NY Next Generation Math NY-2.NBT.4
The Standard
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students compare two three-digit numbers using the values in the hundreds, tens, and ones places. They record the result with greater than, less than, or equal symbols.
What Mastery Looks Like
- A student explains that 472 is greater than 469 because the hundreds match and seven tens exceed six tens. The student writes 472 > 469.
Common Misconceptions
- Students may compare only the last digits or choose a symbol from its shape without reading the statement. They may stop at equal hundreds and ignore tens and ones.
How to Assess It
- Ask students to compare 508 with 580 and 736 with 729, recording a symbol and place-value explanation for each.
Lesson moves
Ways to Teach It
Build two three-digit numbers with place-value cards, align them, and compare from hundreds to ones.
Ask students why 609 is greater than 590 even though 9 is less than 90.
Play number comparison war with three-digit cards and required place-value justifications.
Compare three-digit attendance, distance, or inventory figures and write each relationship with a symbol.
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Printable NY-2.NBT.4 Worksheet
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Related Standards
- NY-1.NBT.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
- NY-2.NBT.1
Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones.
- NY-5.NBT.3.b
Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
- NY-4.NBT.2.b
Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
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