We are getting into some class conversations about how we can use our knowledge of the tens and ones to help us understand the value of a number. We can then use that knowledge to help us compare numbers to one another.
Kids had 1 minute to draw as many pictures of something they could and then they were asked to count how many they drew. We continue to revisit the idea of counting larger quantities of objects is faster and easier if you group them by tens first. Students then compared their total amounts to each other to create a number line of our final counts. This led them to understand when comparing numbers to first look at the tens place value and then the ones place value.
In another activity students were given a set of numbers to compare and put in order. They then had to decide which 2 numbers were the closest together. This led to a lot of discussions about counting forwards and backwards on a number line or in their head to find the answer. Students then had to work to figure out which of the 3 numbers was farthest from 50 and which was farthest from 100. If students understood this it was the icing on the cake as it was a challenging question put forward to them to try.
Kids had 1 minute to draw as many pictures of something they could and then they were asked to count how many they drew. We continue to revisit the idea of counting larger quantities of objects is faster and easier if you group them by tens first. Students then compared their total amounts to each other to create a number line of our final counts. This led them to understand when comparing numbers to first look at the tens place value and then the ones place value.
In another activity students were given a set of numbers to compare and put in order. They then had to decide which 2 numbers were the closest together. This led to a lot of discussions about counting forwards and backwards on a number line or in their head to find the answer. Students then had to work to figure out which of the 3 numbers was farthest from 50 and which was farthest from 100. If students understood this it was the icing on the cake as it was a challenging question put forward to them to try.