Date: November 9, 2015

Learning Target/Objectives: Students will use comparison to order numbers and evaluate which
numbers are least and greatest; demonstrating knowledge through comparison problems and a
high-level number line task.
Common Core Standard:
CCSS.MATH.CONTENT.4.NBT.A.2

Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Vocabulary:
Compare
Materials Needed:
Tape
White Board
Markers
Paper
Pencils
Dice
Pieces of Paper with a number on it
Hat or basket
Names on popsicle sticks
Worksheet 1
Worksheet 2
Assessment chart
Description/overview of lesson:
In this lesson, students will begin with a review of place value from the previous weeks lessons. To prepare
students, the class will do a number talk that involves addition. The number talk is purposed to get students
thinking about how place value knowledge can help solve problems more efficiently and strategically. Not
only does the number talk use place value, but because of the order of equations, students will begin
comparing problems to help solve a current equation. After the number talk, students will see how number
lines can help compare numbers. In an interactive and engaging task, students will get to roll a dice to
produce a number. The number rolled will be compared to a starting number and more numbers will be put
in the number line as students continue to create number with the dice. To assist students in placing
numbers, there will be a place value chart to place numbers in. Students will complete a worksheet along
with the lesson. For the next part of the lesson, students will apply the early part of the lesson to create their
own number line and represent their numbers with pictures. Without the help of a teacher, students will order
themselves on a number line of duct tape across the floor with the given number.

NUMBER ROUTINE

The Number Talk of the day will be solving a sequence of equations that relate to one another.
15+27
23+18
17+25
16+27
This number talk is purposeful in two ways. The first is that students are already familiar with addition and
have established a routine of solving addition vertically with carrying numbers. This task is aimed at moving
students from rote knowledge to using place value skills to help solve the equations. Once solving an
equation, it is efficient to use the ones and tens place to easily solve the next problem. Because the goal of
this lesson is for students to be able to compare numbers, this number talk begins to get students comparing
numbers in order better solve the next problem Discussion will take place after the number routine to talk
about the different relationships between the number sentences and how this connects to place value.
Questions During Task:
How can we make this number easier to add?
Is it easier to think about 20+30 or 23+36?
Is the one actually a one? Its a 10 right?
How do 15+27 and 16 +27 compare to one another?
What place value is going up one? Is it going up 1 or 10?

TASK
The high level task takes place at the end of the lesson and serves as a formative assessment as well.
Students will place themselves on a human number line (tape across the classroom floor) and in groups of
6-8, depending on student make-up of groups, will order themselves by comparing their number with the
people on the number line before them. Students are autonomous in this activity while the teacher serves as
a facilitator. Students must arrange themselves and give reasoning such as:
Why they feel the number is greater or lesser?
Answers to questions such as what if the ones place were a 5, would you still stand there?
Why they chose to move another student.
Listening for students using place value language in their reasoning.
Students will be given opportunities to correct themselves and the facilitator will help students realize their
mistakes by talking out their reason for their placement. After the group is finished placing themselves, the
class has a chance to agree or disagree with the number line and students can tell why they would change
or keep things the same.

BEFORE (Launch, Problem Posing)

(5-10) minutes
I need everyone to imagine with me for a second.
Many of you mentioned how you love to go shopping at places like Target and Wal-Mart, right?
Now imagine that I gave (Student 1) and (Student 2) a wad of money and told them to go spend it. I
reached down into a bucket, pulled out money and gave a handful to each of them.
What is the first thing that they should do to make sure that what I did was fair? (Direct students to
think about comparing each other's amounts)
Now say that after comparing their cash, they realize that I happened to give them the same
amount.
Now say I ask them what they want and they both decide that they want an ipod. I love ipods so I tell
them that Ill take them to the store.
I now have them in my car and all of a sudden I hear them arguing. (Student 1) wants to go to WalMart and (Student 2) wants Target, but I only have time for one stop.
Thankfully I have a Target Newspaper and a Wal-Mart Newspaper so I decide to look at the deals.
What do you know? Theres an ipod in both ads.
What do you think I should do? (Promote students to think about comparing numbers and its
purpose in our lives)
Go over vocabulary word: compare and write on the word wall having students connect the
vocabulary with the given scenario
How do you think place value helps us with figuring out what number is bigger and which is smaller?
(Start connecting with place value) or clarify with (which place value determines which number is
bigger and which is smaller, hoping for students to use the 5 rule that tells them to go up or down.
Today, we will put numbers on a number line, but in order to do that, you will have to compare
numbers to one another.

DURING (Explore)
(30 minutes)

Up on the board, I have a number line and chart (see below). In my hand I have a dice.

What do you think we will fill in the chart with? Lets think about our place values.
If we start all the way on the right, what place value are we at?
I now need volunteers to fill in the place values on the place value chart.
You will each roll the dice to give us 5 digits to make our new number. (students should
order from right to left starting at the ones place and moving to the ten thousands place)
Students will practice reading the number starting from covering up every place value
except the ones place, until the whole number is seen and read correctly.
How can we use our number chart and number line to figure out where our number falls on
the number line.
Make sure that what we are doing on the board is what you are doing on your worksheet

 As we get further and further, Im going to start removing some things.

(Remove place value words in original chart, just leaving numbers)
(For students needing assistance, we will put the word back in the boxes together)
(Continue making new numbers with the dice and filling in the number line)
(10-15 minutes)
Students will work on a worksheet (see attached) of problems taken from the book
Students are to use examples left on the board as well as the previous worksheet with a
chart on it
Students will be given a reminder of greater than, less than, or equal to signs if needed
(students will remind each other)
Scaffolding will take place to give one on one assistance to students
(20 Minutes) High-level Task & Formative Assessment
I want to see if you are able to make a human number line.
Do you think you can do it?
In this hat are numbers that each of you will pick out.
When you have your number, you may return to your seat.
I will call your name, and the first person I call will be the center of the line.
The next name I call will put themselves on the line in the right spot by comparing
themselves with the other numbers.
As a class, you may help one another out.
We will do 6-8 students at a time depending on make-up of groups.
A number line will be kept on the board and filled in as the number line is made in order to
give students a familiar visual.
(Assess students on a chart) (see attachment for details of assessment criteria)
AFTER (Summarize, Discussion)
(By using selection, students will share their work, explaining their answers to the class).
(Students will be chosen based on effort, rather than correctness).
(Students will discuss the idea of using place value to compare numbers and determine
which numbers are greatest and which are smallest).
(During discussion, students will use repeating to share what other students have said).
(Students will also use reasoning to explain their answers).
(Students will be asked to expand on their thoughts and explain their thinking).
Questions asked:
Why cant the tens place have a 2?
What would make those numbers equal?
What number did you choose and why?
Why did you choose your range of numbers (closer or further spread apart)
Now that were done, can someone tell us why place value is important? Think back to our
adventure with Student 1 and 2.
What strategy did we use in our example and in our lesson today to help us figure out what
number is bigger or smaller?