# Lesson 17

Comparemos y ordenemos números

## Warm-up: Cuál es diferente: Afirmaciones de comparación (10 minutes)

### Narrative

This warm-up 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.
• “Escojan una que sea diferente. Prepárense para compartir por qué es diferente” // “Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
• 1 minute: quiet think time

### Activity

• “Discutan con su pareja lo que pensaron” // “Discuss your thinking with your partner.”
• 2–3 minutes: partner discussion
• Share and record responses.

### Student Facing

¿Cuál es diferente?

### Activity Synthesis

• “¿Cómo saben que C es falsa?” // “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.)
• “¿Qué podrían cambiarle a C para que sea verdadera?” // “What could you change about C to make it true?” (Use the greater than symbol or switch the symbol around.)

## Activity 1: Comparemos y ordenemos cantidades (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 two-digit number that matches each card (MP2).

MLR2 Collect and Display. Circulate, listen for, and collect the language students use as they order the numbers. On a visible display, record words and phrases such as: greater than, less than, more, less, first, second, third, fourth, order. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Action and Expression: Internalize Executive Functions. To support working memory, provide students with access to sticky notes or mini whiteboards to keep track of the value of each card in the set.
Supports accessibility for: Memory, Organization

### Required Materials

Materials to Gather

Materials to Copy

• Ordering Cards: Tens and Ones, Spanish

### 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.
• “Hablen con su compañero y decidan cómo ordenar estas tarjetas de menor a mayor” // “Talk with your partner and decide how to order these cards from least to greatest.”
• 2 minutes: partner discussion
• Share and record responses.

### Activity

• “Van a comparar números y ordenarlos de menor a mayor. Cada grupo de tarjetas tiene 4 números. Comiencen por encontrar todas las tarjetas que tenga una A. Una vez que las hayan ordenado, escriban los números en orden en su hoja de registro. Después, busquen las tarjetas que tengan una B y hagan lo mismo que antes. Prepárense para compartir cómo pensaron” // “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 base-ten drawing for each number and compare the tens, then ones if needed
• write each two-digit number and compare the tens, then ones if needed

### Student Facing

Escoge un grupo de tarjetas.
Ordena las tarjetas de menor a mayor.
Prepárate para explicar cómo ordenaste tus tarjetas.

Escribe los números en orden, de menor a mayor.

Grupo A: ______________________________________________

Grupo B: ______________________________________________

Grupo C: ______________________________________________

Grupo D: ______________________________________________

Si te queda tiempo:
Mezcla dos grupos de tarjetas.
Ordénalas de menor a mayor.

### Activity Synthesis

• Display set A.
• Invite previously identified students to share.
• “¿En qué se parecen estos métodos?” // “How are these methods the same?” (They both showed the tens and ones. They both compared tens first.)

## Activity 2: Ordenemos números (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.
• “¿Qué observan? ¿Qué se preguntan?” // “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

• 10 minutes: partner work time

### Student Facing

1. Estos son algunos números en orden:

1

5

10

50

99

Agrega estos números a la lista:
• 49
• 8
• 25
• 98
• 13

Asegúrate de que todos los números estén ordenados de menor a mayor.

2. Escoge 2 números. Explica cómo supiste dónde ubicarlos.
• Yo sabía dónde ubicar $$\boxed{\phantom{\frac{aaai}{aaai}}}$$ porque

• Yo sabía dónde ubicar $$\boxed{\phantom{\frac{aaai}{aaai}}}$$ porque

3. En cada caso, escribe un número que haga que la afirmación de comparación sea verdadera.

$$25<\boxed{\phantom{\frac{aaai}{aaai}}}$$

$$25>\boxed{\phantom{\frac{aaai}{aaai}}}$$

### 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

“En esta sección, comparamos y ordenamos números de dos dígitos. ¿Qué cosas nos pueden ayudar a ordenar números?” // “In this section, we compared and ordered two-digit 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.)

## Student Section Summary

### Student Facing

Usamos el número de decenas y unidades para comparar números.

17 tiene 1 decena y 35 tiene 3 decenas, entonces 17 es menor que 35.

$$17<35$$
17 es menor que 35.

$$35 >17$$
35 es mayor que 17.

$$35 = 35$$
35 es igual a 35.