Compare Three-Digit Values

Overview

Students compare three-digit numbers by understanding place value and using the language of “greater than”, “less than” and “equal to”. They practise with hands-on place value materials and number cards.

Learning intentions

• WALT compare three-digit numbers based on value using place value.
• WALT decide which number is greater or lesser and explain how we know.
• WALT use correct comparison symbols and words in simple sentences.

Success criteria

• I can identify the hundreds, tens and ones in a three-digit number.
• I can compare two three-digit numbers and say which is greater or lesser.
• I can use the symbols >, < or = correctly.
• I can explain my answer using place value (e.g. “They have the same hundreds, but…”).

Curriculum links

• Students use place value to represent and compare whole numbers up to at least 1000.
• Students use mathematical language to compare quantities and justify answers.
• Students solve problems involving ordering and comparing numbers using reasoning.

Lesson structure ({total minutes})

1. 0–5 min | Warm-up: “Which is bigger?” Teacher shows two number cards (e.g. 214 and 241). Students do a quick vote with thumbs up/down, then turn-and-talk: “Which is bigger and why?” Teacher prompts place value talk (“What do the hundreds show?”).

2. 5–10 min | Mini-lesson: Hundreds first Use a whiteboard place value chart (Hundreds/Tens/Ones) and three digit blocks or base-ten cards. Demonstrate:

• If hundreds are different, the one with more hundreds is greater.
• If hundreds match, compare tens.
• If tens match, compare ones. Model one worked example and one student example.

3. 10–18 min | Hands-on task: Build and compare in groups In groups of 3–4, each student receives number cards for two three-digit numbers and base-ten materials (hundreds, tens, ones). Task steps:

• Build both numbers.
• Compare hundreds, then tens, then ones.
• Record the comparison using a sentence frame: “____ has more ____ so it is greater than ____.” Teacher circulates, checking correct comparison language and symbol use.

4. 18–23 min | Whole-class check: Number line and symbol match Draw a simple number line for one comparison pair (start near 100, with marked intervals). Students hold up the correct symbol card (> / < / =) after teacher reveals the pair. Ask two students to explain using place value (“We saw that the tens were…”).

5. 23–28 min | Independent practice: Compare and justify Students complete 6 short comparisons. For each, they must:

• write the symbol (> < =)
• write a one-sentence justification using a scaffold (choose from options: “hundreds”, “tens”, “ones”). Provide a word bank: greater, less, equal, hundreds, tens, ones.

6. 28–30 min | Exit ticket: Quick accuracy + reasoning Each student answers one comparison (e.g. 356 and 365) and writes one justification word (hundreds/tens/ones). Teacher collects for next lesson planning.

Resources

• Place value mats for Hundreds/Tens/Ones
• Base-ten materials (hundred flats, tens rods, ones cubes) or place value cards
• Number cards for pairs of three-digit numbers
• Comparison symbol cards: >, <, =
• Sentence frames and word bank (greater/less/equal; hundreds/tens/ones)
• Whiteboard/visual place value chart
• Simple classroom number line with interval markings
• Independent worksheet or recording sheets (6 comparison questions)
• Exit ticket slips

Assessment

• Teacher observation during group building: correct place value comparison and language use.
• Review of independent practice: symbol accuracy and sentence justification.
• Exit ticket: identifies whether students can choose the correct place (hundreds/tens/ones) that determines the comparison.

Differentiation

• Visual aids in groups: ensure each group has a place value mat and physical blocks to represent hundreds/tens/ones.
• For EALD learners: provide sentence frames, word bank, and allow oral explanations recorded by a partner or teacher for the worksheet justification.
• For neurodivergent students: offer clear, step-by-step task cards with a consistent routine (Build → Compare → Record → Explain). Provide movement breaks while teacher checks groups.
• Support: give a “compare using hundreds only” starting set for students who need it, then gradually include tens/ones comparisons as confidence grows.
• Extension (advanced learners): give larger sets of comparison cards (e.g. 4–6 three-digit numbers). Students order them from least to greatest and justify using “hundreds, then tens, then ones”. Challenge: find the “middle number” between two given numbers.

Extension (optional)

• Advanced learners also attempt a “mystery number” problem: “I am greater than 245 and less than 268. I have the same hundreds as 250. What could I be?” Students list multiple possible answers and explain how they know using place value.