This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must compare Maya's 647 stickers and Chen's 674 stickers to see who has more. To solve, compare place by place: both have 6 hundreds (equal), compare tens: 4 tens < 7 tens, so 647 < 674, Chen has more. Choice B is correct because comparing 647 and 674 place by place shows 6 hundreds = 6 hundreds, then 4 tens < 7 tens, so 674 > 647, Chen has more. This correctly applies place value comparison. Choice A represents answering with the wrong person (said Maya has more when Chen has more—didn't compare tens correctly). This error typically happens when students compare wrong place value (looked at ones: 7 > 4, but should compare tens first: 4 < 7), work right to left instead of left to right, or context errors in identifying who has more. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 647 vs 674 (hundreds: 6 = 6, tens: 4 < 7, stop—647 < 674). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (674 > 647, mouth opens toward 674). Practice writing both: 674 > 647 and 647 < 674 (same comparison, two ways). Connect to real-world: 'Maya has 647, Chen has 674. Who has more? Compare 647 vs 674 (same hundreds, compare tens: 4 < 7), so 674 > 647, Chen has more.' Watch for: context errors, comparing wrong place values, working right to left.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must compare 600 and 6 hundreds to choose the correct symbol <, >, or =. To solve, recognize that 6 hundreds is 600 (same value), so 600 = 6 hundreds (symbol is =). Choice C is correct because 6 hundreds means 600, so 600 = 600 and the symbol is =. This correctly applies place value comparison. Choice A represents saying < when should be = (thinking 600 is less than 6 hundreds). This error typically happens when students reverse symbol meaning, don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right, don't understand ordering terms, misidentify which number is greater in context. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 600 vs 6 hundreds (both 600, so =). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' but for =, no mouth needed. Practice writing both: 600 = 600. For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Connect to real-world: 'Emma has 600, Jamal has 6 hundreds. Who has more? They are equal.' Watch for: symbol reversal (> vs <), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must compare 'three hundred ninety-two' (which is 392) and 329 to choose the correct symbol. To solve, compare place by place: both have 3 hundreds (equal), compare tens: 9 tens > 2 tens, so 392 > 329 and the symbol is >. Choice C is correct because comparing 392 and 329 place by place shows 3 hundreds = 3 hundreds, then 9 tens > 2 tens, so 392 > 329 and the symbol is >. This correctly applies place value comparison. Choice A represents symbol reversal (said < when should be >, thinking 392 is less than 329). This error typically happens when students reverse symbol meaning, don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right, or misread word form as number. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 392 vs 329 (hundreds: 3 = 3, tens: 9 > 2, stop—392 > 329). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (392 > 329, mouth opens toward 392). Practice writing both: 392 > 329 and 329 < 392 (same comparison, two ways). Practice converting word form to numerals before comparing.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must find the symbol that makes 342 __ 300+40+2 true. To solve, add 300+40+2=342 (same value), so 342 = 300+40+2 (symbol is =). Choice B is correct because 300+40+2 equals 342, so 342 = 342 and the symbol is =. This correctly applies place value comparison. Choice A represents saying < when should be = (thinking 342 is less than its expanded form). This error typically happens when students reverse symbol meaning, don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right, don't understand ordering terms, misidentify which number is greater in context. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 342 vs 300+40+2 (both 342, so =). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' but for =, no mouth needed. Practice writing both: 342 = 342. For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Connect to real-world: 'Emma has 342, Jamal has 300+40+2. Who has more? They are equal.' Watch for: symbol reversal (> vs <), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must compare 468 and 486 to choose the correct symbol. To solve, compare place by place: both have 4 hundreds (equal), compare tens: 6 tens < 8 tens, so 468 < 486 and the symbol is <. Choice C is correct because comparing 468 and 486 place by place shows 4 hundreds = 4 hundreds, then 6 tens < 8 tens, so 468 < 486 and the symbol is <. This correctly applies place value comparison. Choice A represents symbol reversal (said > when should be <, thinking 468 is greater than 486). This error typically happens when students reverse symbol meaning, don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 468 vs 486 (hundreds: 4 = 4, tens: 6 < 8, stop—468 < 486). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (486 > 468, mouth opens toward 486). Practice writing both: 486 > 468 and 468 < 486 (same comparison, two ways).

