Compare Place Values

Overview

In this second lesson of the four-part “Place-Value Power Moves” unit, students compare the value of the same digit in different places. They build on their understanding of place-value positions and powers of ten to explain whether one value is 10 times greater or 1/10 as much as another.

Learning intentions

Students will be able to:

• Compare the value of the same digit in whole numbers and decimals.
• Explain how moving one place left or right changes a digit’s value.
• Use the phrases “10 times greater” and “1/10 as much” accurately.
• Record and explain comparisons using place-value reasoning.

Success criteria

• I can identify which of two values is greater.
• I can name the place-value movement between the values.
• I can explain whether a value is 10 times greater or 1/10 as much.
• I can correctly explain at least 4 of 5 comparisons.

Curriculum links

• Number and Operations in Base Ten — recognize that a digit’s value is 10 times the value of the place to its right and 1/10 the value of the place to its left.
• Number and Operations in Base Ten — read, write, and compare decimals to thousandths.
• Number and Operations in Base Ten — compare decimals using greater-than, equal-to, and less-than symbols.
• Number and Operations in Base Ten — represent decimals using numerals, number names, and expanded form.

Lesson structure (30 minutes)

1. 0–2 min · Anticipatory set. Display the opening comparison of 3,000 and 300 and ask, “Both numbers contain a 3. Is the 3 worth the same amount in each number?” Students silently choose which 3 has greater value, then briefly explain to a partner.

2. 2–7 min · Teacher modeling. Use the place-value model and worked examples to model 5,000 versus 500 and 0.5 versus 0.05. Teacher highlights the matching digit in color, traces a consistent left/right arrow, and states: “5,000 is 10 times as great as 500 because the 5 moved one place left,” and “0.05 is 1/10 as much as 0.5 because the 5 moved one place right.” Students annotate the matching digits and repeat the explanation using a sentence frame.

3. 7–15 min · Guided practice. Display the guided-practice prompts and distribute the place-value comparison practice sheet. Work through 600 and 60, 80 and 8, 7 and 0.7, and 0.4 and 0.04 one problem at a time. Students circle the greater value, draw or follow the place-value arrow, and complete: “___ is 10 times greater than ” or “ is 1/10 as much as ___.” Pause after each item for students to show left/right with a hand signal and check explanations before continuing.

4. 15–25 min · Modified Rally Coach. Place students in strategic pairs and open the Rally Coach directions and comparison prompts. Provide each pair with the cut-apart comparison cards from the comparison-card practice section. Partner A draws a card and explains which value is greater and how the place changed. Partner B coaches by checking the digit, place-value movement, and language, then both record the response. Switch roles after every card. Require partners to use the symbols >, <, or = when appropriate and complete at least five comparisons.

5. 25–30 min · Exit ticket and debrief. Display the final reflection prompt and have students complete the final comparison on the exit-ticket section: compare 0.6 and 0.06, then explain the relationship using “10 times greater” or “1/10 as much.” Students briefly share one strategy or misconception they corrected.

Resources

• the place-value comparison slide deck
• the place-value comparison practice sheet
• Projector or interactive display
• Pencils and colored pencils
• Optional place-value disks or a place-value chart
• Partner roles: Coach and Explainer
• Dry-erase boards or scrap paper
• Consistent left/right arrow visuals

Assessment

• During modeling and guided practice, check whether students identify the same digit, locate each place, and describe the movement correctly.
• During Rally Coach, listen for accurate use of “10 times greater” and “1/10 as much,” not simply correct greater-than or less-than symbols.
• Review the exit ticket for both the comparison and the explanation. Students who miss either part should receive a short reteach using a place-value chart before the next lesson.

Differentiation

• Pair students strategically and assign clear roles. Offer two-choice responses, pointing left or right, place-value disks, and a place-value chart before requiring written explanations.
• Provide sentence frames such as “___ is 10 times greater than ___ because the digit moved ___ place” and “___ is 1/10 as much as ___ because the digit moved ___ place.”
• For students with dyslexia or reading difficulties, provide teacher-read or audio directions, bold or color-highlighted digits, consistent left/right arrows, short one-step directions, and partner rehearsal before writing.
• Give students one problem at a time and accept oral explanations, pointing, or labeled arrows as evidence of understanding. For advanced learners, ask them to compare values across two or more place changes and justify whether the relationship is 100 times, 1/100, or another power of 10.