Unit 4, Lesson 4
Comparemos números en una recta numérica
Grado 2
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The purpose of this Number Talk is for students to subtract with multiples of 5. As students share strategies based on place value or related to adding on or subtracting multiples of 5, record their thinking using a number line diagram. Students connect their mental strategies to the representation of moving a length of 5, 10, or 20 from one number to another on the number line. The understandings elicited here will be helpful in later lessons when students represent sums and differences on number lines.
Encuentra mentalmente el valor de cada expresión.
“Hoy usamos rectas numéricas para comparar números, y pensamos qué tan cerca o qué tan lejos están del cero y entre sí. Usamos lo que sabemos sobre comparar longitudes para comparar los números. También usamos palabras que indican posición, como ‘a la derecha’ o ‘a la izquierda’, para hablar de cuál número era menor o era mayor” // “Today, we used number lines to compare numbers and thought about how close or far away they are from zero and each other. We used what we know about comparing lengths to compare the numbers. We also used position words such as ‘to the left’ or ‘right,’ to talk about which number was less or greater.”
Display or draw:
“Si A y B son puntos que representan números en esta recta numérica, ¿cuál número es menor? ¿Cómo lo saben?” // “If A and B are points that represent numbers on this number line, which number is less? How do you know?” (A, because it is farther to the left than B. A, because it is closer to 0. A, because B represents a longer length from 0.)
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| Compañero A | Compañero B | |
|---|---|---|
If students write comparison statements that are not true, consider asking:
| Compañero A | Compañero B | |
|---|---|---|