options: Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Greatest of Them All center. Students use digit cards to create the greatest possible number. As each student draws a card, they choose where to write it on the recording sheet. Once a digit is placed, it can’t be moved. Students compare their numbers using
\(<\)
,
\(>\)
, or
\(=\)
. The player with the greater number in each round gets a point.
Students should remove cards that show 10 from their deck.
MLR2 Collect and Display.
Synthesis: Direct attention to the words collected and displayed on the anchor chart from the previous lessons. Invite students to borrow place value language from the display as needed.
Advances: Conversing, Reading
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
Greatest of Them All Stage 2 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards and each student a recording sheet.
“Now you will be playing the Greatest of Them All center with your partner.”
“You will try to make the greatest three-digit number you can.”
Display number cards and recording sheet.
Demonstrate picking a card.
“If I pick a (2), I need to decide whether I want to put it in the hundreds, tens, or ones place to make the largest three-digit number.”
“Where do you think I should put it?” (I think it should go in the ones place because it is a low number. In the hundreds place, it would only be 200.)
30 seconds: quiet think time
Share responses.
“At the same time, my partner is picking cards and building a number, too.”
“Take turns picking a card and writing each digit in a space.”
“Read your comparison aloud to your partner.”
Activity
“Now play a few rounds with your partner.”
15 minutes: partner work time
Activity Synthesis
Select a group to share a comparison statement. For example:
\(654 > 349 \)
and
\(349 < 654\)
.
“I noticed that partners had different comparison statements for the same numbers. How can they both be true?”
“If I draw an 8, where should I choose to place it and why?” (I would put it in the hundreds place since it’s almost the highest number I could
draw
. I might not get 9. With 800, I have a good chance for my number to be larger than my partner’s.)


correct_option_index: 6