Students are asked to create photos that demonstrate 'Greater than' and 'Less than' (examples given: 6 objects > 3 objects; 20 < 30) and to label captions using correct mathematical language. The skills list includes 'Count within 1000; skip-count by 5s, 10s, and 100s' and 'Mentally add 10 or 100 to a given number 100-900,' which gives practice with three-digit number contexts. The project rubric requires captions that clearly explain each photograph, encouraging students to record and explain comparisons.

Students practice number skills by counting from 40 to 80 by 2s and by counting by 10s to 100. Students are given random number cards from 1–100, select two, and are asked which is greater and which is less and to explain how they know. Students repeat the comparison process multiple times, practicing verbal determination of greater/less relationships.

Students manipulate base-10 blocks (hundreds flats, ten rods, unit blocks) to build three-digit numbers and place them on a laminated place-value mat, counting and writing the digits in the hundreds, tens, and ones places. Students read and write three-digit numbers aloud (examples: 358, 462, 536, and later 437, 186, 529) and complete activity pages where they record how many hundreds, tens, and ones are shown. Students also order hundreds-place cards and practice skip-counting by 100s to recognize the relative sizes of whole hundreds.

Students represent three-digit numbers with base-ten flats, rods, and units in Activity 1 (e.g., 631, 999, 540, 308) and match those representations to numeric forms. In Activity 4 students identify the value of digits in a three-digit number (e.g., asking what the 2 in 285 is worth), and Activity 2 has students build and say aloud specified three-digit numbers. In Activity 3 students compare digits in the same place (e.g., noting that 451 and 658 both have 5 in the tens place) and sort numbers by the digit in a given place.

The Skills section explicitly lists comparing two three-digit numbers based on meanings of the hundreds, tens, and ones digits and using >, =, and < symbols. Activity 2 has students draw two number cards, compare them by checking digits in the hundreds, tens, and ones places, and identify which number is greater. The Wrapping Up asks students to create two three-digit numbers, place a > or < card between them, and read the resulting number sentence aloud, reinforcing recording comparisons with symbols.

The Skills list explicitly names "Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits." In Activity 1, students draw three digit cards, form all possible three-digit numbers, and identify the largest and smallest numbers for each set while being asked to explain the value of digits in the hundreds, tens, and ones places. In the Wrapping Up activity, students create three-digit numbers from dice rolls and are asked to state the value of each digit (e.g., 4 = 400, 1 = 10, 6 = 6).

Students create and record > and < number sentences in the Number Drop activity (They drop objects, use the numbers landed on, and make < and > number sentences for 12 repetitions). The Comparing Three-Digit Numbers web activity asks students to sequence numbers ascending/descending and explicitly tells them to look closely at the < and > symbols. Several games (Make the Greatest!, Place Value Yahtzee, Hunting and Sequencing, and Three-Digit Concentration) have students form, represent (hundreds/tens/ones or base-ten blocks), order, and choose the larger three-digit numbers.

The Skills list tells students to "Read and write numbers to 1000" and to "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones." In the Wrapping Up activity, students pick a three-digit number (between 150 and 170), state how many digits it has, identify the digit in the hundreds, tens, and ones places, and give the value of each digit. The Wrap-up also asks students to add 20 to the chosen number, reinforcing place-value understanding.

Students complete number grids up to 300 and are asked how many more hundreds are needed to reach 1000, which requires reading and writing numbers to 1000. The skills list explicitly states that students should "understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones." In Wrapping Up, students identify specific three-digit numbers from clues about the hundreds, tens, and ones places (e.g., 360, 207, 148).

Students complete a number grid from 301 to 400 and are prompted to identify how many digits each number has and which digits are in the hundreds, tens, and ones places. Skills listed include that students read and write numbers to 1000 and understand that the three digits of a three-digit number represent hundreds, tens, and ones. In the wrap-up, students pick several numbers from grids 1–400 and provide the digits and the values of those digits.

The Skills section explicitly states that students will "Read and write numbers to 1000" and "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones." Students complete number grids from 401 to 500 and are asked to count by hundreds and identify numbers that are 1 more, 10 more, and 10 less (e.g., point to 455, 397, 209). These activities have students work with three-digit numbers and reason about increments in hundreds, tens, and ones.

Students practice reading and writing numbers up to 600 and are asked to lay out number grids to show numbers 1 through 600. Students identify which digit changes when counting by 10s (the tens place) and which digit changes when counting by 100s (the hundreds place). Students are asked to examine a specific three-digit number (126) and predict the next numbers when counting by hundreds (226, 326), demonstrating attention to the meanings of hundreds, tens, and ones.

