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Math

2.nbt.a.1: Understand that the three


digits of a three-digit number
represent amounts of hundreds,
Compare two three-digit numbers based on meanings of the hundreds, tens, and tens, and ones; e.g., 706 equals 7
ones digits. hundreds, 0 tens, and 6 ones.

Students should be able to write numbers using base-ten numerals, number Spinner
names, and expanded form. Pencil and recording
sheet
Partners

-have the students use Higher Order Thinking


To support students:
the second spinner, with Questions:
-have students use the Hundreds, tens, and ones
first spinner, with the the numbers 1-10 on it
Bundle of ten tens=100
-have students add or -Why did you pick that
numbers 1-8 on it Base-ten numerals, number
subtract the two place for that digit?
-have students play with names, and expanded form
numbers, instead of -Who do you think will
just tens and ones, no
comparing win this round? Why?
hundreds
-have students focus on -How do you decide
-have students use base
using vocabulary- where to put each
ten blocks or drawings
expanded form, number when you spin?
to build their numbers
compare, etc. -How do you know Recording Sheet and verbal
-have students play
-have students write out which number is bigger? discussion of higher order
without comparing the -What digit are you
their numbers in written thinking questions.
numbers, just building hoping to spin? Why?
form
them -What happens when
you spin a 10? Why?