Close, Far, In Between -3

Grade 3 Mathematics Routine

Close, Far, In Between

Standards for Mathematical Practice (SMP): #1, #2, #3, #6

In this routine, "Close, Far, In Between" from Teaching Student-Centered Mathematics, Van de Walle focuses on number sense development and relative magnitude. Relative magnitude refers to the size relationship one number has with another.

DIRECTIONS:

1. Students should move to the front of the room.  They will need no paper, pencil, or other supplies for this routine.
2. Three numbers are displayed for students to consider. These can be written on the board, chart paper, or shown using the document camera. ( you should use the  examples in Google slides linked below)
3. With the three numbers as referents, ask questions such as the following and encourage discussion of all responses.

• • Which two are closest? Why?
  • Which is closest to 300? to 250? How do you know?
  • Name a number (or a multiple of ___) between ___ and ____.
  • Name a number that is more/less than all of these.
  • About how far apart are ____ and 500?
  • If these are big numbers, what are some small numbers?  Numbers about the same?  Numbers that make these seem small?

Intermediate questions with fractions:

• • Which two are closest? Why?
  • Which is closest to 1 whole? to 1/2? to 0?
  • Name a fraction between ____ and ____.
  • Name a number that is more/less than all of these.
  • About how far apart are ____ and ____?
  • Can you name a fraction that is close to ____?
  • Which two when added together would be more than ___? less than ___?

VIDEO:

As you watch the video, notice how the teacher poses a question and provides ample think time for the students. Then the students turn and talk about their solution. The teacher made sure everyone had a partner and then the teacher listened to the student conversations. The teacher pulled the class together and allowed them to have 5 seconds to finish their conversation. The teacher listened and recorded to all solutions and had students nonverbally communicate if they agreed with the solution. Multiple students were then able to defend their reasoning. The teacher recorded and restated the students' thoughts and asked other students to explain their reasoning. The teacher came back and answered the original question. Notice how the teacher created a number line to record student thinking in the third question. Notice how the teacher asked some of the questions that this Canvas page suggests but not all of them.

GOOGLE SLIDES: Google Slides: Close Far In Between Links to an external site.

These slides include 2-digit numbers, some 3- digit numbers, and fractions.  There is also a template at the end to create your own 3 numbers to compare.