A number is about 110, but it’s not 110. What might it be?

How are 62 and 26 alike and different?

One number is a lot more than another one. Both numbers are greater 50. What could the two numbers be?

My number is more than 16, but less than 34, use your hundred chart to tell me what my number could be?

Pick two digits from 4, 9, and 7 to create the largest possible two-digit number. Now pick two digits to create the smallest possible two-digit number.

Summer and Tara are comparing numbers. Summer wrote 59 and Tara wrote 112. Summer says you start at the left when comparing numbers, so she says her number is largest because 5 is greater than 1. Tara says her number is largest because it has more digits. Who is correct and why? Use what you know about place value to explain your answer.

What are three numbers that are greater than 90 but less than 120? Prove one of your answers by representing the number.

About the Math

This is a great time to reinforce ten frames. Students can fill in ten frames to represent two different amounts, compare the number of filled in ten frames as they compare values. Large Blank Ten Frame, Ten Frames for Student Use, and Hundred Charts (large, blank, student copies) are useful tools for developing student understanding of this concept. First grade place value concepts are foundational for all future work with numbers. They will be further developed in future grades as students expand the number system to larger whole numbers and decimal fractions, make estimations, and compute. Essential vocabulary and symbols for this standard includes: Place Value, Digit, Greater Than, Less Than, Equal to and (symbols) >, <, and =(online dictionary, HCPSS Vocabulary Cards).

The Illustrative Mathematics Project tasks below demonstrate expectation for this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

1. Have students work with representations of numbers using base ten blocks, ten frames, or drawings such as sticks and dots. Have students make or draw different numbers and explain if they are greater/less than other numbers. Students can also use technology applications such as Base Ten Blocks Virtual Manipulatives to make their representations.

2. Place value dice can be used for generating numbers to compare or use during comparison investigations. --------->

3. Have students play “Roll and Compare” with a partner. Students roll two different colored die. Assign one colored dice for the tens and the other colored dice for the ones. Each student in the pair rolls and records their number. They compare their two numbers. Whoever has the greatest number earns one point. Or whichever student has the least number earns a point.

4. Another version of the game “Roll and Compare” can be played with using a number line to 70. Students find their rolled number and compare them using the number line. Students can record by writing a comparison sentence (e.g.: 54 > 32)

5. Cut up a hundreds chart so that each number is separate from one another. Place the numbers in a bag. Students can play with a partner or in small groups. Have students draw a number from the bag and compare it to their partner’s or to the other people in their group. If they have the greatest/least number they earn a point. The person with the most points at the end of the time period wins. Extension idea is to put the students into groups of four or six. Have each student in the group draw a number from the bag and then line up from least to greatest. Each group can check the other groups for accuracy.

6. Give students a t-chart worksheet that has Less than 50 on the left side and Greater than 50. Give each student small cards of numbers (e.g.: 35) and also with different names for numbers (e.g.: 50 + 12). Have them sort the cards on the t-chart.

## Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Quarter 1Quarter 2Quarter 3Quarter 4a. Compare two two-digit numbers based on meanings of the tens and ones digits.

b. Record the results of comparisons with the symbols >, =, and <.

b. Record the results of comparisons with the symbols >, =, and <.

b. Record the results of comparisons with the symbols >, =, and <.

## Increasing Rigor

This is a great time to reinforce ten frames. Students can fill in ten frames to represent two different amounts, compare the number of filled in ten frames as they compare values.About the MathLarge Blank Ten Frame, Ten Frames for Student Use, and Hundred Charts (large, blank, student copies) are useful tools for developing student understanding of this concept. First grade place value concepts are foundational for all future work with numbers. They will be further developed in future grades as students expand the number system to larger whole numbers and decimal fractions, make estimations, and compute. Essential vocabulary and symbols for this standard includes:

Place Value, Digit, Greater Than, Less Than, Equal toand(symbols) >, <, and =(online dictionary, HCPSS Vocabulary Cards).The Illustrative Mathematics Project tasks below demonstrate expectation for this standard.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)2. Place value dice can be used for generating numbers to compare or use during comparison investigations. --------->

3. Have students play “Roll and Compare” with a partner. Students roll two different colored die. Assign one colored dice for the tens and the other colored dice for the ones. Each student in the pair rolls and records their number. They compare their two numbers. Whoever has the greatest number earns one point. Or whichever student has the least number earns a point.

4. Another version of the game “Roll and Compare” can be played with using a number line to 70. Students find their rolled number and compare them using the number line. Students can record by writing a comparison sentence (e.g.: 54 > 32)

5. Cut up a hundreds chart so that each number is separate from one another. Place the numbers in a bag. Students can play with a partner or in small groups. Have students draw a number from the bag and compare it to their partner’s or to the other people in their group. If they have the greatest/least number they earn a point. The person with the most points at the end of the time period wins. Extension idea is to put the students into groups of four or six. Have each student in the group draw a number from the bag and then line up from least to greatest. Each group can check the other groups for accuracy.

6. Give students a t-chart worksheet that has Less than 50 on the left side and Greater than 50. Give each student small cards of numbers (e.g.: 35) and also with different names for numbers (e.g.: 50 + 12). Have them sort the cards on the t-chart.

Print Resources:Brain Compatible Activities

for Mathematics K-1

(14-16, 19-22)

Math Intervention:

Building Number Power K-2

(50-54)

Developing Mathematics

with Unifix Cubes

(51)

Number Sense 1-2

Hands on Standards

(20-21, 42-43)

Web Resources:Games and CentersLessonsStudent ResourcesVideo SegmentsTen Frame Compare

Comparing Two Digit Numbers

Scoop It

Online Games

Compare Numbers

Game idea

Greater Than/Less Than Card Game

Teacher Shared Game

(Erin Reisberg, Centennial Lane)

So Sweet

Comparing Handfuls

Greater Less Than or Equal To

Lesson Plans

Highest Number on a Newspaper Page

Sequencing Numbers in Counting Order

Counting the Total

Ordering 3 Numbers

What is Equal?

Illustrative Mathematics Example

Ordering Numbers

Number Routine

(greater than/less than)

Number talks.greater less than.pptx

Video Clip of teacher demonstration. Adapt to include higher numbers and vocabulary greater than and less than.

Comparing Numbers

Teacher guide for virtual manipulatives 1.NBT.3

Click on the books to see additional activities.Connection to Children's LiteratureJust Enough Carrots

By: Stuart J. Murphy

## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.Use and Sharing of HCPSS Website and Resources:Howard County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.