1. Compare, Order, and Round Numbers
Chapter 3
Compare, Order, and Round Numbers
Information from Harcourt Math Presentation compiled by Susan Mumper 3rd grade HES

2. State Standards covered
Demonstrate concepts of number sense by comparing, ordering, and expanding whole numbers through 9,999.
State Standards covered

3. Home Vocabulary Lesson 3.1 Lesson 3.2 Lesson 3.3 Lesson 3.4 Lesson 3.5
POD
3.1
3.2
3.3
3.4
3.5
3.6
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4. Lesson 3.6 objective – to use rounding rules to round to the nearest 1,000

5. 52 15 27 68 76
Round to the nearest 10

6. Turn to p. 52 in your math book.
Why does the number line use thousands and not other values, such as hundreds and tens?
How are 4,405 and 2,641 different when rounded to the nearest 1,000?
How is rounding to the nearest 1,000 like rounding to the nearest 100 or 10?
How is it different?
Turn to p. 52 in your math book.

7. Another way to look at rounding.
AAAmath.com
Guided instruction

8. Turn to p. 53 and we will do #’s 1-5 together.
Guided practice

9. MB p. 53 #’s 6-22 even
Round these numbers to the nearest thousand, hundred, and ten
8,119
6,932
Pick a math game from the box.
Math Task

10. Lesson 3.5 objective – To use rounding rules to round numbers to the nearest 10 and 100.

11. Tell the numbers in order from least to greatest.
23, 19, 16
37, 31, 23
29, 33, 32
59, 57, 58
218, 287, 278
Tell the numbers in order from least to greatest.

12. Rounding to the nearest 10 Rounding to the nearest 100
How to round numbers
Highlight the digit that may change.
Underline the digit on the right.
Round the highlighted digit
If the underlined digit is 5 or more the highlighted digit is increased by 1.
If the underlined digit is 4 or less the highlighted digit stays the same.
All the digits to the right of the highlighted digit are changed to zeros.

13. Turn to page 51, and we will do #’s 1-6 together.
Guided practice

14. MB p. 51 #’s 7-27 odd.
Round these numbers to the nearest 10 and 100 in your journal:
108
684
251
345
Pick a game from the box.
Math task

15. Lesson 3.4 objective – To use the problem solving skill use a bar graph to solve problems

16. Compare. Write <, >, or = for each .
3,156 3,165
4,371 4,372
Compare. Write <, >, or = for each .

17. Look at p. 48
What information do you get from the titles and labels of a bar graph?
What are you being asked to do?
In step 1, how can you determine how the numbers are related?
Practice
Learn

18. Let’s look at p. 49 and do #’s 1-5 together.
Guided practice

19. Math task MB p. 49 #’s 6-9 Answer # 10 in your math journal.
Pick a math game from the box.
Math task

20. Lesson 3.3 objective – To use models, number lines, and place value to order numbers.

21. Tell which number is greater
37 or 29
58 or 65
235 or 253
21 or 32
120 or 99
Tell which number is greater

22. Do you need a number line with the exact points shown to order 4-digit numbers?
Where would the zero be on this number line?
How do you know where to place 3,718 on the number line?
Ordering Numbers Video
AAAmath.com practice
3,000
4,000
5,000
6,000
7,000
Order Numbers

23. Open your books to page 46 and we will do 1-3 together.
Guided Practice

24. MB p. 47 #4-12 even
In your journal draw a number line to put these numbers in order from least to greatest: 765, 983, and 503. Draw another number line and put these numbers in order from least to greatest: 7,321; 7,359; 7,366
Choose a math game.
Math task

25. Lesson 3.2 objective – to use models, place value, and number lines to compare numbers

26. How many tens does each number have?15 20 54 37 83
How many tens does each number have?

27. Let’s learn some about greater than, less than, and equal too.
When you compare numbers
you can tell which is greater
and which is less.
Let’s learn some about greater than, less than, and equal too.

28. Here are two different ways to look at comparing numbers.
Compare numbers
Kahn academy
Here are two different ways to look at comparing numbers.

29. Some fun practice! Greater than, less than, or equal Gumballs
COMPARING NUMBER VALUES - MORE THAN, LESS THAN, EQUAL
Some fun practice!

30. Now we are going to practice. Turn in your math book to p
Now we are going to practice. Turn in your math book to p. 43 and we will do 1-6 together.

31. Math Task MB p. 44 #’s 7-19 odd MB p. 45 #’s 33-45 odd
In your journal write <, >, or =
60 32
3, ,861
Play a math game from the black box.
Math Task

32. Lesson 3.1 objective- to use benchmark numbers to understand the relative magnitude of numbers.

33. Let’s review Which is greater? 29 or 92 101 or 1,001 523 or 498

34. What does estimate mean?
Benchmark numbers are numbers that help you estimate the number of objects without counting them.
What is an estimate? When might you use an estimate?

35. Let’s compare Jar A to Jar B

36. Why might you estimate the number of jelly beans in Jar B instead of counting them.
Why might you use a different benchmark to estimate the number of books in the school library than you would use to estimate the number of students in your classroom?

37. Turn in your math book to p. 41 and we will do 1-4 together.
Let’s practice

38. Math task Math book p. 41 #’s 5-10.
In your journal answer these questions. Choose a benchmark number of 10, 100, or 500 to estimate each.
People on a bus
Trays in the lunchroom
Number of words in a chapter
Math game from the box
Math task

39. Benchmark numbers
Numbers that help you estimate the number of objects without counting them, such as 25, 50,100 and 1,000

40. Compare
to describe whether numbers are equal to, less than, or greater than each other.

41. > Greater than
A symbol used to compare two numbers, with the greater number given first.
More

42. < Less Than
A symbol used to compare two numbers, with the lesser number given first.
Smaller

43. = Equal To
Having the same value.

44. Rounding
Replacing a number with another number that tells about how many or how much.
Home

45. Rearrange the digits in 57,070 to form at least 12 different numbers
Rearrange the digits in 57,070 to form at least 12 different numbers. Read your numbers to a neighbor.
POD lesson 3.1
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46. Samantha is swimming across a lake to reach a diving platform that is 18 yards away. Every time she swims 6 yards, the waves push her back 2 yards. At this rate, how many times must she swim forward 6 yards to reach the platform?
Lesson 3.2
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Home

47. Both Holly and Mike have 12 base-ten blocks
Both Holly and Mike have 12 base-ten blocks. Mike has an equal number of hundreds, tens, and ones blocks. Holly has 3 tens and 5 ones, and the others are hundreds. Who can model a greater number?
Lesson 3.3
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48. Josh’s house is between Fran’s house and the school
Josh’s house is between Fran’s house and the school. Kay lives the closest to the school. Their houses are at 846,862, and 822 Main Street. What is the house number of each student?
Lesson 3.4
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49. Find the number whose thousands value is the same as the thousands value in 4,106; whose hundreds value is the same as the hundreds value in 2,039; whose tens value is the same as the tens value in 4,303; and whose ones value is the same as the ones value in 6,288.
Lesson 3.5
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50. Sue wrote all the numbers that can be rounded to 60
Sue wrote all the numbers that can be rounded to 60. Lee wrote all the numbers that can be rounded to 600. Who wrote more numbers? How many more numbers?
Lesson 3.6
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