Engagement/Motivation:
1. Ask students if they would rather have $245 or $175. Explain to a partner why they chose their answer. Let students share their answers or what they discussed with their partner. Discuss the importance of being able to compare numbers. Have students think about times when they would need to compare numbers or quantities.
2. Review greater than >, less than <, and =. Show several examples and have students decide which symbol to place between the numbers.
Activity:
1. Place students in pairs and give each pair a place value chart (attached), digit cards from http://www.mathwire.com/templates/digitcards.pdf, or use a set of playing cards (remove face cards and 10s and use aces as 1s), and base ten blocks (optional). Virtual base ten blocks can be found at http://nlvm.usu.edu/en/nav/grade_g_2.html.
2. Explain to students that the object of the game is to have the greatest 3-digit number.
3. Model playing the game with a student. Each player will draw 3 cards. The cards need to be arranged so that they make the greatest number possible. Do not let your partner see what you are doing. Students can build the number with the base ten blocks if they need a visual.
4. Students will then compare their numbers. The student with the greatest number will say "I am the greatest." That student will get a point. The student with the most points at the end of the playing time wins the game. They will use the recording sheet (attached) to keep track of points and to write comparisons using the symbols <,>, =.
5. After the game, ask the following questions: What strategy did you use when making your 3-digit number? Why did you use that strategy? Did anyone think about it a different way?
Engagement/Motivation:
1. Ask students if they would rather have $245 or $175. Explain to a partner why they chose their answer. Let students share their answers or what they discussed with their partner. Discuss the importance of being able to compare numbers. Have students think about times when they would need to compare numbers or quantities.
2. Review greater than >, less than <, and =. Show several examples and have students decide which symbol to place between the numbers.
Activity:
1. Place students in pairs and give each pair a place value chart (attached), digit cards from http://www.mathwire.com/templates/digitcards.pdf, or use a set of playing cards (remove face cards and 10s and use aces as 1s), and base ten blocks (optional). Virtual base ten blocks can be found at http://nlvm.usu.edu/en/nav/grade_g_2.html.
2. Explain to students that the object of the game is to have the greatest 3-digit number.
3. Model playing the game with a student. Each player will draw 3 cards. The cards need to be arranged so that they make the greatest number possible. Do not let your partner see what you are doing. Students can build the number with the base ten blocks if they need a visual.
4. Students will then compare their numbers. The student with the greatest number will say "I am the greatest." That student will get a point. The student with the most points at the end of the playing time wins the game. They will use the recording sheet (attached) to keep track of points and to write comparisons using the symbols <,>, =.
5. After the game, ask the following questions: What strategy did you use when making your 3-digit number? Why did you use that strategy? Did anyone think about it a different way?