The lesson's Skills list explicitly states students will "Read and write numbers to 1000" and "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones." In Wrapping Up students count aloud from 585 to 615 while pointing to numbers on grids, practicing reading and recognizing three-digit numbers. The secret-number yes/no questioning requires students to identify digits in the hundreds and tens places (e.g., "Does this number have a 4 in the hundreds place?"), reinforcing place-value identification.

The skills list explicitly states that students will "Read and write numbers to 1000" and "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones." The introduction has students complete number grids to 800 and practice counting by 2s and 5s, reinforcing multi-digit number sequencing. The wrapping-up "secret number" game has students ask and answer place-value questions (e.g., "Does this number have a 4 in the hundreds place?" or "Does this number have an 8 in the tens place?").

Students are asked to read and write numbers to 1000 and to understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (listed in the Skills). Students complete number grids up to 900 and count by hundreds from 100 to 900, reinforcing place-value understanding. In the secret number game, students ask and answer questions about the hundreds and tens places (for example, "Does this number have a 4 in the hundreds place?"), practicing identification of digit values within three-digit numbers.

The Skills section instructs students to "Read and write numbers to 1000" and to "Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones," which gives students explicit place-value learning. The Wrapping Up activities have students count by 10s and 100s through three-digit numbers and identify numbers that are 10 or 20 more/less, providing practice with three-digit values and understanding changes in tens and hundreds. The Introduction and number-grid activities ask students to complete and count to 1000, offering additional exposure to three-digit numeration.

Students are asked to identify the hundreds, tens, and ones digits and the value of each digit in Activity 1 (e.g., discussing 781 and 864). In Activity 4 students write ten three-digit numbers, are taught to compare by looking at the hundreds, then tens, then ones, and place the numbers from least to greatest. Students complete a "Three Digit > and <" sheet in which they draw > or < between pairs of three-digit numbers, and an answer key shows the correct > and < relationships.

Students create two three-digit numbers with ones, tens, and hundreds place-value cards and are asked to tell the digit in each place and the value of each digit. Students represent and manipulate hundreds, tens, and ones using base-10 blocks and the abacus when adding numbers (e.g., showing 572 and adding 300, or exchanging beads when adding 657 + 274). Skills list and activities require students to read and write numbers to 1000 and to work with multiples of 100, reinforcing place-value understanding.

Students create pairs of three-digit numbers (by drawing index cards or rolling dice) and must decide which is larger before writing subtraction sentences and computing differences. In the Close Call Subtraction game students are prompted to look at the hundreds place first and choose numbers so the difference is small, and they are reminded to begin subtraction with the larger number. Students use base-10 blocks and place-value mats to represent three-digit numbers and to compare which has more hundreds, tens, or ones when preparing to subtract.

Students create three-digit numbers from place-value card stacks and answer questions about how many hundreds, the value of the tens digit, and what is 10/100 more or less, which practices understanding the meanings of hundreds, tens, and ones. In the Close Call addition game, students generate two three-digit numbers and determine which player has the higher sum (the winner circles the higher sum), and in the subtraction version students choose two three-digit numbers to make the smallest difference and are reminded to begin with the larger digits in ones and tens. The lesson encourages use of base-10 blocks, an abacus, and a place-value mat to represent numbers and support comparisons during gameplay.

The Skills list includes "Add and subtract within 1000," and students write and solve vertical three-digit number sentences (e.g., 525+173, 427-348, 561+159, 975-566). Students check their answers with a calculator and read each number sentence aloud. These activities show students working with three-digit numbers and place-value arithmetic.

Students answer place-value questions that ask which number has a given digit in the ones, tens, or hundreds place (e.g., 'Which number has a 2 in the ones place?'). Students convert three-digit numbers to expanded form (e.g., 257 = 200 + 50 + 7) and use that representation to see the value of hundreds, tens, and ones. Students place >, <, or = between pairs of three-digit numbers on the "Review: Comparing Numbers to 1000" sheet, with problems that include both standard and expanded forms. Students create the greatest and smallest three-digit numbers from rolled digits, practicing how digit placement affects number size.

Students roll three dice to create two different three-digit numbers and are instructed to begin their subtraction sentence with the larger of the two numbers, so they must compare the two three-digit numbers. Students are asked to line up digits in the hundreds, tens, and ones places correctly when writing the subtraction vertically and to use place-value reasoning when adding or subtracting within 1000. The skills list and activities have students count within 1000 and work with hundreds, tens, and ones in various addition and subtraction problems.