Total Duration: 
31 to 60 Minutes 
Materials and Resources: 
sets of digit cards (attached) OR a set of playing cards per pair, base ten blocks (optional), recording sheet (attached), place value chart (attached) 
Technology Resources Needed: 
Interactive whiteboard with virtual base ten blocks may be used (optional). To use the virtual base ten blocks you may need a Java update. Check to see if they work on your computer: http://nlvm.usu.edu/en/nav/grade_g_2.html 
Background/Preparation: 
Students should have knowledge of 3digit numbers and place value. Students should be familiar with a place value chart and comparing numbers. This is an activity that could accompany a lesson on place value or comparing numbers. Make sure links to digit cards and base ten blocks will open on your computer if you choose to use them. 
Engagement/Motivation: 1. Ask students if they would rather have $245 or $175. Explain to a partner why they chose their answer. Let students share their answers or what they discussed with their partner. Discuss the importance of being able to compare numbers. Have students think about times when they would need to compare numbers or quantities. 2. Review greater than >, less than <, and =. Show several examples and have students decide which symbol to place between the numbers. Activity: 1. Place students in pairs and give each pair a place value chart (attached), digit cards from http://www.mathwire.com/templates/digitcards.pdf, or use a set of playing cards (remove face cards and 10s and use aces as 1s), and base ten blocks (optional). Virtual base ten blocks can be found at http://nlvm.usu.edu/en/nav/grade_g_2.html. 2. Explain to students that the object of the game is to have the greatest 3digit number. 3. Model playing the game with a student. Each player will draw 3 cards. The cards need to be arranged so that they make the greatest number possible. Do not let your partner see what you are doing. Students can build the number with the base ten blocks if they need a visual. 4. Students will then compare their numbers. The student with the greatest number will say "I am the greatest." That student will get a point. The student with the most points at the end of the playing time wins the game. They will use the recording sheet (attached) to keep track of points and to write comparisons using the symbols <,>, =. 5. After the game, ask the following questions: What strategy did you use when making your 3digit number? Why did you use that strategy? Did anyone think about it a different way?

Attachments: **Some files will display in a new window. Others will prompt you to download. 
Assessment Strategies 
Write your name on an index card and do the following: Make the greatest 3digit number with the following digits: 4, 7, 6. Then, make the smallest 3digit number using those same digits. Write the following and fill in the missing symbol: 465 ____ 556 326_____236 234_____234 
Acceleration: 
Have students play the game again making 4digit numbers. 
Intervention: 
For students who are struggling with comparing numbers, have them build 2digit numbers with base ten blocks on a place value chart. As they start to grasp the concept, move back up to 3digit numbers. 
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
