Comparing+and+Ordering+Numbers

TEKS:** Finds a number between 2 numbers Uses data from a table to compare amounts Recognize US currency in dollars and cents Finds values using concrete and pictorial models
 * August 30-Sept 3
 * 3.1B** - Use pictorial, concrete, phrases, and symbols to compare numbers
 * 3.1C -** Recognize front and back of bills and coins


 * Part 1: Comparing Numbers**
 * Build 2 numbers using concrete and pictorial models and compare using symbols (><=) and phrases (less then, greatre then, equal to).
 * Envision pages 10-12
 * Clip and cover game (partners)
 * Spin that number game (partners)

[|comparing numbers.ppt] This is a short powerpoint that uses standard form and blocks to practice comparing 3 digit numbers.

[|Going Shopping.ppt] I made this to practice written form and adding money. You could also make kids tell you which coins they would use to pay for certain objects on the sldie with the toys.
 * Part 2: Ordering Numbers**
 * Introduce ordering numbers using a place value chart and writing #'s in the blanks and underlining the highest, etc.
 * Give table groups index cards with different numbers on each card. Have tables line up and order from greatest to least, least to greatest. Practice several times using different groups cards.
 * Play - May I take your order? (instructions provided)
 * Part 3: Money**
 * Introduce bills and coins (front and back)
 * Use concrete or pictorial models to find all the ways to make $1.00 - in groups
 * Read Alexander who used to be rich last Sunday - Viorst, and as you read have studnets determine different amounts that could be used each time he had money left
 * Tooth Fairy exemplar
 * Part 4: Review**
 * This will be a time for you to reteach and others to review place value and money concepts. Charity and I both have some activities you can copy so if you have some you'd like to share, feel free
 * Part 5: Assess**
 * TEKS 3.1ABC Common Assessment

3.1A Use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999. Use place value to compare and order whole numbers through 9,999. 3.1C Determine the value of a collection of coins and bills. || Changes standard notation to written notation Changes written notation to standard notation. Uses expanded notation, ex. 132 = 100 + 30 + 2 Identifies place and value, ex. 31,465 - the 4 is in the hundreds place and the value is 400. Does not use the word "and" when reading a whole number. 132 is read "one hundred thirty-two" ||
 * August 24-27**
 * **TEKS:**
 * 3.1B**
 * OBJECTIVES:**
 * Models up to 4-digit numbers with Base 10 Blocks.

Finds a number that is between two others. Uses data from a table to solve problems involving comparison of amounts across the curriculum ||
 * Works with comparisons using concrete models such as Base 10 Blocks, pictorial models, number lines, phrases (is less than, is equal to, etc.), or symbols (>, <, =).

Finds values of collections of coins and bills using concrete and pictorial models. Recognizes US currency written in dollars and cents form ($1.32, $0.15) or cents form (15¢). Recognizes all bills. || Lesson 3: Patterns on a hundred board *see print out for both* Lesson4: Hundred board wonders
 * Recognizes coins from the front or back of the coin.
 * REQUIRED LESSONS:**


 * ADDITIONAL RESOURCES:**
 * Conduct preassessment of place value and money
 * Complete both required lessons: patterns on a hundred board AND hundred board wonders (we will need to check out kits hopefully on Monday)
 * Complete Marilyn Burns activity (on ARRC) of exploring ones, tens, and hundreds
 * Complete activity 5.6 of Van de Walles book (the one Heidi copied for us) - base 10 riddles
 * **Lesson plan idea #1** - Pass out cards that have a match of 3 (written, base 10 blocks, standard). Each student gets one card and mingles around room to find their matches. Once found, they write their # in expanded form and present to the class. Then come as a class and make a web with four arms. In the center roll a dice to make a # and the standard from goes there. Then each arm is word from, standard from, base 10 blocks, and expanded form. Do several times and only to hundreds.
 * **Lesson plan idea #2** - Read Millions of Cats by Gag. Create a list of things that have values greater than hundreds. Write 1,285 on board and have groups build the #, then discuss other ways to write that #. Play game where each student gets a four digit # in standard form. Then they go around and read their card in word from, their partner reads their card in word form, then they trade cards and find a new person to do the exchange with again. At the end of time, go back to seats and write the # their left with in expanded form. Make flip book to represent expanded form.
 * **Lesson plan idea #3 -** Give bag of special "Place value snack mix." The bag will have marshmellows, wheat thins, pretzel sticks, and gold fish. Each item represent: marsmellow - 1000, wheat thin - 100, pretzel - 10, and goldfish - 1. Students sort out the # they have of each item to get a mystery number. They will record their number in standard, expanded, word, and base 10 blocks.

Place value and money preassessment: Tuesday August 24 (will be short) Place value and money assessment: Friday September 3
 * Common Assessments:**