Lesson 17
Compare and Order Numbers
Warmup: Which One Doesn’t Belong: Comparison Statements (10 minutes)
Narrative
This warmup prompts students to compare four comparison statements. It gives the teacher an opportunity to hear how students use terminology and talk about characteristics of the items in comparison. During the synthesis, ask students to explain the meaning of any terminology they use, such as comparing, greater than, and less than.
Launch
 Groups of 2
 Display the image.
 “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
 1 minute: quiet think time
Activity
 “Discuss your thinking with your partner.”
 2–3 minutes: partner discussion
 Share and record responses.
Student Facing
Which one doesn’t belong?
Student Response
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Activity Synthesis
 “How do you know that C is false?” (35 isn't less than 20 because 35 has 3 tens and 20 only has 2 tens.)
 “What could you change about C to make it true?” (Use the greater than symbol or switch the symbol around.)
Activity 1: Compare and Order Quantities (20 minutes)
Narrative
The purpose of this activity is for students to compare numbers represented in different ways. Students place the numbers in order from least to greatest. Students may create alternate representations for each number in order to compare them. For example, students may represent each number with a drawing, or write the twodigit number that matches each card (MP2).
Advances: Conversing, Speaking
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Materials to Copy
 Ordering Cards: Tens and Ones
Required Preparation
 Create a set of cards from the blackline master for each group of 2.
Launch
 Groups of 2
 Give each group a set of cards and access to connecting cubes in towers of 10 and singles.
 Display the image in the student book.
 “Talk with your partner and decide how to order these cards from least to greatest.”
 2 minutes: partner discussion
 Share and record responses.
Activity
 “You will compare numbers and put them in order from least to greatest. Each set has 4 numbers. Start by finding all the cards that have an A on them. Once you have them in order, write them in order on your recording sheet. Then look for the cards that have a B on them and do the same thing. Be ready to share your thinking.”
 10 minutes: partner discussion
 Monitor for students who:
 make a baseten drawing for each number and compare the tens, then ones if needed
 write each twodigit number and compare the tens, then ones if needed
Student Facing
Pick a set of cards.
Put the cards in order from least to greatest.
Be ready to explain how you ordered your cards.
Write the numbers in order from least to greatest.
Set A: ______________________________________________
Set B: ______________________________________________
Set C: ______________________________________________
Set D: ______________________________________________
If you have time:
Mix two sets of cards together.
Put them in order from least to greatest.
Student Response
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Activity Synthesis
 Display set A.
 Invite previously identified students to share.
 “How are these methods the same?” (They both showed the tens and ones. They both compared tens first.)
Activity 2: Order Numbers (15 minutes)
Narrative
The purpose of this activity is for students to compare numbers less than 99 to the benchmark numbers 5, 10, 50, and 99.
Students may use a variety of methods, including considering the relative magnitude of numbers (for example, 49 is one away from 50), the value of the tens and ones (for example, 22 goes after 10 because 2 tens is more than 1 ten), and counting (for example, I know 97, 98, 99) to put the numbers in order. The emphasis is on the order of the numbers rather than the exact placement since this is not a number line. During the synthesis, students share how they ordered the numbers.
Launch
 Groups of 2
 Display the list of numbers in order from the student workbook.
 “What do you notice? What do you wonder?” (I notice that the numbers go in order. The number 1 is smallest and 99 is the largest. Why are these numbers in this list? Will we add numbers to this list?)
 1 minute: quiet think time
 1 minute: partner discussion
 Share responses.
Activity
 Read the task statement.
 10 minutes: partner work time
Student Facing

Here are some numbers in order:
1
5
10
50
99
 49
 8
 25
 98
 13
Make sure all the numbers are in order from least to greatest.
 Choose 2 numbers. Explain how you knew where to place them.
 I knew where to place \(\boxed{\phantom{\frac{aaai}{aaai}}}\) because
 I knew where to place \(\boxed{\phantom{\frac{aaai}{aaai}}}\) because

Write a number that makes each comparison statement true.
\(25<\boxed{\phantom{\frac{aaai}{aaai}}}\)
\(25>\boxed{\phantom{\frac{aaai}{aaai}}}\)
Student Response
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Activity Synthesis
 Display the list of given numbers.
 Invite students to share different methods for determining where to place each number.
 As students share, fill in each number in the correct order.
Lesson Synthesis
Lesson Synthesis
“In this section, we compared and ordered twodigit numbers. What are some things that can help us order numbers?” (Compare the digits in the tens place first. If the numbers have the same amount of tens, compare the digits in the ones place. Think about numbers they are close to. Think about the counting sequence.)
Cooldown: Which Numbers Belong (5 minutes)
CoolDown
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Student Section Summary
Student Facing
We compared numbers using the number of tens and ones.
17 has 1 ten and 35 has 3 tens so 17 is less than 35.
\(17<35\)
17 is less than 35.
\(35 >17\)
35 is greater than 17.
\(35 = 35\)
35 is equal to 35.