Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Order three-digit numbers
Number sense
CCSS 2.NBT.A.4England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Order three-digit numbers.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Compare three-digit numbers
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Compare three-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Choose the sign: 818 __ 816 (< / > / =) → >Prompt: Compare the hundreds first, then the tens, then the ones.
- Choose the sign: 374 __ 414 (< / > / =) → <Prompt: Compare the hundreds first, then the tens, then the ones.
- Choose the sign: 145 __ 137 (< / > / =) → >Prompt: Compare the hundreds first, then the tens, then the ones.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Order three-digit numbers. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Which is the least? 851, 518, 185, 158
- Step 1: 158 < 185 < 518 < 851
- Step 2: 158
- Answer: 158
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which is the least? 965, 569, 596, 695 (596 / 569 / 695 / 965) → 569Prompt: They all use the same digits, so place matters.
- Which number is between 450 and 500? (502 / 368 / 563 / 466) → 466Prompt: It must be greater than 450…
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which is the greatest? 458, 485, 845, 548 (548 / 458 / 485 / 845) → 845Prompt: They all use the same digits, so place matters.
- Which number is between 550 and 600? (559 / 609 / 459 / 655) → 559Prompt: It must be greater than 550…
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Compare three-digit numbers.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder