cada uno ubica y marca su número en la recta numérica.
Usa un , un o un para comparar los números.
Explica por qué tu comparación es verdadera.

Compañero A		Compañero B

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Lesson 4

Comparemos números en una recta numérica

Warm-up

Conversación numérica: Restemos cincos

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Comparemos los números

Standards Alignment

2.MD.B.6

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Comparemos números más grandes

Standards Alignment

2.MD.B.6

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Have a correction or suggestion?

Standards Alignment

2.NBT.B.5

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?