Standard #: MAFS.1.NBT.2.3 (Archived Standard)


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Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.


General Information

Subject Area: Mathematics
Grade: 1
Domain-Subdomain: Number and Operations in Base Ten
Cluster: Understand place value. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Date Adopted or Revised: 02/14
Content Complexity Rating: Level 2: Basic Application of Skills & Concepts - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived

Related Courses

Course Number1111 Course Title222
5012030: Grade One Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712020: Access Mathematics Grade 1 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5020080: STEM Lab Grade 1 (Specifically in versions: 2016 - 2022, 2022 - 2024, 2024 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))


Related Resources

Formative Assessments

Name Description
Inequalities with Base Ten Blocks

Students count two sets of base ten blocks, write the number for each set, and then use symbols (inequality or equality) to compare the two numbers.

Using Symbols to Compare Numbers

Students are asked to compare numbers by examining the digits in the tens and ones places and then use the greater than, less than, or equal to symbols to write an inequality statement.

Tens and Ones with Base Ten Blocks

Students use base ten blocks to compare two sets of numbers.

Laps Around The Track

Students compare two two-digit numbers that have the same ones-digit.

Greater, Less, or Equal

Students find numbers given specific criteria and use inequality symbols to compare numbers.

Lesson Plans

Name Description
Pete's Brand New Shoes

Pete the Cat wants a new pair of shoes and needs the students' help selecting the right ones for him. Students will work with a team to select the best shoes for Pete. Students will use symbols to compare the costs of shoes within 100.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Fill It Up - Piñatas!

This MEA focuses on students' problem solving skills. After reading a story about what is in a piñata, students are asked to help a company find the best way to fill a piñata. It focuses on math skills, including counting and adding three numbers to make 20.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

The Greater Than and Less Than Shuffle

This activity practices using place value to compare 2-digit numbers and creating comparison statements using greater than, less than, or equal to symbols.

Best Babysitter

Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Place Value WAR!

Who doesn't love the card game War? Use it to help enhance your teaching of comparing numbers within 100 using place value with this engaging and interactive lesson.

Pizza Party Planners

In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Arthur's Perfect Pet

In the story Arthur's Pet Business, Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one. However, Arthur needs your help choosing the perfect dog. Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering, taking into consideration size, shedding, barking, friendliness, etc. Then write a justification to describe why you chose the perfect pet for Arthur and his family.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Fishing for Tens and Ones

In this paired activity, students will explore two digit numbers and how they are composed of tens and ones using place value disks. Students will also use terms and symbols to compare two digit numbers using the place value of the tens and ones digits.

Original Student Tutorials

Name Description
Race Car Competition - Part 2 Using Number Lines to Order Numbers

Learn how to order and compare numbers from least to greatest using number lines and place value with the students in Mr. Rivera’s class in this interactive tutorial.

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 3.

Race Car Competition - Part 3 Comparing Statements

Learn how to order to compare numbers using >, <, and = symbols with Mr. Rivera’s class as they build and test racing cars in this interactive tutorial. 

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 2.

Race Car Competition - Part 1 Number Lines

Learn how to plot numbers on number lines using data from race cars in this interactive tutorial.

This is part 1 of 3 in a series of tutorials on plotting and comparing numbers. Click below to open the other tutorials in the series.

  • Part 2 (Coming soon)
  • Part 3 (Coming soon)

Problem-Solving Tasks

Name Description
Where Do I Go?

This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can.

Ordering Numbers

The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.

Student Resources

Original Student Tutorials

Name Description
Race Car Competition - Part 2 Using Number Lines to Order Numbers:

Learn how to order and compare numbers from least to greatest using number lines and place value with the students in Mr. Rivera’s class in this interactive tutorial.

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 3.

Race Car Competition - Part 3 Comparing Statements:

Learn how to order to compare numbers using >, <, and = symbols with Mr. Rivera’s class as they build and test racing cars in this interactive tutorial. 

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 2.

Race Car Competition - Part 1 Number Lines:

Learn how to plot numbers on number lines using data from race cars in this interactive tutorial.

This is part 1 of 3 in a series of tutorials on plotting and comparing numbers. Click below to open the other tutorials in the series.

  • Part 2 (Coming soon)
  • Part 3 (Coming soon)

Problem-Solving Task

Name Description
Ordering Numbers:

The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.



Parent Resources

Problem-Solving Tasks

Name Description
Where Do I Go?:

This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can.

Ordering Numbers:

The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.



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