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Objective

Common Core State Standards

■ 4.NBT.2

Number and Operations in Base Ten

Comparing and Ordering NumbersComparing and ordering numbers requires a deep understanding of place value, which students will develop with sufficient work with multiple representations of numbers, including numbers in standard notation, expanded notation, word form, Base Ten Blocks representation, and on a number line. In order to compare and order numbers, students also will need to understand symbols used in comparing, including <, >, and =.

Talk About ItDiscuss the Try It! activity.

■ Write the numbers 1,394 and 1,439 on the board. Ask: Which number is larger? How can you tell?

■ Ask: If you were to order the numbers 1,394 and 1,439 from largest to smallest, which number would come first?

■ Write 1,394 < 1,439. Ask: Can you write another statement about these numbers using the > sign? Can you write a statement using the = sign?

Solve ItWith students, reread the problem. Ask students to write a number sentence using < and > to compare the numbers. Then have students explain in writing which grade collected more cans.

More IdeasFor other ways to teach about comparing and ordering numbers—

■ Have students work in pairs to play a game using Base Ten Blocks. One partner should come up with two numbers to compare. The other partner should compare the numbers using the correct sign (>, =, or <). Students then model both numbers using blocks to see if the comparison was right.

■ Set up a learning center with Base Ten Blocks and have pairs take turns using them. Have students model a number with the blocks and challenge their partners to model a number that is less than or greater than it.

Formative AssessmentHave students try the following problem.

Which is the correct symbol to fill in the box?

8,863 8,683

A . < B . > C . =

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Number and Operations in Base Ten

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Materials• Base Ten Blocks (1 cube, 10 flats,

10 rods, and 10 units per group)• Place-Value Chart (BLM 5; 1 per student)• paper (1 sheet per student)• pencils (1 per student)

Try It! 20 minutes | Groups of 6

Here is a problem about comparing and ordering numbers.

In one month, the third grade collected 1,378 cans for the school’s recycling

program. The fourth grade collected 1,783 cans in the same month. Which

grade collected more cans in a month?

Introduce the problem. Then have students do the activity to solve the problem. Distribute Base Ten Blocks, a Place-Value Chart (BLM 5), paper, and pencils to students. Introduce the <, >, and = signs to students, explain their meanings, and demonstrate their use by comparing one-, two-, three-, and four-digit numbers.

1. Say: We are going to compare two numbers to find which is larger. Our first number is 1,378. Have students use blocks to model 1,378. Then ask them to draw the blocks they used in the appropriate columns of the Place-Value Chart.

3. Have students write the numbers 1,378 and 1,783 side by side. Say: Compare your drawings. Start at the thousands and move to the right until the drawings are different. Ask: How are they different? Instruct students to place the appropriate symbol between the numbers.

2. Say: The second number is 1,783. Have students model the number with blocks and then draw a picture of the blocks they used on the Place-Value Chart.

Watch for students who succeed with the Place-Value Chart but don’t create the numbers correctly using the blocks. For example, a student may create the number 23 using 1 rod and 13 units. Assist students by helping them see that 10 units equal 1 rod. This will help them with their number sense.

Name Number and Operations in Base TenLesson

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Hands-On Standards, Common Core Edition

3

1.

__________________ __________________

2.

__________________ __________________

Use Base Ten Blocks to build the numbers. Sketch the models in a Place-Value Chart. Complete the inequality.

Use <, =, or > to complete each inequality.

Use Base Ten Blocks to build each number. Write an inequality using <, =, or > that compares the numbers.

3. 7,479 and 7,794

Thousands Hundreds Tens Ones

_________________ __________________

4. 4,116 6,004

7. 3,181 2,081

5. 1,087 1,078

8. 863 836

6. 4,653 5,643

9. 9,104 9,140

Answer Key

Download student pages at hand2mind.com/hosstudent.

(Check students’ work.)

1,337

466

7,479

>

<

<

<

>

>

>

<

<

1,258

556

7,794

(Check students’ models.)

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Hands-On Standards, Common Core Edition

Challenge! Explain why when comparing two numbers, you work from left to right. Draw a picture to help.

Answer Key

Download student pages at hand2mind.com/hosstudent.

Challenge: (Sample) You must compare from left to right because the greater place values are on the left.

Name Number and Operations in Base TenLesson

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Hands-On Standards, Common Core Edition

3

1.

__________________ __________________

2.

__________________ __________________

Use Base Ten Blocks to build the numbers. Sketch the models in a Place-Value Chart. Complete the inequality.

Use <, =, or > to complete each inequality.

Use Base Ten Blocks to build each number. Write an inequality using <, =, or > that compares the numbers.

3. 7,479 and 7,794

Thousands Hundreds Tens Ones

_________________ __________________

4. 4,116 6,004

7. 3,181 2,081

5. 1,087 1,078

8. 863 836

6. 4,653 5,643

9. 9,104 9,140

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Hands-On Standards, Common Core Editionwww.hand2mind.com

Challenge! Explain why when comparing two numbers, you work from left to right. Draw a picture to help.

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