# 2.NBT.A.4*

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

*TNCore Focus Standard

## Summary:

Using their knowledge of the meanings of hundreds, tens, and ones digits, students can compare two three-digit numbers. They are then able to put numbers in order from least to greatest or vice versa, and correctly use the >, =, and < symbols when comparing numbers. Students will need to be fluent in many mathematical process to be able to make comparisons accurately. For example when given to numbers such as 287 and 304, students will need to understand that place value is important.

## Understanding the Standard:

• Provide students with problems/opportunities to compare numbers with the same hundreds digits and the same tens digit, but with different ones digits. Explorations should include the use of base 10 models, manipulatives, technologies, and pictures that will enhance a student’s understanding that the number of bundles of one-hundred will determine how a number can be compared with another three-digit number.
• Provide students with problems/opportunities to compare numbers with the same hundreds digit and ones digit, but with different tens digits. Once students recognize that two numbers have the same hundreds digit, then they explore how those numbers can be compared using the digits in the tens position.
• Ask whether, given two numbers, students can compare the two numbers and justify their comparisons based on place-value understanding, possibly using pictures or manipulatives.
• Provide students with the opportunity to practice the use of mathematical symbols the >, =, and < , and to write an inequality or equality to record the result of a comparison.

## Questions to Focus Instruction:

• Can students identify the values of digits in a three-digit number?
• If two numbers have the same hundreds digit and the same tens digit, can students move the ones position and compare the two three-digit numbers?
• Can students compare two three-digit numbers and determine which one is greater by looking first at the hundreds digit, then at the tens digit (if necessary), and then at the ones digit (if necessary)?
• Can students use the >, +, and < symbols to record the result of a comparison?

## Skills

Prior to: Building upon skills mastered previously, students can show the comparisons between two two-digit numbers using the appropriate mathematical symbol <, > and =. They are able to justify their answer through a variety of displays including drawings, pictures and concrete models. See 1.NBT.B.3.