B1.2 Compare and order whole numbers up to and including 1000, in various contexts.
Activity 1: Well-Ordered Numbers (Compare and Order)
Directions
Write the following numbers on labels: 426, 213, 889.
Ask some students to represent these 3 numbers with base ten material and match the appropriate labels to them.
Ask the following questions:
- Visualize these numbers on a number line. Which 2 numbers are closest? How do you know?
- Which number is larger? How do you know?
- Which number is closest to 1000? How do you know?
- Which number is closest to 500? How do you know?
Place these 3 numbers and their representations in ascending order (from least to greatest)
Group students in pairs and give each group base ten material and a 3-digit number card.
Ask them to represent the number with the base ten material.
In turn, each group comes to place its number in relation to the 3 numbers already ordered and explains their reasoning.
Ask questions such as:
- How did you know where to place your number?
- Is your number close to 1000? How do you know?
- How many hundreds, tens and ones does your number have more or less than the number ...?"
Source: Guide d’enseignement efficace des mathématiques de la 1re à la 3e année, p. 56.
Activity 2: The Joker
Identify sequences of numbers in ascending and descending order.
Directions
Prepare 4 decks for each team, each with 10 consecutive number cards (for example, 232 to 241, 376 to 385) and a picture of a Joker (can be done electronically). Use a different colour for each deck (for example, blue deck with the numbers 276 to 285 and a Joker coloured in blue). Each team will receive a total of 44 cards.
Write the 4 selected number sequences on the board (for example, blue cards: 276 to 285; yellow cards 438 to 447).
Explain the rules of the game:
- The objective of the game is to turn over as many cards as possible before the 4 Jokers are turned over.
- The cards are shuffled and laid face-down on the table to form 4 rows of 10 cards, each row containing only cards of the same suit. The remaining 4 cards are laid face down on the table.
- A team member turns over the remaining 1st card and places it in the sequence in the appropriate position by removing the card on it. For example, if one of the chosen sequences consists of the numbers 276 to 285 and the card turned over is 279, it should be placed in the 4th position.
- The next player replaces the removed card in the appropriate position. For example, if the removed card is 276, it must be placed in the 1st position since the sequence including this number starts with 276.
- When a Joker is turned over, another card must be taken from the remaining cards.
- The game continues until all four of the Jokers are turned over.
Provide number charts as needed to check numbers in a sequence.
Circulate and ask questions such as:
- Name the number you just turned over. Which numbers come before and after in the sequence?
- What would be the next number in the sequence if we added another card? 2 more cards? 5 more cards? 10 more cards?
- What would be the 1st number if we added a card at the beginning of the sequence?
- What is similar about the four number sequences?
Source: Guide d'enseignement efficace des mathématiques de la 1re à la 3e année, p. 22-23.
Activity 3: Numbers That Move
Ask students to write a number from 505 to 980 on their small whiteboard or on a piece of paper.
Divide the students into 2 groups.
One of the groups stands up and places themselves in ascending or descending order by looking at the numbers written on their board.
When the team is finished, the other students look at the numbers and determine how well the team did.
Repeat the same steps, alternating groups of students.
Activity 4: Number Strip Game
Number of players 2 teams of 2 players
Goal of the game to fill in all the squares on the board.
Materials
- 3 sets of cards numbered from 0 to 9
- a strip of cardboard divided into boxes
Directions
Place the cards face down on the table.
Teams take turns picking 3 cards (for example, 2, 1 and 4). Each team discusses how to form a number with these 3 numbers (for example, 124, 241, 412). They must consider where they want to place their number on their cardboard strip.
The team loses its turn when it cannot form a number that can be placed on the cardboard strip.
Note: It is important to model this game for students beforehand. Discuss with students why they decided to place their numbers in the different locations.
Variation
Play collectively by giving a strip to each student.
Vary the strips by changing the 2 numbers at the ends: 200 and 1000, 150 and 900, etc.
Source : L'@telier - Ressources pédagogiques en ligne (atelier.on.ca)