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01
Kids Drawing
Number and Operations
Numbers and Basic Operations
Vertical Alignment
TEKS:
| 1st | 1.2(D)1.2(E)1.2(F)1.2(G)1.5(C) |
| 2nd | 2.2(C)2.2(D)2.2(E)2.2(F)2.7(B) |
| 3rd | 3.2(D) |
| 4th | 4.2(C)4.2(F) |
| 5th | 5.2(B) |
| 6th | 6.2(C)6.2(D) |
| 8th | 8.2(B)8.2(D) |
Linked To
Downloads
- Download Visual
- Word wall visual
- Lesson Plan
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Lesson Materials
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Teacher Guide
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Leveled Reading Passages
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Google Drive
Structured Conversation Questions
Observational
What does the phrase “greatest to least” mean?
The phrase “greatest to least” means…Relational
How is the phrase “greatest to least” related to the phrase “least to greatest”?
The phrase “greatest to least” is related to the phrase “least to greatest” because…Inferential
How can negative and positive integers be ordered from greatest to least?
Negative and positive integers can be ordered greatest to least by...
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Students might notice in this visual:
- The numbers are lined up from greatest to least.
- The visual shows fractions and decimals being compared.
- Some fractions have different denominators.
- One number includes digits after the decimal point.
- The visual uses different ways to represent the values.
EXTENDING THE DISCUSSION
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
After the observational question, randomly call on one or more students to share what they or their partner answered. Then ask the class, “Did anyone notice…?” using the suggestions above or anything else you’ve noticed.
Students might wonder:
- Why are fractions and decimals being compared together?
- How do you know which fraction is greater if the denominators are different?
- How does the place value representation show which number is greater?
- What makes one decimal greater than another?
- Can different representations help us order numbers from greatest to least?
EXTENDING THE DISCUSSION
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
After students have shared what they notice, ask the class, “Did anyone wonder…?” using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Example student responses
To the observational question, What does the phrase “greatest to least” mean?
LOW-LEVEL
The phrase greatest to least means biggest to smallest.
HIGH-LEVEL
The phrase greatest to least means putting numbers in order from the one with the greatest value to the one with the least value.
RESPONDING TO RESPONSES
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
Emphasize and celebrate each student’s use of the key vocabulary to support a culture of “no wrong answers.”
