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Eureka Math

First Grade

Module 4

Lesson 10

At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

Directions for customizing presentations are available on the next slide.

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Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

When the Google Slides presentation is opened, it will look like Screen A.
Click on the “pop-out” button in the upper right hand corner to change the view.
The view now looks like Screen B.
Within Google Slides (not Chrome), choose FILE.
Choose MAKE A COPY and rename your presentation.
Google Slides will open your renamed presentation.
It is now editable & housed in MY DRIVE.

Screen A

“pop-out”

Screen B

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Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

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Materials Needed

Materials: (S) Number Sequences Within 40 Sprint
place value chart (Lesson 2 Template 2)
(T) Double-sided alligator card (Lesson 9 Template), comparison cards (Lesson 8 Template),
projector
(S) Comparison cards (Lesson 8 Template),
Erasers
personal white board

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I can use symbols <, >, = to compare quantities and numerals.

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Sprint: Number Sequences Within 40

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Digit Detective

Yesterday, I led you through this activity.

Today, you will practice in pairs and compare your numbers using inequality symbols. (>,< , or =)

Write a number from 0 to 40 in your place value chart but do not show your partner.

Your partner can either tell which digit is in each place or give addition or subtraction clues about the digits.

Partners guess each other’s numbers, and then write and say an inequality sentence comparing them.

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Application Problem

Elaine and Mike were picking blueberries.

Elaine had 19 blueberries and ate 10.

Mike had 13 and picked 7 more.

Compare Elaine and Mike’s blueberries after Elaine ate some and Mike picked some more.

a. Use words and pictures to show how many blueberries each person has.

b. Use the term greater than or less than in your statement.

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Concept Development

Which number would the hungry alligator want eat?

27 or 36?

Tens	Ones
2	7

Tens	Ones
3	6

Today we are going to use math symbols to compare numbers.

( >, =, and <)

What do you notice is similar between the alligator and the math symbol? Turn and talk with a partner.

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Concept Development

> We call this symbol the greater than sign. And this one < is the less than sign.

Can you figure out the symbol we will use between these numbers? Talk with a partner.

Tens	Ones
1	5

Tens	Ones
1	8

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Concept Development

> greater than

< less than

<

We need to place the less than sign because 15 is less than 18. What does this sign look like? Draw it in the air.

Tens	Ones
1	5

Tens	Ones
1	8

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Concept Development

> <

Greater than Less than

It is like the alligator’s mouth. It should be opened toward the greater number. The smaller end points to the smaller number. The open part faces the greater number.

15 < 18

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Concept Development

We will play Compare It! again today.

We play with a partner.

Each of us writes a number from 0 to 40 on our personal white board, without showing our partner.

When we are both ready, we put them down next to each other. For the first round, Partner A uses the cards to put the symbol between the boards.

Today, Partner B then reads the true number sentence that you made. Remember that we always read the number sentences from left to right.

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Concept Development

Now, we’re ready to play Compare It! Here are the rules from yesterday.

Each of you will write a number from 0 to 40 on your personal white board, without showing your partner. When you are both ready, put them down next to each other. For the first round, Partner A uses her comparison cards to put the alligator picture between the boards, always having the alligator’s mouth open to the greater number. Then, Partner B will read the expression from left to right. Each round will last one minute. The object of the game is to see how many different comparisons you can make within each round. You can use tally marks to keep track.

At the end of the first round, have partners use Partner B’s comparison cards. Alternate for each round until the students have played for four minutes. During that time, circulate and notice which students are successful and which may need more support. Encourage students to make the game more challenging by varying how they represent the number, using quick tens, place value charts, and writing the numbers as tens and ones. Grouping students by readiness levels facilitates this opportunity to differentiate.

Note: When comparing numbers, most students tend to express the comparison by starting with the greater number, regardless of the order of the numbers on the page. For instance, if the numbers 3 and 30 were displayed on the board, students may say 30 is greater than 3. The statement is true, even though the student was not comparing from left to right. The best support for students is to affirm their true remark, and ask them to now compare the numbers starting with the one on the left, pointing to the 3. Examples of this are embedded in the dialogue below.

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Problem Set

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Problem Set

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Debrief

Look at Problems 1(a) and 1(b). How was the way you solved 1(a) different from how you solved 1(b)? Explain your thinking.

Look at Problem 2(f). How are the numbers the same? How are they different? Compare the digit 2 in each number.

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Debrief

How does changing the position of the digit change the value of the number?
What are some different ways you can remember each of the symbols?
Look at the Application Problem. How did you find the answer? Use the symbols from today’s lesson to write a number sentence that matches your statement.

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Exit Ticket