Comparing Two- and Three-Digit Numbers 2-6

Focus Using place value to determine which number

is more (or less)

n important aspect of number sense is the ability to tell which of two numbers is larger. The Digi-Block program allows children to compare numbers in a variety of ways. For example, to compare 29 and 43, the children might represent the numbers on Counters and then unpack and compare the single blocks one to one, or unpack and place the single blocks on two adjacent number lines. A more advanced version of this same idea is to first compare the blocks-of10 one to one, knowing that there are 10 single blocks inside of each one. Another way children can compare numbers is to recognize that the larger number is one that comes later in the count. They can count aloud to see which number is said first. Or, with both numbers shown on Counters, they can choose one and see if they need to add or remove blocks to show the other number. By exploring different approaches over time, children begin to connect a variety of ideas about number, and their understanding of our number system deepens.

Comparing Groups of Blocks

Have available two Counters, single blocks, blocks-of-10, blocks-of-100, and empty holders. Write 13 and 28 and have volunteers show each of these numbers on a Counter. Ask,

Which number is larger? How do you know?

Most children will answer correctly, as it takes more blocks-of-10 and more single blocks to show 28 on the second Counter. Ask,

What could you do to make sure?

Have children unpack the singles and line them up one for one in order to compare.
Loading 13 blocks and 28 blocks on two Counters helps children find which number is more.

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Next present the numbers 54 and 58. Again, encourage children to show the numbers on the Counters and identify which is more (or less). Then ask what they could do to be sure. In this case, the children might match the blocks-of10, thus matching 10 singles at once, and then match the remaining singles. Repeat the activity with a few more pairs of numbers, such as 75 and 63, and 48 and 62. Have children discuss their ideas and demonstrate their techniques. For a pair like 48 and 62, children may be distracted by the fact that it takes 12 blocks to show 48 (4 blocks-of-10 and 8 singles) and only 8 blocks to represent 62 (6 blocks-of-10 and 2 singles). It is important for children to realize that the larger number of a pair is the one that contains more single blocks, not the one that has more large and small blocks. Once children recognize that 62 is the larger number, ask,

Of these two numbers, which number do you say first when you count? If you wanted to make the Counter that shows 48 look like the Counter showing 62, would you add blocks or take some away? Why?
Children need many opportunities to represent numbers and compare them. Some may want to work without the Counter so that they can remove the covers to remind themselves that there are 10 single blocks in each block-of-10. For children who work this way, organizing the remaining single blocks in holders may be helpful. Following several explorations, invite the children to again discuss their comparison techniques. Some children may recognize that on a Counter, one block-of-10 always represents a larger number than any number To compare 41 and 39, some children may organize the blocks of smaller blocks in the ones place. This is in holders off the Counter. visually obvious on the Counter, because the single blocks always fit within a holder that is less than full. This is an important insight. It means that when comparing two-digit numbers, if one number has more tens, then it is larger, regardless of the number of ones. To help children think about this you might ask,

What is the most single blocks that you can have on a Counter in the ones place? Is that more or less than a block-of-10? Can you ever have more single blocks on the Counter in the ones place than would be in a block-of-10? Why? How can knowing this help us to compare numbers?

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When the children can comfortably compare two-digit numbers, include three-digit numbers as well. Begin by asking children to compare 126 and 35, and then present numbers that are closer to one another. Whenever a child is uncertain, have the blocks unpacked and the single blocks compared one for one. Over time, encourage children to realize that 1 block-of-100 is larger than any number of blocks in the tens and ones places. It may help the children to think about the blocks-of-10 and singles as being on the way to making a block-of-100. Ask,

What is the greatest number of blocks-of-10 that you can have in the tens place on a Counter? Is that more or less than a block-of-100? Can you ever have more single blocks in the tens and ones places on the Counter than would be in a block-of-100?

Practicing Key Ideas

Load and Compare
Write some two- and three-digit numbers on cards. In pairs, children show two numbers on Counters and decide which is more (or less). Children then record their findings.

In Order
Each day, make three different collections of blocks that are packed as much as possible. Place them in bags labeled A, B, and C. Children work together to order the three amounts from least to greatest. Children then record the letters to show the order. Children can also sequence the collections from greatest to least and record that order as well.

Compare It
Make a set of number cards. The cards are placed face down between two players. Each player turns over a card. The player with the larger number takes the pair. To help them compare, children can use the blocks to model the numbers. Once all of the cards have been turned, the player with more cards wins the game. Play again, this time with the player who has the smaller number taking the pair.

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Assessing Learning
1. Present the numbers 32 and 48. Have the child represent each number with blocks and tell which is more or less. Does the child represent the numbers correctly? unpack to compare? match like blocks to compare? predict the answer? answer correctly? 2. Repeat the first task with the numbers 79 and 91. Does the child represent the numbers correctly? unpack to compare? match like blocks to compare? predict the answer? answer correctly?

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