1.2.F
The Standard
order whole numbers up to 120 using place value and open number lines
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students arrange sets of numbers from least to greatest or greatest to least. They use hundreds, tens, and ones or positions on an open number line to explain their choices.
What Mastery Looks Like
- A student can correctly arrange several numbers in either direction without help. The student can explain the order by comparing hundreds, tens, and ones or by showing each number’s position on an open number line.
Common Misconceptions
- Students may think 98 is greater than 102 because 9 is greater than 1. They may compare ones before tens or reverse least-to-greatest and greatest-to-least directions. Some think marks on an open number line must be equally spaced.
How to Assess It
- Give an exit ticket: “Order 96, 109, 101, and 89 from least to greatest. Draw an open number line that shows your answer.”
Lesson moves
Ways to Teach It
Give pairs number cards and base-ten blocks, then have them build each number and arrange the cards from least to greatest.
Ask, “Which is greater, 99 or 104?” and have students explain with place value and an open number line.
Play Order Race by having teams draw four number cards, arrange them correctly, and check another team’s order.
Give students page numbers from a book and ask them to order the pages as they would appear while reading.
Keep exploring
Related Standards
- 1.2.C
use objects, pictures, and expanded and standard forms to represent numbers up to 120
- 2.7.B
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
- 2.2.D
use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)
- 1.2.E
use place value to compare whole numbers up to 120 using comparative language
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