Number And Operations Base Ten (Page 2 of 4) in pdf

Number And Operations Base Ten Page 2

Round 3, the teacher will ask students to again place each die toss number/card

number in a place value that will generate the largest number possible. Students

will then write this number in expanded form. The teacher asks students to

compare their number with a partner to determine if their number is , , = to

their partners number. The student will circle the symbol that correctly compares

the two numbers.

Round 4, the teacher will ask student to place each die toss number/card number in

a place value that will generate the smallest number possible. Students will then

write this number in expanded form. The teacher will ask students to share the

strategies they used to complete this round to get the smallest number possible.

The teacher asks students to compare their number with a partner to determine if

their number is , , = to their partners number. The student will circle the

symbol that accurately compares the two numbers.

Round 5, the teacher will ask student to place each die toss number/card number in

a place value that will generate the smallest number possible. Students will then

write this number in expanded form. Then to compare their number with a partner

to determine if their number is , , = to their partners number. The student will

circle the symbol that accurately compares the two numbers.

Round 6, student works with their partner to list their combined 10 numbers from

largest to smallest. Then work to list their combined 10 numbers from smallest to

largest.

List you and your partner’s numbers

from largest to smallest

from smallest to largest.

Number And Operations Base Ten Page 2