2
DAY 2
(c) Stage: Concrete Experience If available, begin by using base ten blocks to compare the two numbers.
− Have two students use base ten blocks to show the numbers 692 and 696. − Guide students to conclude that we need fewer unit cubes to show 692 than 696.
Stage: Pictorial Representation
− Copy the place value chart shown on PR1ME p. 27 on the board without filling in the numbers. − Have two students fill in the chart to show the numbers 692 and 696. − Guide students to compare the digits in the hundreds place and conclude that since the number of hundreds in 692 and 696 is the same, we have to compare the tens next. − Then, guide students to compare the digits in the tens place and conclude that since the number of tens is the same, we have to compare the ones next. − Finally, guide students to compare the digits in the ones place and conclude that since 2 ones is smaller than 6 ones, 692 is smaller than 696. Stage: Abstract Representation Students proceed to use the ‘smaller than’ symbol to compare two numbers. Point out to students that the digit in the hundreds and tens places of 692 and 696 are the same, so they have to compare the digits in the ones place. − − Lead students to conclude that since 2 is smaller than 6, 692 is smaller than 696. Write ‘692 < 696’ on the board. − Have students compare the two numbers using the symbols ‘>’ and ‘<’. Guide them to conclude that we can compare 692 and 696 by writing ‘692 < 696’ or ‘696 > 692 ’ . − Have students use the signs > and < to compare other pairs of numbers on the board. −
Grade 2 I Teacher’s Guide 41
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