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 they created in a previous lesson of this unit, 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 on a number line represents a greater value than the number to the left (MP7).

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

• Invite 2–3 previously identified groups to share comparisons and their explanations.
• “What do you notice about the numbers that are farther to the right?” (They are greater. They represent a greater length from 0.)

The purpose of this activity is for students to use a number line to compare greater 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).

• Invite a previously identified group to share a comparison where the numbers are close.
• Display the number line from the activity to record student comparisons or have students display their work so all students can see.
• “Is _____’s comparison true? Explain.” (Yes, it is true because _____ [greater number] is farther to the right. It represents a longer length from 0 than ____ [lesser number].)
• Repeat with a previously identified group with a comparison where the numbers are farther apart.
• “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.)