Math lesson plan · 3rd grade (Year 4 in England) · 30 minutes
Compare four-digit numbers
Number sense
CCSS 4.NBT.A.2England: Y4 Number and place value
Objective and success criteria
Students will: Compare four-digit numbers.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Compare three-digit numbers; Value of a digit in four-digit numbers
Leads to: Order four-digit numbers
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Compare three-digit numbers; Value of a digit in four-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the sign: 450 __ 451 (< / > / =) → <Prompt: Compare the hundreds first, then the tens, then the ones.
- In 1524, which place is the digit 5 in? (ones / tens / hundreds / thousands) → hundredsPrompt: Name the places from the right: ones, tens, hundreds, thousands.
- Choose the sign: 678 __ 578 (< / > / =) → >Prompt: Compare the hundreds first, then the tens, then the ones.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Compare four-digit numbers. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the sign: 2344 __ 2344
- Step 1: 2344 = 2344
- Answer: =
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Choose the sign: 3024 __ 2624 (< / > / =) → >Prompt: Compare the thousands digits first.
- Which number is the greatest? (2974 / 2819 / 2820 / 2849) → 2974Prompt: Line the numbers up by place value.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which number is the smallest? (6287 / 6267 / 6268 / 6407) → 6267Prompt: Line the numbers up by place value.
- Maya walked 6555 steps today and Ines walked 6601 steps. Who walked more steps? (Maya / Ines) → InesPrompt: Both numbers have four digits, so compare from the left.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Compare three-digit numbers.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Order four-digit numbers.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-3.
Free lesson plan from eurekami.com/lesson-plan-builder