### Examples

The numbers 3,475; 4,743 and 4,753 can be arranged in ascending order as 3,475; 4,743 and 4,753.### Clarifications

*Clarification 1:*When comparing numbers, instruction includes using an appropriately scaled number line and using place values of the thousands, hundreds, tens and ones digits.

*Clarification 2:* Number lines, scaled by 50s, 100s or 1,000s, must be provided and can be a representation of any range of numbers.

*Clarification 3:* Within this benchmark, the expectation is to use symbols (<, > or =).

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**3

**Strand:**Number Sense and Operations

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

## Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

### Terms from the K-12 Glossary

- Number Line
- Whole Number

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

This purpose of this benchmark is for students to compare two numbers by examining the place values of thousands, hundreds, tens and ones in each number. This work extends from the Grade 2 expectation to plot, order and compare up to 1,000 (MA.2.NSO.1.2).- Instruction should use the terms greater than, less, than, and equal. Students should use place value strategies and number lines (horizontal and vertical) to justify how they compare numbers and explain their reasoning. Instruction should not rely on tricks for determining the direction of the inequality symbols. Students should read entire statements (e.g., read 7,309 > 7,039, “7,309 is greater than 7,039” and vice versa)
*(MTR.2.1, MTR.3.1).* - It is imperative for teachers to define the meaning of the ≠ symbol through instruction. It is recommend that students use = and ≠ symbols first. Once students have determined that numbers are not equal, then they can determine “how” they are not equal, with the understanding now the number is either <
*or*>. If students cannot determine if amounts are ≠ or = then they will struggle with <*or*>. This will build understanding of statements of inequality and help students determine differences between inequalities and equations*(MTR.6.1).*

### Common Misconceptions or Errors

- Often students think of these relational symbols as operational symbols instead. In order to address this misconception, allow students to have practice using the number line and/or place value blocks to see the relationship between one number and the other.

### Strategies to Support Tiered Instruction

- Teacher uses a number line, base-ten blocks, place value charts and relational symbols to demonstrate the relationship between one number and the other.
- For example, the teacher uses a number line and relational symbols to compare 487 and 623, labeling the endpoints of the number line 0 and 1,000. The teacher asks students to place 487 and 623 on the number line, discussing the placement of the numbers and distance from zero. Next, the teacher uses the number line to demonstrate that 487 is closer to zero than 623 so 487 < 623 and that 623 is farther from zero so 623 > 487. Then, the teacher explains that 487 and 623 are not the same point on the number line so 487 ≠ 623 and asks students to identify numbers that are greater than... and less than.... Finally, the teacher repeats with two four-digit numbers (number line endpoints of 0 and 10,000) and discusses the placement of the other numbers on the number line and if their values are greater than or less than other numbers.

- For example, the teacher uses base-ten blocks, a place value chart and relational symbols to compare 274 and 312. The teacher begins by having students represent 274 and 312 using base-ten blocks and a place value chart and asking students to compare these numbers, beginning with the greatest place value. Next, the teacher explains that the number 274 has 2
*hundreds*and the number 312 has 3*hundreds*so 274 < 312 and 312 > 274 and that 274 and 312 have different digits in the hundreds place so 274 ≠ 312.

### Instructional Tasks

*Instructional Task 1 *

- Plot the numbers 3,790, 3,890, 3,799, 3,809 on the number line below.

- Choose two values from the list and compare them using >, <, or =.
- Choose a number between 3,799 and 3,809 and plot it on the number line.
- Use evidence from your number line to justify which number is greatest.

### Instructional Items

*Instructional Item 1 *

- Which of the following correctly compares 6,909 and 6,099?
- a. 6,909 < 6,099, because the value of the 9 in the tens place of 6,099 is greater than the value of the 0 in the tens place of 6,909.
- b. 6,909 > 6,099, because the value of the 9 in the tens place of 6,099 is greater than the value of the 0 in the tens place of 6,909.
- c. 6,909 < 6,099, because the value of the 9 in the hundreds place of 6,909 is greater than the value of the 0 in the hundreds place of 6,099.
- d. 6,909 > 6,099, because the value of the 9 in the hundreds place of 6,909 is greater than the value of the 0 in the hundreds place of 6,099.

**The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.*

## Related Courses

## Related Access Points

## Related Resources

## Lesson Plans

## Problem-Solving Task

## Student Resources

## Problem-Solving Task

It is common for students to compare multi-digit numbers just by comparing the first digit, then the second digit, and so on. This task includes three-digit numbers with large hundreds digits and four-digit numbers with small thousands digits so that students must infer the presence of a 0 in the thousands place in order to compare. It also includes numbers with strategically placed zeros and an unusual request to order them from greatest to least in addition to the more traditional least to greatest.

Type: Problem-Solving Task

## Parent Resources

## Problem-Solving Task

It is common for students to compare multi-digit numbers just by comparing the first digit, then the second digit, and so on. This task includes three-digit numbers with large hundreds digits and four-digit numbers with small thousands digits so that students must infer the presence of a 0 in the thousands place in order to compare. It also includes numbers with strategically placed zeros and an unusual request to order them from greatest to least in addition to the more traditional least to greatest.

Type: Problem-Solving Task