Maryland Math 2.NOS.A.4
The Standard
Compare two numbers within 1000 by reasoning about the values of the hundreds, tens, and ones digits and/or the location of the numbers on a number line. Record the results of comparisons with the symbols >, =, and <.
Maryland College and Career Ready Standards for Mathematics (2025) · UNDERSTAND PLACE VALUE AND REPRESENTATIONS OF NUMBERS.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare numbers up to 1000 by checking hundreds, then tens, then ones. They can also use a number line. They write >, <, or = to show the result.
What Mastery Looks Like
- A student writes 608 < 680 because both numbers have six hundreds, but 608 has fewer tens. They place 608 to the left of 680 on a number line and write 608 = 608 when both numbers match.
Common Misconceptions
- Students may compare the ones first and say 394 is greater than 412 because 4 is greater than 2. They may read > and < backward or think a number farther left on a number line is greater.
How to Assess It
- Exit ticket: Fill in 407 __ 470, 505 __ 505, and 407 __ 397. For the first pair, name the digit place that proves your choice.
Lesson moves
Ways to Teach It
Build 364 and 346 with base-ten blocks, compare the blocks by place, and write 364 > 346.
Ask, "Which is greater, 599 or 605?" Have students sketch a number line from 590 to 610 and explain their choice.
Play comparison war with three-digit number cards, including duplicates; partners flip cards, write >, <, or =, and explain their choices.
Post library counts of 238 picture books and 283 chapter books; students write a comparison and identify which shelf has more.
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Printable 2.NOS.A.4 Worksheet
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