Comparing Multi-digits Performance Task

Name: Sarah Heywood 4​th​ Grade Math Lesson Topic: ​Comparing multi-digit numbers using place value. Content Objective:​ SWBAT compare two multi-digit numbers using >, <, = Language Objective: ​SWBAT create claims comparing two numbers and explain how they know.. ● Students who need extra support may use the sentence frame “________(insert 1st number) is (>, =, <) than ______ (insert 2nd number) because ____________ (explain how you know) Opening (15 minutes): Display the following prompt: Think about it “Jasmine says she has more money than her brother Ben. Jasmine has $268. Ben has $286. Is Jasmine correct? Why or why not?” ● Have students think independently for one minute then turn and talk to a partner, sharing what they think. ○ Have volunteers share out ■ Focus on the why! ● Emphasize that both numbers start with 200, so why are they not equal​? ○ (Guide students towards thinking about place value and having to move backward to the next place value if the first is the same. In this case, we would move to the tens place because the hundreds place is the same). ● Have a volunteer write both numbers in ​expanded notation​ and then compare the ​tens place​ as a class. ● Follow Up: ​Is there a number sentence we could write to show that Ben has more money than Jasmine? ○ (Check for prior knowledge on >, <, = symbols) ● Introduce symbols and explain what they mean. ○ Make connection: ​Think about it as a hungry alligator whose mouth will always be open to the side that has more on it. (Show picture of sign as alligator) ■ Write number sentence on the board $286 > $268

This may help students on IEPs who needs visuals.

During: Intro (5 minutes) Whenever we compare numbers, we want to make sure we can explain our thinking so that others can understand. Let’s look back at our example. We said that $286 > $268. Who can sum up in one sentence how we know this? ● Take volunteers. ○ Look for response: we look at the tens place and 80 is greater than 60 So when we are writing our explanation completely, we write our number sentence first and state why we believe this to be true. So, we could say “ $286 > $268 because in the tens place, 80 is greater than 60.” Activity 1 (20 minutes) For our activity, we will work in pairs to complete a comparison table. Each pair will be given a paper bag filled with single digit numbers (so numbers 0-9). Partner 1 will pull 3 single digit numbers (0-9) one at a time from the bag to create a 3 digit number in the order he/she pulled it. You will both record that number in column 1. Partner 2 will follow the same step to create a new number which will be placed in column 3. Pairs will then discuss which comparison symbol should be placed in the middle column to compare the two numbers. Finally, you will write your complete explanation like we modeled before. Can I have a volunteer come up to be my partner so we can demonstrate this activity for the class? ● Show worksheet under document camera as well as bag with numbers. ○ Teacher pulls 1 number at a time placing them in order until she has 3 digits. ■ Write in 1st column ○ Partner 2 does the same ■ Write in 3rd column ○ Ask class what symbol should be placed in the middle- referencing alligator mouth again to reinforce connection ■ Record ○ Ask class how we can explain our number sentence completely ■ Record ● Before I send you off, can I have one student volunteer to repeat the directions for this game? (call on a student on IEP to ensure they understand directions) ○ Can check in with other students as we (teacher and para) work the room during the activity Strategically pair students ● (place ELLs, students on IEPs and student with developmental delayed with partners that can positively support them (able to answer questions and explain their work thoroughly) ○ There will be 1 group of 3.

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The group of three can be 1 higher level mathematician, 1 student who falls in between and 1 student with developmental delays.

Both teacher and para working the room, checking in with each group throughout the activity. Independent work (will be used as an exit ticket): (10 minutes) Challenge using 4 digit numbers to see if they can apply the same concept to thousands place. Answer the following think about it word problem: Think about it “In 2016, 8,957 people attended Beyonce’s concert. In 2017, 8,759 people attended her concert. Did more people attend in 2017? How do you know?” ● Be sure to write a number sentence showing your comparison ● Completely explain how you know Extension for those who finish early:​ Create your own word problem comparing two multi-digit numbers and solve it. Be sure to explain your answer Closing (10 minutes) Students will sit in a circle and we will do a whip around where everyone shares one thing they learned about place value and/or comparing numbers. Assessment ● Assessment checklist as students work ○ Are they using the correct symbol? Thinking about the direction of each symbol? ○ Are they explaining in detail, stating how place value helped them figure out which is greater ● Scoring exit ticket ○ Helps inform decision to move on to next lesson or review this lesson.

Comparing multi-digit numbers First 3-digit number Example: 847

>, =, <

Second 3-digit number

How do you know?

>

748

847 > 748 because 800 is greater than 700. ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ Comparing multi-digit numbers (ELLs and Students on IEPs) First 3-digit number Example: 847

>, =, <

Second 3-digit number

How do you know?

>

748

847 > 748 because 800 is greater than 700. _____ (>, =, < ) ______ because ________________________________ ________________________________ _____ (>, =, < ) ______ because ________________________________ ________________________________ _____ (>, =, < ) ______ because ________________________________ ________________________________ _____ (>, =, < ) ______ because ________________________________ ________________________________ _____ (>, =, < ) ______ because ________________________________ ________________________________ _____ (>, =, < ) ______ because

________________________________ ________________________________ Independent Worksheet Think about it “In 2016, 8,957 people attended Beyonce’s concert. In 2017, 8,759 people attended her concert. Did more people attend in 2017? How do you know?” ●

Be sure to write a number sentence showing your comparison

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Completely explain how you know

Extension: Create your own word problem that compares two multi-digit numbers. Solve your work problem. ● Be sure to write a number sentence showing your comparison ● Completely explain how you know

Assessment Checklist Student Name

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Student uses correct comparison symbol

Student completely explains how they know using place value