Three-Digit Place Value

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Mathematics Enhanced Scope and Sequence – Grade 2Three-Digit Place ValueReporting Category Number and Number SenseTopicIdentifying the ten-to-one relationship among ones, tens, and hundredsPrimary SOL2.1 The student willc) compare two whole numbers between 0 and 999, using symbols( , , or ) and words (greater than, less than, or equal to).Related SOL2.1aMaterials Base-10 blocks Place Value Mat (attached) Three-Digit Place Value Recording Sheet (attached) Decks of playing cardsVocabularydigit, equal, place value (earlier grades)greater than, less than (2.1c)Student/Teacher Actions (what students and teachers should be doing to facilitate learning)Note: Precede this activity with an activity for students to demonstrate understanding of the tento-one relationship among ones, tens, and hundreds, using manipulatives.1. Tell students that they will play a Three-Digit Place Value game. Distribute copies of therecording sheet and place value mat. Put students into pairs, and give each pair a deck ofcards from which all tens and all face cards have been removed, a place value mat, and aset of base-10 blocks. Tell students that ace cards are the same as ones.2. Direct one student in each pair to draw a card and place it above the hundreds place on theplace value mat. Instruct the student to create in the top part of the hundreds column thenumber shown on the card, using base-10 blocks. Then, direct the second student in eachpair to take a turn, drawing a second card, placing it above the tens place, and creating thedrawn number in the top part of the tens column, using blocks. The first player then takesanother turn, creating the drawn number in the top part of the ones column. Once thethree-digit numeral has been created, have student pairs write the three digits above thefirst three boxes on their recording sheets and draw the base-10 block models of the threedigits inside the boxes.3. Have student pairs repeat step 2 to create a second three-digit numeral in the bottom partof their place value mats and write and draw it above and inside the next three boxes ontheir recording sheets.4. When student pairs have written and drawn two three-digit numerals side-by-side on theirrecording sheets, have them discuss whether the first numeral is greater than, less than, orequal to the second. Have them write the , , or sign in the circle between the twonumerals.Virginia Department of Education 20111

Mathematics Enhanced Scope and Sequence – Grade 25. Finally, have pairs write a justification for the comparison underneath, e.g., “I know that[first three-digit numeral] is greater than/less than/equal to [second three digit numeral]because .” Encourage students to use the base-10 block models tohelp them make the justification.6. Have student pairs play several more rounds of the game to create several more pairs ofthree-digit numerals for comparison.7. Review and summarize with the class what students did and learned in the activity.Assessment QuestionsoWhen comparing three-digit numbers to determine which number is greater, whatplace value should be considered first? Why?oWhat does equal mean?oHow is comparing three-digit numbers similar to comparing two-digit numbers?How is it different?oHow can a number line be helpful in comparing numbers? Journal/Writing PromptsoNatalia has these three cards: 3, 8, 4. Describe how she can arrange the cards tomake the largest possible number. Also, describe how she can arrange them tomake the smallest possible number.oVince and Kevin are playing the Three-Digit Place Value game to see who can makethe largest three-digit number. Vince has these cards: 4, 2, 6. Kevin has these cards:8, 5, 7. If Vince has made the largest three-digit number, explain what card he drewfirst and what card Kevin drew first. How do you know?oNatasha is playing the Three-Digit Place Value game. Her cards were drawn in thisorder: 7, 2, 6. After comparing her hundreds place to her opponent’s hundredsplace, she realizes that she has the smaller number. Draw a picture of Natasha’splace value mat and the possible place value mat of her opponent. Explain yourthinking about Natasha’s opponent’s number. OtheroCirculate during the activity to observe students’ strategies and rationales forcreating the models of the three-digit numbers and comparisons. Note who ishaving difficulty identifying the values, making the models of them, and/orcomparing the three-digit numbers. Give help, as needed.oDisplay a three-digit number, and ask students to create a number greater than thedisplayed number, a number less than the displayed number, and a number equalto the displayed number. Have students record their comparisons on small sheetsof paper and explain their reasoning as exit passes. Collect passes for assessment.oCreate signal cards (green, yellow, and red) to check for understanding. Greenmeans “I got it.” Yellow means “I’m not sure, or maybe.” Red means “I’m lost. Ineed more help.” Pause at different points in the activity, and ask students to holdup their signal cards. Give help, as needed.Virginia Department of Education 20112

Mathematics Enhanced Scope and Sequence – Grade 2Extensions and Connections (for all students) Have students select three cards and place them in any order they wish or in the orderneeded to meet a specified definition (e.g., the smallest three-digit number or the largestthree-digit number). Have students do this activity, using only two-digit numbers. They might also find thedifference between the larger two-digit number and smaller two-digit number (e.g., I drawa 2 and a 7; therefore, 72 is my larger two-digit number, and 27 is my smaller. I then findthe difference between 72 and 27). Repeat the activity, but have one student in each pair create a two-digit number while theother student creates a three-digit number. Add the jokers to the decks of cards to represent zero. Have the students play again, usingzero.Strategies for Differentiation Use grid paper to help students compare place values vertically rather than horizontally. Use dot or number cubes instead of cards. Have students use a blank number line and make decisions about where to place numberson it. By placing the numbers being compared to each other on the number line, studentsare able to see instantly which number is larger and which is smaller by looking at theirposition on the line. Students may choose to add as many other numbers to the line asneeded to make a good comparison. If students are having trouble using the left-to-right order for comparison, teach a minilesson to model starting on the left, using appropriate language. Use green and red highlighters to color the first number in the comparison green and thesecond number red. This visual suggests to students that green is where you start and redis where you stop or finish. Search for online activities, using key terms such as, “number comparison,” “numberchomping,” and “greater than less than.” Online activities may be displayed on interactivewhiteboards or student computers. Create a card with the expression “is greater than” written on one side and the expression“is less than” on the other. Have students flip the card as needed to complete thecomparison. Have them take turns saying the comparison.Virginia Department of Education 20113

Mathematics Enhanced Scope and Sequence – Grade 2Three-Digit Place Value Recording SheetRound 1:I know that , because.Round 2:I know that , because.Round 3:I know that , because.Round 4:I know that , because.Virginia Department of Education 20114

Mathematics Enhanced Scope and Sequence – Grade 2Place Value MatHundredsVirginia Department of Education 2011TensOnes5

o Vince and Kevin are playing the Three-Digit Place Value game to see who can make the largest three-digit number. Vince has these cards: 4, 2, 6. Kevin has these cards: 8, 5, 7. If Vince has made the largest three-digit number, explain what card he drew first and what

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