Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Compare and order numbers to ten million
Number sense
CCSS 5.NBT.A.1England: Y6 Number and place value
Objective and success criteria
Students will: Compare and order numbers to ten million.
- 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: Place value to ten million; Compare and order numbers up to 1 000 000
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Place value to ten million; Compare and order numbers up to 1 000 000). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- What is the value of the digit 9 in 4 960 215? → 900000Prompt: The groups of three from the right are ones, thousands, millions.
- Choose the sign: 924 182 __ 923 882 (< / > / =) → >Prompt: Does one number have more digits?
- Write in digits: two million eight hundred forty-six thousand five hundred seventy-nine → 2846579Prompt: A million has seven digits: 1 000 000.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Compare and order numbers to ten million. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Choose the sign: 3 743 606 __ 100 000
- Step 1: 3 743 606 > 100 000
- Answer: >
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 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: 3 060 556 __ 100 000 (< / > / =) → >Prompt: Count the digits in each number.
- Choose the sign: 6 111 261 __ 9 999 999 (< / > / =) → <Prompt: Count the digits in each number.
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Choose the sign: 3 813 534 __ 2 813 534 (< / > / =) → >Prompt: Count the digits in each number.
- Choose the sign: 4 021 679 __ 3 521 679 (< / > / =) → >Prompt: Count the digits in each number.
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: Place value to ten million.
- 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
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder