ALEX Learning Activity


Who is Correct?

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Michelle Frye
System:Blount County
School:Hayden Elementary School
  General Activity Information  
Activity ID: 2880
Who is Correct?
Digital Tool/Resource:
Who is Correct? Google Doc
Web Address – URL:

In the warm-up activity, students will read about Gavin and Chase, two students who disagree when they compare two 3-digit numbers. The students will decide who is correct and defend their thinking using their knowledge of place value and appropriate academic vocabulary.

  Associated Standards and Objectives  
Content Standard(s):
MA2019 (2019)
Grade: 2
9. Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."
Unpacked Content
Evidence Of Student Attainment:
  • use place value terminology and concepts to explain and justify the placement of <, =, > to compare two 3-digit numbers and create true equalities and inequalities.
Teacher Vocabulary:
  • Equalities
  • Inequalities
Students know:
  • how to compare 3-digit numbers using the terminology "greater than," "equal to," and "less than".
Students are able to:
  • compare 3-digit numbers using place value concepts.
  • justify their reasoning as they compare numbers.
Students understand that:
  • the three digits of a 3-digit number represent groups of hundreds, tens, and ones.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.2.9.1: Define greater than, less than and equal to.
M.2.9.2: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M.2.9.3: Arrange two-digit numbers in order from greatest to least or least to greatest.
M.2.9.4: Identify zero as a place holder in two-digit and three-digit numbers.
M.2.9.5: Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers.
M.2.9.6: Select numbers on a number line that are more than, less than or equal to a specified number.
M.2.9.7: Match the words greater than, equal to and less than to the symbols >, =, and <.
M.2.9.8: Determine the value of the digits in the ones and tens place.
M.2.9.9: Identify sets with more, less or equal objects.

Prior Knowledge Skills:
  • Understand amount words, such as more, less, and another.
  • Become more interested in the concept of some and all.
  • Be interested in who has more or less.
  • Understand the concept of "less than" "more than".
  • Mimic counting by ones.
  • Recognize numbers from one to 100.
  • Become interested in how many objects she/he has.
  • Understand the concept of size and amount.
  • Given a set number of objects one through ten, answer the question "how many?"
  • Pair the number of objects counted with "how many".
  • Understand that the last number name tells the number of objects counted.
  • Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
  • Pair a group of objects with a number representing the total number of objects in the group.
  • Count objects one-by-one using only one number per object.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.2.9 Using vocalization, sign language, augmentative communication, or assistive technology, compare sets of objects and numbers using appropriate vocabulary (greater than, less than, equal to; limited to thirty objects in a group).

Learning Objectives:

I can compare two 3-digit numbers using the symbols <, >, and =.

  Strategies, Preparations and Variations  

  1. The teacher will display Who is Correct? journal prompt from the slideshow
  2. The teacher and students read the journal prompt together. The students will then take their note cards and explain their choice for the correct answer.
  3. After students have finished writing on their note cards, the teacher will ask for volunteers to share their explanations with a partner, group, or the whole class.
Assessment Strategies:

Teachers will observe student responses to determine student understanding of the concept and skill. You can use the following guidelines to ensure students meet the learning objective.

Check that the student:

  1. can use place value reasoning to determine which number is larger.
  2. can explain their thinking in writing and orally.

Advanced Preparation:

  • The teacher will need a computer and projector to display the journal prompt.
  • Each student will need a pencil and a notecard to record their responses.
Variation Tips (optional):

  • This activity may be modified to accommodate all learners.
  • Two-digit numbers can be substituted for struggling learners.
  • Four-digit numbers can be substituted for enrichment.
Notes or Recommendations (optional):

This activity can stand alone or be used with the following during and after activities:

M&Ms and Skittles (During)

Greatest, Least, or Equal? (After)

  Keywords and Search Tags  
Keywords and Search Tags: comparing numbers, place value