2.2.C
The Standard
generate a number that is greater than or less than a given whole number up to 1,200
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students receive a whole number through 1,200 and produce another number on either side of it. They use place value to check whether their choice is larger or smaller.
What Mastery Looks Like
- Given 738, a student can name 625 as smaller and 900 as larger. The student explains each choice by comparing hundreds, tens, and ones in order.
Common Misconceptions
- Students may think they must give exactly one more or one less. Some compare only the ones digits, so they might call 572 larger than 618. Others struggle around 999 and 1,000 because the number of digits changes.
How to Assess It
- Exit ticket: “The target is 1,047. Write one smaller whole number and one larger whole number. Circle the first place that proves each comparison.”
Lesson moves
Ways to Teach It
Give pairs base-ten blocks and a target card, then have them build one smaller number and one larger number.
Ask, “Is 806 larger or smaller than 860, and which place proves it?” Have students write and share their reasoning.
Play Target Number: reveal a card, then students race to write any valid smaller and larger number on whiteboards.
Use stadium attendance totals and ask students to create one crowd count below and one above a posted attendance number.
Keep exploring
Related Standards
- 1.2.D
generate a number that is greater than or less than a given whole number up to 120
- K.2.E
generate a set using concrete and pictorial models that represents a number that is more than, less than, and equal to a given number up to 20
- K.2.F
generate a number that is one more than or one less than another number up to at least 20
- 2.7.B
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
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