standard_description: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Narrative
The purpose of this True or False is to elicit strategies and understandings students have for working with the value of the digits in a three-digit number. These understandings help students consider place value when comparing three-digit numbers. This will be helpful later when students compare three-digit numbers without visual representations.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(86 > 80 + 4\)
\(400 + 40 + 6 < 846\)
\(330 < 300 + 3\)
\(500 + 50 > 505\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“How could expanded form help you decide whether the expression
\(330 < 300 + 3\)
is true or false?” (I knew that 30 is 3 tens and 3 is only 3 ones, so 330 is greater than 303.)


aligns: no