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Up: Teacher Notes
MA.7.A.3.2
MA.8.A.6.4
Conceptual Knowledge
Integers
Radicals
Scientific Notation
Relationship of Numbers
Procedural Knowledge
Simplify and Order Numbers
and Expressions
Problem Solving
Reasoning
Communication
Connections
Representation
Which number is greater,
3^{2} or (10
– 3 • 4)
Students work as a class
Sets of 4 cards with numbers
or expressions on the front and message on the back.
Arrange the numbers represented
below and justify your arrangement.
2/3 of
4 
1/4 of
9 
1/3 of
6 
1/2 of
5 
Estimate the result of
each indicated operation:
20 x 23 
251 +
274 
223 x
2 
600 x
196 
 These sets of numbers/expressions
can be made as long or as complicated as you wish, depending on your
class, the topic you are teaching, and the sentence you want them
to use to check their results.
As a result of this activity,
students will have an understanding of the relative size and equivalent
forms of numbers.
Classroom observation.
 Ask students to make up
a set of cards in order to challenge another group of students.
 Include positive and negative
numbers.
 Try some with variable
expressions which need substitutions. For example, x2 will become
smaller if 1 < x < 1 but larger if x < 1 or x > 1.
 Use estimate (as shown
above) to practice mental computation and speed.
 Use sets of 4 cards in
order. Then ask two groups of four to join, keeping in mind the relative
values. Then ask two groups of eight to join, until you have all students
around the room in correct order.
