Lesson 7

Numbers in the News

Est. Class Sessions: 1–2

Developing the Lesson

Write Number Statements about 34. Display the 100 Chart page from the Student Activity Book Reference section and the Comparison Symbol Chart from Unit 8 Lesson 5. See Figure 2. Display and direct students' attention to the chart with the headline "34 Kids Think in Math Marathon" prepared prior to the lesson. See Materials Preparation. Read the headline to the class and begin a discussion about the relationship of the number 34 to other numbers. Have students refer to the 100 Chart and the class number line as needed. As you discuss the questions, create comparative statements about the number 34 and record them on the chart as shown in Figure 3.

Ask:

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  • Do you think 34 is a large or small number? Why do you think so? (Possible response: I think it's large because it's a lot more than 0. I think it's small because it's a lot less than a hundred.)
  • What numbers is it close to? (Possible response: 35, 40)
  • What number is 1 more than 34? (35)
  • What number Is 1 less than 34? (33)
  • What number is 10 more than 34? (44)
  • What number is 10 less than 34? (24)
  • 34 is between what two tens on the 100 Chart? (30 and 40)
  • Name a number that is a lot more than 34. (Possible response: 5000)
  • 34 is greater than what number? (Possible response: 34 > 1)
  • 34 is less than what number? (Possible response: 34 < 100)
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Students may describe 34 in terms of partitions (e.g., 34 is 20 + 10 + 4), as they have done in previous units. However, the focus in this activity should be on the relationship of a given number to other numbers.

Solicit as many different statements about 34 as possible and write them all on the chart paper. Encourage students to be creative in thinking about how 34 relates to other numbers. It is important to provide students an exhaustive list for reference. The more examples you can list, the more the students will participate enthusiastically in finding more number relationships. Figure 2 provides the beginning of a list, but there are many more examples. Accept whatever statements the students suggest, as long as the statements are mathematically correct.

Write Statements about Numbers in the News. Distribute a sheet of construction paper with a headline to each pair of students. See Materials Preparation. Ask students to work with their partner to write at least six interesting statements about the number in their headline on their paper. Explain that they can look at the statements posted about the number 34 to get ideas. Encourage students to use the 100 Chart or desk number line to help them write their own statements.

When they are finished, have students check their work to make sure that the written statements about their number are correct. Or, ask them to exchange their work with another pair for checking.

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Use a voice recorder to record students' comparison statements. These recordings can be easily shared and critiqued by another group of students. Dictation can also be taken by you or by software. Students who use the recorder can later write down a few of their comparison statements.

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You may want to put students in groups of 4 or 5 with one student as a recorder and the others in the group each contributing 1–2 number statements about the number in the headline.

Post the completed lists of statements around the classroom for everyone to study. Select one example from the posted statements to discuss with the class.

Ask:

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  • How can we find out whether these statements are correct? (Possible response: We could look at the 100 Chart or class number line.)
  • [If a statement is incorrect (e.g., 25 is 10 more than 35)] How can we correct this statement to make it right? (Possible response: If you start at 25 on the number line and go up 10, you're at 35. So we have to go the other way. I would change the statement to say, "25 is 10 more than 15.")
  • What are some other statements we could add to describe this number?
  • Why is the 100 Chart a useful tool? (Possible response: It is easy to find 10 more or 10 less on the 100 Chart. It helps me keep track of my moves, sort of like a map of the numbers.
  • What is another tool that can help when comparing numbers? (number line)
  • Which tool do you like to use best? Why?
Adventure Book:
Student Activity Book: R-9
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SG_Mini
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Master: NN
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SG_Mini
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Comparison Symbol Chart
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News headline and number sentences
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