Lesson

Title/Focus

Comparing & Ordering

Numbers

Date

Dec. 6, 2016

Subject/Grade
Level

Grade 4 Math

Time
Dura
tion

75 mins.

Unit

Whole Numbers

Teac
her

Miss. ONeil

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:

General Outcome:
Develop number sense.

Specific Learning
Outcomes:

Specific Outcome 1
Represent and describe whole numbers to 10 000,
pictorially and symbolically.
Specific Outcome 2
Compare and order numbers to 10 000.

LEARNING OBJECTIVES

What do you want your students to learn?

Students will:
1. Demonstrate their prior knowledge about place value when they order
numbers from 1 to 10,000.
2. Participate in class discussion about which numbers are greater or less than
others.
3. Give answers to questions in a variety of ways, pictorially, on a number line,
verbally, etc.
4. Cooperate in a hand on activity with partners.

ASSESSMENTS
Formative / Summative

How will you know your students have learned?

Formative Class review on place value.

Class discussion on comparing and ordering
numbers on a place value chart and other
methods.
Formative Class centers, observation of
class engagement, on task, and ability to
complete questions.
Formative Class review of lesson, discuss
strategies, methods, and ability to complete
the tasks presented to each student.

LEARNING
RESOURCES CONSULTED

MATERIALS AND
EQUIPMENT- #s

Math Makes Sense ProGuide 4.

Pinterest
http://www.abcya.com/base_ten.htm

24 washable worksheets.
12 washable instruction
sheets.
24 dice.
Base ten blocks for 8
students.
Triangle cubes.
24 markers.

PROCEDURE
Introduction

Agenda / Attention
Grabber

Agenda:
BriefPlaceValuereview,whichwillleadinto
thenewtopicofcomparingnumbersand
orderingthem.
Discussionaboutwhatnumbersaregreaterand
why?
Orderingnumbersfromgreatesttoleast
(discussion)
Introductionofdifferentwaystorepresent
numbersandvisualizethedifferencebetween
twonumbers.
Centersexploringthedifferentwaysto
representwholenumbers.
Conclusiontolesson,anddiscussionon
individualstrategies.
Attention Grabber: Place Value chart on
the board. I need everyone to put on their
math hats!
After the class has settled in, bring
up the place value worksheet on the
board. Students will recognize it and
immediately understand they are
reviewing.
o INSIST ON STUDENTS
RAISING THEIR HANDS, IF I
DONT SEE HANDS I CANT
HEAR THEM
o Ask the students who are
unengaged or rarely
answer questions. If those
students shy away or are
uncomfortable with
answering the question
ask them to ask another
student who has their
hand raised.
Before we fill in the chart, raise some
questions for the students to discuss.

Time
30
min.

Write the numbers on the board as

you go.
o Which number is greater, 300
or 400? How do you know
this?
o Which number is less, 356 or
371? How do you know?
o Which number is greater,
4523 or 4867
o Present the students with four
different numbers, 5,7,2,3.
Ask them to make four
different numbers, then ask
someone to order the four
numbers from greatest to
least. Ask them how they are
deciding as they go.
o Once the numbers are in line
from greatest to least, ask the
students a series of questions
to get them thinking
Is a four digit number
with 8 (or other
number) in the
thousands place,
always greater than a
four digit number with
7 in the thousands
place? How do you
know?
If two 4-digit numbers
both have a 7 in the
thousands place, what
place would you look
next to compare the
numbers?
Can a 3-digit whole
number be greater
than a 4-digit whole
number? How do you
know?
Introduce the class to different visual
outlets that will help them determine
the ordering of numbers.
o Greater than and less than
symbol. Introduce with the
alligator rhyme.
Run through some
examples on the
board. Ask students to
come up and draw the
symbol correctly.
o Base ten blocks on a base ten

Bo

dy
Learning Activities

blocks website.
Compare two numbers;
ask the students if
they can see the
difference between
them. Can they
determine which
number is greater or
smaller?
o Number line on the board.
Again, compare two
numbers; ask the
students if they can
see the difference
between them.
After all strategies are introduced.
Explain to the students that they will
be going through a series of centers
where they are required to navigate
each of the strategies.

Begin by analyzing the amount of

students in the class on that day.
Differentiate, by asking Dylan,
Tannis, Connor, and Samara to sit
with Mr. Brewer at a different table
group. (Have differentiated
worksheets prepared for them)
After specific students have been
shifted, ask different students to join
other groups so that each group has
an even number of students. Have a
maximum of 6 tables filled.
Once the students are in their correct
seats, begin explaining each center.
o There will be a total of three
different centers, however
students may cycle through a
center more than once.
o Each student will be given a
marker, a sheet to write on,
and a dice.
o The first center I call Base
Ten Blocks. Students will roll
the die four times to make the
largest or smallest number
possible with the four digits
that arise. Write this number
into your place value chart.

Time
35
min.

Build that number with your

base ten blocks, compare with
your neighbour. Whose is
larger, why or why not?
Repeat this after you have
finished the first round.
o The second center I call
the great number line!
Students will again, roll their
die four times to create a 4digit number. They will
compare with their neighbour
and take turns adding their
number to the shared number
line. They will repeat this until
instructed to move centers.
Students are encouraged to
make observations while
filling in the number line.
Which numbers are larger,
how do you know this?
o The third center I call
greater than less than. In
this center, students will again
roll their die four times
creating a 4-digit number. The
students will work in pairs,
attempting to make the
largest number possible, once
they have filled in their chart
they will share with their
partner to see who has won.
Represent this with the
alligator symbol. Repeat this
game, however try and make
the smallest number this
time.
Students will cycle through the
cycles. Average 5-10 minutes at each
center. I will use my judgement to
determine when they are able to
move on. (Noise level).
Closure

Assessment of Learning /
Assignment

Watchtheclock,atabouttentwo,begintowind
downthecentersandbegintocleanup.
Askduotangcollectorstocollectallofthe
sheets,dice,andmarkers.
Askindividualtablegroupstoorganizeallof
theiritemsandleavethemniceandtidyat
theirtable.
Aftertheroomistidied,beginasking

Time
5 min.

studentssomeclosingquestions
o Whatareyourownstrategiesfor
comparingandorderingnumbers?
o Whichmethodworkedeasiestfor
you?
o Reviewthealligatorsymbolifthereis
remainingtime.