Compare two three-digit numbers based on meanings of the hundreds,
tens, and ones digits, using >, =, and < symbols to record the results of
comparisons.
| Name |
Description |
| Chomping Skittles | This is an engaging lesson in comparing two three-digit numbers using the symbols <,>, and =. Students will be using Skittles and pretend their hand is a crocodile mouth. |
| Pop, Pop, Pop! | Students will research the effects of sugary drinks on their health. They will interpret data on a variety of beverages presented in the form of bar graphs and decide which beverages should be included in school vending machines to ensure students have healthy drink options. |
| Less Than, Equal to, or Greater Than? | In this lesson, students move from comparing three-digit numbers built with base ten blocks to comparing three-digit numbers based on their place value. Students will use the greater than, less than, or equal sign to compare their values. |
| Carnival | Written at a second grade level, in this MEA the students will use problem solving skills, two-digit addition, and knowledge of greater than and less than to rank order carnival games based on provided criteria. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Crazy Crayons! | In teams, students will make a decision on how to select the best crayons for a school supply store based on various crayon characteristics such as cost, transfer to paper, vibrancy of color, color residue, and breakage. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Restaurant Rankings: Which meal would you want to add to your cafeteria menu? | The students have been selected by the cafeteria manager to help rank healthy meal options that have been proposed to be added to the school cafeteria. The students will use information about the food and drink included in the meal, total calories, sodium content, calories from saturated fat, and calories from sugar to come up with a procedure for ranking the meal options. Then students will have to use or adapt their original procedures to include two more meal options in the rankings. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Chocolate Delight | Although, chocolate sales in America have continued to grow, due to the increased awareness of childhood obesity, there is major concern about the nutritional value of chocolate candy bars. Chocolate Delight, a chocolate bar company, wants to improve its sales to elementary students by creating a healthy chocolate bar. They have tested 5 new recipes and need to determine which candy bar is best for children. The students will rank the recipes from best to worst based on the following criteria: healthiness, taste, and nut allergies and make a recommendation of the healthiest recipe to Chocolate Delight. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Symbol Spin | This lesson puts a spin on comparing three-digit numbers! The students will work cooperatively to compare two three-digit numbers based on the hundreds, tens, and ones place values. The students are encouraged to verbally explain their logic during the game. This is a lesson that will engage your students and can last all week long! |
| Less Could Be More! | This lesson helps teachers introduce the concept of comparing two numbers up to 1,000 using the terms Greater than, Less than, Equal to, and the symbols >, <, =. |
| How Can You Compare Two 3-Digit Numbers? | Students will use base-ten blocks, drawings, or place value charts to compare two 3-digit numbers Students will use the <,>, = symbols correctly when comparing numbers. |
| Comparing Two 3-Digit Numbers | This whole-class lesson will reinforce the concept of comparing two 3-digit numbers as well as provide practice for students to become comparing experts. Students will use playing cards to practice their skills. |
| Tornadoes: Which Months had the Most in 2009? | Students will order the months of tornado activity in the United States from greatest to least for the Year 2009. |
| Comparing Three-Digit Numbers | The students use place value to compare two three-digit numbers and write the appropriate symbol >, =, <. |
| Number Chompers | In this lesson, students will compare whole numbers up to 1,000, use the appropriate symbol, and read the comparison correctly. |
| Name |
Description |
| Comparisons 2 | The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.
</,=,> |
| Digits 2-5-7 | Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest). |
| Ordering 3-digit numbers | The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value. |
| Comparisons 1 | This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem. |
| Name |
Description |
| Comparisons 2: | The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.
</,=,> |
| Digits 2-5-7: | Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest). |
| Ordering 3-digit numbers: | The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value. |
| Comparisons 1: | This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem. |
| Name |
Description |
| Comparisons 2: | The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.
</,=,> |
| Digits 2-5-7: | Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest). |
| Ordering 3-digit numbers: | The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value. |
| Comparisons 1: | This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem. |
