CCSS Mathematics Assessment Task
Comparing Number Cards
Grade Level: 2
Mathematics Domain and Cluster:
Domain: Number and Operations in Base Ten
Cluster: Understand Place Value
Common Core standard(s) being assessed (if the task is intended to assess only one part of the
standard, underline that part of the standard):
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens,
and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight or nine hundreds (and 0 tens and 0 ones).
2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits,
using >, =, < symbols to record the results of comparisons.
Student Materials:
 Comparing Number Cards assessment sheet
 Pencil
Differentiation Option:
 Number Cards
Teacher Materials:
 Number Cards (Optional)
Directions (for teacher to administer assessment task):
 Pass out Comparing Number Cards assessment sheet
 Tell students, “You will need to compare two three digit numbers, write the numbers and
correct symbol in the blank, and explain your answer using numbers, pictures, or words.”
 Read prompt aloud to students.
 Remind students, “ Do not forget to put your numbers and correct symbol in the spaces. Also,
remember to explain your answers using pictures, numbers, or words.”
 Have students work independently on the task.
Differentiation Options:
 Allow students to use number cards
 Teacher assess with small group of students
 Allow students to provide oral responses
Prompt:
See attachment
CCSS Mathematics Assessment Task
Correct or Model Answer:
Problem 1:
471 > 452
Four hundred seventy one is greater than four hundred fifty two because there are four hundreds in
471 and four hundreds in 452. There are seven tens in 471 and five tens in 452. Since there are 7 tens
which equals to 70 in 471 and 5 tens which equals to 50 in 452, 471 is greater than 452.
400 + 70 + 1 = 471
400 + 50 + 2 = 452
Both numbers have four hundred. There are 7 tens in 471 but 5 tens in 452. Since 7 tens is greater
than 5 tens 471 is greater than 452.
.
..
There are 4 hundreds in 471 and 4 hundreds in 452. There are 7 tens in 471 but 5 tens in 452 so 452 is
the greater number.
Problem 2:
123 = 123
One hundred twenty three is equal to one hundred twenty three because the numbers both have one
hundred, which is equal. They also both have two tens which equals to twenty. Finally, both numbers
have three ones, which is equal. Because the hundred, tens, and ones are all equal, the numbers are
equal.
100 + 20 + 3 = 123
100 + 20 + 3 = 123
Both numbers have 1 hundred, 2 tens, and 3 ones and that is why the numbers are equal.
…
…
The numbers are equal because both numbers have 1 hundred, 2 tens, and 3 ones.
CCSS Mathematics Assessment Task
Scoring Guide/Rubric (a score should be awarded for each criterion below)
Criteria (CCSS code)
0 points
1 Point
Compare two three-digit
numbers based on
meanings of the
hundreds, tens and ones
digits, using >, =, and <
symbols to record the
results of comparisons.
(2.NBT.4)
Student is unable to
create two numbers that
have three digits AND
incorrectly uses the
correct symbol to
compare the two
numbers OR does not use
a symbol to compare the
quantities.
Student is able to create at
least one three digit
number, circles the greater
number but is unable to
use the correct symbol to
compare the two numbers
Understand that the three
digits of a three-digit
number represent
amounts of hundreds,
tens and ones. (2.NBT.1)
Student is unable to use
pictures, equations, or
explanations to explain
the comparison. Their
reasoning has
misconceptions.
Student is able to use
pictures, equations or
words to explain their
reasoning but the
explanation does not have
references to place value
and/or comparisons.
2 Point
Student is able to
create two three digit
numbers, circles the
greater number and
uses the correct symbol
to compare the two
three digit numbers.
Student is able to use
place value pictures,
expanded notation or
words with place value
and comparison
vocabulary to explain
their reasoning.
CCSS Mathematics Assessment Task
Comparing Number Cards
Second Grade Mathematics Assessment
Problem 1:
0
2
4
7
Use the following number cards to make a three-digit number that is greater than 452.
Compare your two numbers using the <, >, or = symbol.
____ ____ ____
>
452
Explain why your number is greater using pictures, numbers, and/or words.
9
CCSS Mathematics Assessment Task
Problem 2:
0
1
2
3
4
5
6
7
Use the number cards again to compare two three-digit numbers.
Circle the greater number. Compare your two numbers using the <, >, or = symbol.
____ ____ ____
____ ____ ____
Explain your answer using pictures, numbers, and/or words.
8
9