least to greatest: 6th Grade 🌐 Ver en Español
Number and Operations
Numbers and Basic Operations
Vertical Alignment
TEKS:
| 1st | 1.2(D) |
| 2nd | 2.2(C) |
| 3rd | 3.2(D) |
| 4th | 4.2(C) |
| 5th | 5.2(B) |
| 6th | 6.2(C) |
| 8th | 8.2(B) |
Linked To
Downloads
- Visual
- Word wall visual
- Lesson Plan
- Lesson Materials
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Teacher guide
Leveled reading passages
Structured Conversation Questions
Observational
What does the phrase “least to greatest” mean?
The phrase “least to greatest” means…Relational
How is the phrase “least to greatest” related to the phrase “greater than”?
The phrase “least to greatest” is related to the phrase “greater than” because…Inferential
How can you arrange negative integers from least to greatest?
I can arrange negative integers from least to greatest by...
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Students might notice in this visual:
- The numbers are arranged least to greatest from smallest to largest.
- The weights and pizza slices show how values change in size.
- The fractions are shown in order from least to greatest.
- The decimal place values are organized in a chart.
- Some numbers look different but represent the same value.
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:
- How do I know which is least to greatest when comparing decimals?
- Why are common denominators important when comparing fractions?
- Can a negative number ever be the greatest?
- What if different forms have the same value?
- How do I decide when to use models, number lines, or place value?
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 “least to greatest” mean?
LOW-LEVEL
The phrase “least to greatest” means smallest to biggest.
HIGH-LEVEL
The phrase “least to greatest” means organizing numbers in order by their value, starting with the smallest and ending with the largest, whether they are decimals, fractions, or integers.
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.”
