Name: Sarah Heywood

4​th​ Grade Math Lesson

Topic: ​Comparing multi-digit numbers using place value.
Content Objective:​ SWBAT compare two multi-digit numbers using >, <, =
Language Objective: ​SWBAT create claims comparing two numbers and explain how they
know..
● Students who need extra support may use the sentence frame “________(insert 1st
number) is (>, =, <) than ______ (insert 2nd number) because ____________ (explain
how you know)

Opening (15 minutes):

Display the following prompt:
Think about it
“Jasmine says she has more money than her brother Ben. Jasmine has $268. Ben has
$286. Is Jasmine correct? Why or why not?”
● Have students think independently for one minute then turn and talk to a partner, sharing
what they think.
○ Have volunteers share out
■ Focus on the why!
● Emphasize that both numbers start with 200, so why are they not equal​?
○ (Guide students towards thinking about place value and having to move
backward to the next place value if the first is the same. In this case, we would
move to the tens place because the hundreds place is the same).
● Have a volunteer write both numbers in ​expanded notation​ and then compare the ​tens
place​ as a class.
● Follow Up: ​Is there a number sentence we could write to show that Ben has more
money than Jasmine?
○ (Check for prior knowledge on >, <, = symbols)
● Introduce symbols and explain what they mean.
○ Make connection: ​Think about it as a hungry alligator whose mouth will always
be open to the side that has more on it. (Show picture of sign as alligator)
■ Write number sentence on the board $286 > $268

This may help students on IEPs who needs visuals.

During:
Intro (5 minutes)
Whenever we compare numbers, we want to make sure we can explain our thinking so that
others can understand. Let’s look back at our example. We said that $286 > $268. Who can
sum up in one sentence how we know this?
● Take volunteers.
○ Look for response: we look at the tens place and 80 is greater than 60
So when we are writing our explanation completely, we write our number sentence first and
state why we believe this to be true. So, we could say “ $286 > $268 because in the tens place,
80 is greater than 60.”

Activity 1 (20 minutes)

For our activity, we will work in pairs to complete a comparison table. Each pair will be given a
paper bag filled with single digit numbers (so numbers 0-9).
Partner 1 will pull 3 single digit numbers (0-9) one at a time from the bag to create a 3 digit
number in the order he/she pulled it. You will both record that number in column 1.
Partner 2 will follow the same step to create a new number which will be placed in column 3.
Pairs will then discuss which comparison symbol should be placed in the middle column to
compare the two numbers. Finally, you will write your complete explanation like we modeled
before.

Can I have a volunteer come up to be my partner so we can demonstrate this activity for
the class?
● Show worksheet under document camera as well as bag with numbers.
○ Teacher pulls 1 number at a time placing them in order until she has 3 digits.
■ Write in 1st column
○ Partner 2 does the same
■ Write in 3rd column
○ Ask class what symbol should be placed in the middle- referencing alligator
mouth again to reinforce connection
■ Record
○ Ask class how we can explain our number sentence completely
■ Record
● Before I send you off, can I have one student volunteer to repeat the directions for
this game? (call on a student on IEP to ensure they understand directions)
○ Can check in with other students as we (teacher and para) work the room
during the activity

Strategically pair students

● (place ELLs, students on IEPs and student with developmental delayed with partners
that can positively support them (able to answer questions and explain their work
thoroughly)
○ There will be 1 group of 3.
 ■ The group of three can be 1 higher level mathematician, 1 student who
falls in between and 1 student with developmental delays.

Both teacher and para working the room, checking in with each group throughout the activity.

Independent work (will be used as an exit ticket): (10 minutes)

Challenge using 4 digit numbers to see if they can apply the same concept to thousands
place.
Answer the following think about it word problem:
Think about it
“In 2016, 8,957 people attended Beyonce’s concert. In 2017, 8,759 people attended her
concert. Did more people attend in 2017? How do you know?”
● Be sure to write a number sentence showing your comparison
● Completely explain how you know

Extension for those who finish early:​ Create your own word problem comparing two
multi-digit numbers and solve it. Be sure to explain your answer

Closing (10 minutes)

Students will sit in a circle and we will do a whip around where everyone shares one thing they
learned about place value and/or comparing numbers.

Assessment
● Assessment checklist as students work
○ Are they using the correct symbol? Thinking about the direction of each symbol?
○ Are they explaining in detail, stating how place value helped them figure out
which is greater
● Scoring exit ticket
○ Helps inform decision to move on to next lesson or review this lesson.
 Comparing multi-digit numbers

First 3-digit >, =, < Second 3-digit How do you know?

number number

Example: > 748 847 > 748 because 800 is greater than
847 700.

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Comparing multi-digit numbers (ELLs and Students on IEPs)

First 3-digit >, =, < Second 3-digit How do you know?

number number

Example: > 748 847 > 748 because 800 is greater than
847 700.

_____ (>, =, < ) ______ because

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_____ (>, =, < ) ______ because

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_____ (>, =, < ) ______ because

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_____ (>, =, < ) ______ because

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_____ (>, =, < ) ______ because

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_____ (>, =, < ) ______ because

 ________________________________
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Independent Worksheet
Think about it
“In 2016, 8,957 people attended Beyonce’s concert. In 2017, 8,759 people attended her
concert. Did more people attend in 2017? How do you know?”
● Be sure to write a number sentence showing your comparison
● Completely explain how you know

Extension:
Create your own word problem that compares two multi-digit numbers. Solve your work
problem.
● Be sure to write a number sentence showing your comparison
● Completely explain how you know
 Assessment Checklist

Student Name Student uses correct Student completely

comparison symbol explains how they know
using place value

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