ALEX Learning Activity

  

Greatest, Least, or Equal?

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2882
Title:
Greatest, Least, or Equal?
Digital Tool/Resource:
Greatest, Least, or Equal? - Google Doc
Web Address – URL:
Overview:

In this activity, students will practice comparing three-digit numbers by playing a game. The students will work with a partner to draw three cards, arrange the cards to make the largest number, and then decide which student has the largest number. This learning activity will help the students understand place values and the words "equal to", "less than", or "greater than."
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 2
9. Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."
Unpacked Content
Evidence Of Student Attainment:
Students:
  • use place value terminology and concepts to explain and justify the placement of <, =, > to compare two 3-digit numbers and create true equalities and inequalities.
Teacher Vocabulary:
  • Equalities
  • Inequalities
Knowledge:
Students know:
  • how to compare 3-digit numbers using the terminology "greater than," "equal to," and "less than".
Skills:
Students are able to:
  • compare 3-digit numbers using place value concepts.
  • justify their reasoning as they compare numbers.
Understanding:
Students understand that:
  • the three digits of a 3-digit number represent groups of hundreds, tens, and ones.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.9.1: Define greater than, less than and equal to.
M.2.9.2: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M.2.9.3: Arrange two-digit numbers in order from greatest to least or least to greatest.
M.2.9.4: Identify zero as a place holder in two-digit and three-digit numbers.
M.2.9.5: Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers.
M.2.9.6: Select numbers on a number line that are more than, less than or equal to a specified number.
M.2.9.7: Match the words greater than, equal to and less than to the symbols >, =, and <.
M.2.9.8: Determine the value of the digits in the ones and tens place.
M.2.9.9: Identify sets with more, less or equal objects.

Prior Knowledge Skills:
  • Understand amount words, such as more, less, and another.
  • Become more interested in the concept of some and all.
  • Be interested in who has more or less.
  • Understand the concept of "less than" "more than".
  • Mimic counting by ones.
  • Recognize numbers from one to 100.
  • Become interested in how many objects she/he has.
  • Understand the concept of size and amount.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many".
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group.
  • Count objects one-by-one using only one number per object.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.9 Using vocalization, sign language, augmentative communication, or assistive technology, compare sets of objects and numbers using appropriate vocabulary (greater than, less than, equal to; limited to thirty objects in a group).
Learning Objectives:

I can compare two three-digit numbers based on the value of the hundreds, tens, and one's digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  • The teacher will distribute a recording sheet and digit cards to each set of partnered students. (These items are on the slideshow.)

  • The students will listen as the teacher displays the directions and explains how to play the game.

  • The teacher and students may play a few rounds together for practice if needed for review or to model expectations.

  • The game directions are listed below and on the Greatest, Least, or Equal? document:

  1. Player one will draw three of the digit cards and arrange them to make the largest number. They will record this number under player one, and round one on the recording sheet.

  2. Player two will draw three of the digit cards and arrange them to make the largest number. They will record this number under player two, and round two on the recording sheet.

  3. Players will compare the two numbers. The player with the largest number will circle their number. That player wins that round.

  4. If players build numbers that are equal, neither player will get a point.

  5. Players will continue to play ten rounds. The winner is the player with the most circled numbers.

  6. The teacher will circulate around the room while the students are playing the game.

  • When the players have played all 10 rounds of making and deciding who has the biggest number, the teacher will bring the class back to the whole group so that they can add the <, >, or = signs as a class.
Assessment Strategies:

  • The teacher will observe students' responses to determine students' understanding of the concept and skill.

  • The following guidelines can be used to ensure students meet the learning objective.

  • Check that the student:

  1. can correctly arrange the digit cards to create the largest number.

  2. can correctly determine which number is greatest.
Advanced Preparation:

  • The teacher will need to copy the recording sheet and digit cards for the class. These items can be found in the document Greatest, Least, or Equal?

  • The teacher will need to cut apart the digit cards before the lesson.

  •  A computer and projector will be needed to display the game directions.
Variation Tips (optional):

This activity can be used with a small group for remediation or in math centers.
Notes or Recommendations (optional):

This task may stand alone or be used with the following before and during activities:

Who is Correct? (Before)

M&MS and Skittles (During)
  Keywords and Search Tags  
Keywords and Search Tags: comparing numbers, equal to, greater than, hundreds, less than, ones, place value, tens