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Activity 1

20 mins

Comparemos y ordenemos cantidades

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Compare and Order Quantities Cards, Spanish

To Gather

Connecting cubes in towers of 10 and singles

Activity Narrative

The purpose of this activity is for students to compare numbers represented in different ways. Students place the numbers in order from least to greatest. Students may create alternate representations for each number in order to compare them. For example, students may represent each number with a drawing, or write the two-digit number that matches each card (MP2).

MLR2 Collect and Display. Circulate, listen for, and collect the language students use as they order the numbers. On a visible display, record words and phrases such as: “mayor que, menor que, más, menos, primero, segundo, tercero, cuarto, orden” // “greater than, less than, more, less, first, second, third, fourth, order”. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Speaking

Action and Expression: Internalize Executive Functions. To support working memory, provide students with access to sticky notes or mini whiteboards to keep track of the value of each card in the set.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
Give each group a set of cards and access to connecting cubes in towers of 10 and singles.
Display the image in the student book.
“Hablen con su compañero y decidan cómo ordenar estas tarjetas de menor a mayor” // “Talk with your partner and decide how to order these cards from least to greatest.”
2 minutes: partner discussion
Share and record responses.

Activity

“Van a comparar números y ordenarlos de menor a mayor. Cada grupo de tarjetas tiene 4 números. Primero, encuentren todas las tarjetas que tengan una A. Cuando las hayan ordenado, escriban los números en orden en su hoja de registro. Después, busquen las tarjetas que tengan una B. Repitan los pasos anteriores. Prepárense para compartir cómo pensaron” // “You will compare numbers and put them in order from least to greatest. Each set has 4 numbers. Start by finding all the cards that have an A on them. Once you have them in order, write them in order on your recording sheet. Then look for the cards that have a B on them. Repeat the steps. Be ready to share your thinking.”
10 minutes: partner discussion
Monitor for students who:
- Make a base-ten drawing for each number and compare the tens, then ones if needed.
- Write each 2-digit number and compare the tens, then ones if needed.

Student Task Statement

Escoge un grupo de tarjetas.
Ordena las tarjetas de menor a mayor.
Prepárate para explicar cómo ordenaste tus tarjetas.

Escribe los números en orden, de menor a mayor.

Grupo A:

Grupo B:

Grupo C:

Grupo D:

Si te queda tiempo:
Mezcla 2 grupos de tarjetas.
Ordénalas de menor a mayor.

Activity Synthesis

Display Set A.
Invite previously identified students to share.
“¿En qué se parecen estos métodos?” // “How are these methods alike?” (They both showed the tens and ones. They both compared tens first.)

Activity 2

15 mins

Ordenemos números

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to compare numbers less than 99 to the benchmark numbers 5, 10, 50, and 99.

Students may use a variety of methods. Students may consider the relative magnitude of numbers (49 is one away from 50), use the value of the tens and ones (22 goes after 10 because 2 tens is more than 1 ten), and count (I know 97, 98, 99) to put the numbers in order. The emphasis is on the order of the numbers rather than the exact placement since this is not a number line. During the Activity Synthesis, students share how they ordered the numbers.

Launch

Groups of 2
Display the list of numbers in order from the student book.
“¿Qué observan? ¿Qué se preguntan?” // “What do you notice? What do you wonder?” (I notice that the numbers go in order. 1 is the smallest and 99 is the largest. Why are these numbers in this list? Will we add numbers to this list?)
1 minute: quiet think time
1 minute: partner discussion
Share responses.

Activity

Read the Task Statement.
10 minutes: partner work time

Student Task Statement

Estos son algunos números en orden:

1

5

10

50

99

Agrega estos números a la lista:
- 49
- 8
- 25
- 98
- 13
Asegúrate de que todos los números estén ordenados de menor a mayor.
Escoge 2 números. Explica cómo supiste dónde ubicarlos.
- Yo sabía dónde ubicar porque
- Yo sabía dónde ubicar porque
En cada caso, escribe un número que haga que la afirmación de comparación sea verdadera.

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Display the list of given numbers.
Invite students to share different methods for determining where to place each number.
As students share, fill in each number in the correct order.

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Lesson 17

Comparemos y ordenemos números

Warm-up

Cuáles tres van juntos: Comparemos afirmaciones

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Comparemos y ordenemos cantidades

Standards Alignment

1.NBT.2

1.NBT.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Ordenemos números

Standards Alignment

1.NBT.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Student Section Summary

Have feedback on the curriculum?

Standards Alignment

1.NBT.3

Student Response

Advancing Student Thinking

Are You Ready for More?