Bunny Hop Number Comparisons

(1) Introduction (5 minutes):

Begin by reviewing the concepts of "greater than," "less than," and "equal to" using simple examples (e.g., comparing groups of objects).
Introduce the number line as a tool to visualize numbers and their order.
Explain that today they will be using bunny hops on the number line to compare numbers.

(2) Direct Instruction and Modeling (10 minutes):

Place two number cards on the floor (e.g., 25 and 40).
Ask a student to place the bunny on 25 on the number line.
Ask another student to place the bunny on 40 on the number line.
Guide the students to observe which number is further to the right on the number line.
Explain that numbers further to the right are greater.
Model the comparison sentence: "25 is less than 40."
Repeat with another example, this time where the first number is greater (e.g., 60 and 15). Model: "60 is greater than 15."
Also, model an example where the numbers are equal (e.g., 30 and 30). Model: "30 is equal to 30."

(3) Guided Practice (15 minutes):

Divide the class into pairs or small groups.
Give each group a set of number cards and a bunny.
Have each group draw two number cards.
Guide them to place the bunny on the corresponding numbers on the number line.
Encourage them to discuss and use the correct comparison phrase to describe the relationship between the numbers.
Circulate around the room, providing support and asking questions like: "Which number is bigger?" "How do you know?"

(4) Independent Practice (10 minutes):

Provide each student with the "Bunny Hop Comparison" worksheet.
Students will write the comparison sentence using "is greater than," "is less than," or "is equal to."
Optional: Students can draw a number line and place a bunny on each number to help them visualize the comparison.

(5) Wrap-up (5 minutes):

Review the essential question: "How can we use a number line and bunny hops to compare numbers and understand if one number is bigger, smaller, or the same as another?"
Have students share examples of number comparisons they did during the activity.
Ask students how the number line helped them compare the numbers.

Differentiate: Use a smaller number line (e.g., 0-20 or 0-50). Provide physical manipulatives (like counters) to help them represent the numbers before using the number line. Work in small groups with additional teacher support. Focus on comparing numbers where one is significantly larger or smaller.
 

Extend: Use number cards up to 120 or even higher. Introduce the symbols for greater than (>), less than (<), and equal to (=). Have them compare three numbers and order them from least to greatest or greatest to least.

Use the student performance task linked in the resources tab to assess student learning outcomes.