Click the attachment to download the entire, fullyformatted lesson and support materials.
In this lesson, students play a game that requires the comparing and adding of numbers. The game also provides an opportunity requires record numbers in both standard and expanded form. 
Common Core Standard:
Understand place value.
NC.2.NBT.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Additional/Supporting Standard:
Understand place value.
NC.2.NBT.1 Understand that the three digits of a threedigit 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:
 100 can be thought of as a bundle of ten tens – called a “hundred.”
 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).
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
Student Outcomes:
 I can build numbers with base ten blocks (or other materials).
 I can figure out which number is bigger (or smaller).
 I can read and write numbers using expanded form.
 I can explain how to determine whether a two or threedigit number is greater than, less than, or equal to another two or threedigit number.
 I can compare two and threedigit numbers and record this comparison by using the symbols >, <, and =.
Materials:
 Recording sheet for each student
 Spin to Win spinner for each pair of students
 Base Ten blocks
 Clear spinners or students can use a pencil with a paper clip to make a spinner
Advance Preparation:
 Before playing this game
 Students should build 2 and then 3digit numbers using a variety of place value materials such as base ten blocks, Unifix cubes or any other place value material.
 Students should have used the >, < , = signs to record the comparison of two numbers.
 Duplicate the Spin to Win spinners for each pair of students.
 Duplicate a recording sheet for each student.
Directions:
 Before introducing the game have students build numbers with base ten blocks. For example, the teacher tells them to build 45. After sharing the model for 45 the teacher has students build additional numbers.
 The teacher introduces the game, Spin to Win. The game can be introduced to the whole class or to small groups.
 First, spin the More/Less spinner to determine if the winning strategy for this game is to have more or less than your partner. Circle more or less on the recording sheet.
 Next Player 1 spins a number spinner. The teacher can spin or have a student spin. After the spin, decide if this spin is for 100s, 10s, or 1s. Take that many base ten pieces and place them in front of you. After the spin discuss how to determine if the spin should be 100s, 10s, or 1s. Talk about how larger numbers should be used for the 100s if you are trying to get the largest number possible. The larger numbers should be used for 10s or 1s if you are trying to get the smallest number possible.
 Record your amount in the correct place on the recording sheet. Continue to demonstrate recording the amount. It is important to have students share ideas about why a number should be 100s, 10s, or 1s.
 Spin for the second player and take the base ten pieces, record that amount on the recording sheet for Player 2.
 Continue taking turns until each person has had 3 turns. Once a number is placed you may not change that number or use that place again.
 After both players have taken three spins, total the amount and write it in standard and expanded form. If the terms standard and expanded form have not been introduced to the class, explain these terms. Determine as a class how to record the amounts in standard and expanded forms.
 Record your total on the recording sheet.
 Record the comparison of the two numbers with the <, >, = symbols.
 Circle the winning score. Discuss how to determine the winning score.
 Play several games as a whole class. The discussion of why numbers spun should be 100s, 10s, or 1s is critical to developing student understanding.
 The teacher may play this game for 23 class sessions with the whole class before having partners play the game independently. It is important that the teacher and students justify why numbers are chosen to be 100s, 10s, or 1s.
Questions to Pose:
 Why did you decide to make this number 100s (or 10s or 1s)?
 If you are trying to get the smallest number and you spin a 2 should you place that number in the 100s or 1s place? Why?
 If I spin a 5, 8 and 1 what is the largest (smallest) number I could make? How did you decide on your answer?
 How do you write (say a number) in expanded form? How do you write it in standard form?
 If you played the round again, would you change your choices? Why?
 How do you know that you won/lost?
 So far we have 5 tens and 4 ones (tell whatever number has been built). We want to spin the largest (or smallest number). Talk with your neighbor about what number would be great to spin and why. After students have talked with a partner have student share what number they are hoping to spin and why.
Possible Misconceptions/Suggestions:
Possible Misconceptions  Suggestions 
Students cannot build 3digit numbers with place value materials.  Have students build 2digit numbers with place value materials. After students are successful with building the numbers, play Spin to Win with 10s and 1s only. 
Students do not understand that when you spin a large number you should place it in the 100s place (if the goal is making the largest number possible.)  Have students spin the spinner and take that many 100s, and 10s and 1s. For example, if you spin a 5 take five 100s, five 10s and five 1s. Discuss which is the largest amount. Do this for several spins.

Students do not understand that when you spin a large number you should place it in the 100s place (if the goal is making the largest number possible.  Tell students that you spun an 8 and you want to make the largest (or smallest) number. Discuss if we should make it 8 100s, 8 10s or 8 1s. Have the student make each number with place value materials. Discuss which made the largest (or smallest) amount. 
Students do not understand the value of each digit.  Have students build two digit numbers with place value materials. Talk about what each digit represents. 
Special Notes:
Solutions:
Student papers will vary.
Spin to Win Player 1________ Player 2________
Game 1 more or less
100s
 10s  1s  Player 1 Standard Form: _______________ Expanded Form: _____________________________________

100s  10s  1s  Player 2 Standard Form: _______________ Expanded Form: _____________________________________

Use <, > or = to compare you number and your partner’s number: __________________________________________________
Game 2 more or less
100s
 10s  1s  Player 1 Standard Form: _______________ Expanded Form: _____________________________________

100s  10s  1s  Player 2 Standard Form: _______________ Expanded Form: ____________________________________

Use <, > or = to compare you number and your partner’s number: __________________________________________________
Spin to Win

Less 
More 
Spin to Win – example of recording a game
Materials: Spin to Win spinner Base Ten pieces Recording Sheet
Rules:
 First, spin the More/Less spinner to determine if the winning strategy for this game is to have more or less than your partner. Circle this on the recording sheet.
 Next each person spins a number spinner. Take turns spinning. After you spin, you decide if your spin is for 100s, 10s, or 1s. Take that many base ten pieces and place them in front of you
 Record your amount in the correct place on the recording sheet. After your partner spins and takes his/her base ten pieces, record that amount on your recording sheet. You have a place to record your amount and a different to record your partner’s amount.
 Continue taking turns until each person has had 3 turns. Once you have placed a number in a place you may not change that number or use that place again.
 After you have both taken three spins, total your amount and write it in standard and expanded form.
 Record your total on the recording sheet. Also compare your number and record them using the <, > or = symbols.
 Circle the winning score.
Game 1 more or less
100s
 10s
 1s
 Player 1 Standard From: 244
Expanded Form 200 + 40 + 4 = 244

100s
 10s
 1s
 Player 2 Standard From: 382
Expanded Form
300 + 80 + 2 = 382 
Use <, > or = to compare you number and your partner’s number: 244 < 382