Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Measurement Topic
This standard is reported on the report card in these quarters as follows:
1st Grade Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
Kindergarten Students Learning 1st Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships.
About the Math
Skills and concepts below are learning goals for this standard.
Determine when a two-digit number is greater than, less than, or equal to another two-digit number.
Explain why a two-digit number is greater than, less than, or equal to another two-digit number using physical models, hundred charts, number lines, and drawings.
This is a great time to reinforce ten frames. Students can fill in ten frames to represent two different amounts, compare the number of filled in ten frames as they compare values. Large Blank Ten FrameLinks to an external site., Ten Frames for Student UseLinks to an external site., and Hundred ChartsLinks to an external site. (large, blank, student copies) are useful tools for developing student understanding of this concept. Students should compare numbers with other representations as well including base ten blocks, hundred charts, and number lines. With the latter two, students should be able to explain that the farther one progresses on a chart or number line the greater the number is (noting that some hundred charts may feature 0 at the bottom).
Compare two two-digit numbers using place value understanding.
Relying on drawings and models can become problematic as the number of digits becomes more and more in a number (including decimals). Students should transition their understanding and reliance on these tools to the symbolic nature of number and the meaning of place value. Essentially, they should be able to compare two numbers by thinking about the digits and the place value of those numbers.
Record the comparison using the symbols >, <, and =.
When first introducing the symbols to students, simply make models and statements about the comparison recording it with symbols and numbers. Ask students to describe what they think the symbols mean and how they connect to the representations. As students show understanding, reinforce that understanding, and have them create the comparisons.
Essential vocabulary and symbols for this standard include: Place Value, Digit, Greater Than, Less Than, Equal to and (symbols) >, <, and =.
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Determine when a two-digit number is greater than, less than, or equal to another two-digit number.
Explain why a two-digit number is greater than, less than, or equal to another two-digit number using physical models, hundred charts, number lines, and drawings.
Compare two two-digit numbers using place value understanding.
Record the comparison using the symbols >, <, and =.
Revisit this standard through routines, independent practice, discussions, and other activities.
*Revisit this standard through routines, independent practice, discussions, and other activities.
*Revisit this standard through routines, independent practice, discussions, and other activities.
These tasks can be used with small group or whole group instruction.
You will need pattern blocks and empty ten frames. Give each table group or group of 4 students two piles of pattern blocks(one a little bigger than the other but neither pile should have more than 30 blocks). Have them guess before counting which has more and explain how they know. Have the students pair up and each work using ten frames to place the blocks to count them. Have each pair write the total of their pile on a sticky note. Ask again which pile had more and how they know. Line up the ten frames so that they can see the one pile takes up more spaces within then ten frames than the other. Move a full ten frame from the larger number to the smaller number. Ask them to write their new numbers and tell which one is more now.
Give each student a 0-20 number line and a 20-sided dice or a stack of 1-20 digit cards. Have them draw or roll a number and place it on the number line and then draw or roll a second number and place it on the number line. Ask them which number is more and how they know. If they are unsure have them count the spaces from zero to see which is farther from zero. Have them write each of their numbers down. Tell them to draw 2 dots next to the larger number and 1 dot next to the smaller number and connect the dots. Have them read their comparison aloud. Repeat the activity having them roll and place two numbers on a number line, writing and reading their comparisons as they go.
Give each student a 120's chart and dry erase marker.. Think of a number between 1-50. Give them clues about your number such as my number is less than 50 and have them use the clues to help them cross out numbers that are not a possibility anymore. Keep giving clues using greater or less than and have them cross out possibilities. After each clue have student share out numbers your secret number could possibly be. Continue until you have finally gotten to your number. Continue practicing with changing the secret number. If you need extensions you can give more complex clues (The digit in my ones place is greater than 5 but less than 8)
Give each student a pile of unifix or linker cubes. Have them write down an estimate for how many cubes they have before they start counting. Have them count all their cubes in their pile by connecting them into groups of ten until they have sticks of ten and leftovers. Have them write their total number of cubes on a sticky note. Then have the tables or groups of students put their sticky notes in order from least to greatest.
Give each student a hundred chart and tell them you are thinking of a number between 1-50 (or whatever range you want to start with). Draw a large number line on the board and a t chart with headers of greater than and less than to help you keep track of their guesses. Have the students share out guesses of you number and each time tell them if your number is greater than or less than their guess. Write their guess in the column and use your number line to cross out guesses that are no longer possible (i.e. if some guesses 26 and you say your number is greater than 26 you cross out the numbers between 0-10, 10-20 and 20-6) and tell them they can do the same on the hundreds chart to help them guess. Continue until some guesses your number. You can change the range to be larger 1-100 or 1-20 when they are ready. Extension: after playing many times you can let the person who guessed your number come up and create a secret number. ( Have them write it down for you so you can help with the greater or less than clues if needed)
A number is about 110, but it’s not 110. What might it be?
How are 62 and 26 alike and different?
One number is a lot more than another one. Both numbers are greater 50. What could the two numbers be?
My number is more than 16, but less than 34, use your hundred chart to tell me what my number could be?
Pick two digits from 4, 9, and 7 to create the largest possible two-digit number. Now pick two digits to create the smallest possible two-digit number.
Summer and Tara are comparing numbers. Summer wrote 59 and Tara wrote 112. Summer says you start at the left when comparing numbers, so she says her number is largest because 5 is greater than 1. Tara says her number is largest because it has more digits. Who is correct and why? Use what you know about place value to explain your answer.
What are three numbers that are greater than 90 but less than 120? Prove one of your answers by representing the number.
SLIDE-BASED TASKS
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first(often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
K-3
Who Am I?, Activity 5.17, Page 142 Who Could They Be?, Activity 5.18, Page 143 Close, Far, and in Between, Activity 5.19, Page 143
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
First Grade Students Learning First Grade Standards by Measurement Topic
Use the links below to access task for this standard as well as student work samples that are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.