options: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Count within 1000; skip-count by 5s, 10s, and 100s.

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
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: 2

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