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must order 318, 381, 331 from least to greatest. To solve, compare all numbers systematically: all have 3 hundreds, compare tens: 318 has 1 ten, 331 has 3 tens, 381 has 8 tens, so 1 < 3 < 8, order is 318, 331, 381. Choice B is correct because the correct order from smallest to largest is 318 (3 hundreds, 1 ten), then 331 (3 hundreds, 3 tens), then 381 (3 hundreds, 8 tens). This correctly applies place value comparison. Choice A represents ordering wrong (greatest to least instead of least to greatest). This error typically happens when students don't understand ordering terms, ordered wrong direction, or didn't compare tens correctly. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: Order 318, 331, 381 (all 3 hundreds, tens: 1 < 3 < 8, so 318 < 331 < 381). Use place value chart with numbers aligned vertically—visually compare each column left to right. For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Watch for: ordering wrong direction.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols $ > $, $ = $, and $ < $ (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using $ > $, $ = $, and $ < $ symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater ($400 > 350$ because 4 hundreds $ > $ 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number ($352 > 347$ because both have 3 hundreds, but 5 tens $ > $ 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number ($347 > 345$ because both have 34 tens, but 7 ones $ > $ 5 ones). Stop comparing as soon as you find a difference. Greater than ($>$) has open side facing larger number ($352 > 347$). Less than ($<$) has open side facing larger number from other side ($347 < 352$). Equal to ($=$) means same value ($347 = 347$). Remember: mouth/open side 'eats' bigger number. In this problem, the student must compare $300+40+9$ and 349 and choose the correct symbol $ > $, $ < $, or $ = $. To solve, first expand $300+40+9$ to 349, then compare: both are 349, so they are equal (symbol is $ = $). Choice B is correct because $300+40+9$ equals 349, so the symbol is $ = $ as they have the same value. This correctly applies place value comparison. Choice A represents saying $ > $ when should be $ = $ (thinking the expanded form is greater). This error typically happens when students don't evaluate the expanded form correctly or misadd the place values. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds $ = $ larger number. If same, move right to tens. Compare tens. If different, done—larger tens $ = $ larger number. If same, move right to ones. Compare ones. Larger ones $ = $ larger number.' Practice with examples: $300+40+9$ vs 349 (both 349, so $ = $). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' but for $ = $, no mouth needed. Practice writing both directions for inequalities. For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right $ = $ greater). Connect to real-world: 'Emma has $300+40+9$ stickers, which is 349, Jamal has 349. Who has more? They have the same.' Watch for: symbol reversal ($>$ vs $<$), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, the student must identify which is greater between 'three hundred sixty-eight' and 386. To solve, convert 'three hundred sixty-eight' to 368, then compare 368 and 386: both have 3 hundreds (equal), compare tens: 6 tens < 8 tens, so 386 is greater than 368. Choice B is correct because 'three hundred sixty-eight' is 368, and comparing 368 and 386 shows 3 hundreds = 3 hundreds, then 6 tens < 8 tens, so 386 is greater. This correctly applies place value comparison. Choice A represents identifying the wrong one as greater (said three hundred sixty-eight is greater when 386 is greater—didn't compare tens correctly). This error typically happens when students don't convert words to numbers accurately or compare wrong place values. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 368 vs 386 (hundreds: 3 = 3, tens: 6 < 8, stop—368 < 386). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (386 > 368, mouth opens toward 386). Practice writing both: 386 > 368 and 368 < 386 (same comparison, two ways). For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Connect to real-world: 'Emma has three hundred sixty-eight (368), Jamal has 386. Who has more? Compare 368 vs 386 (same hundreds, compare tens: 6 < 8), so 386 > 368, Jamal has more.' Watch for: symbol reversal (> vs <), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, students must compare 347 and 352 in context to see who has more stickers. To solve, compare place by place: both have 3 hundreds (equal), compare tens: 4 tens < 5 tens, so 347 < 352 (Jamal has more). Choice B is correct because comparing 347 and 352 place by place shows 3 hundreds = 3 hundreds, then 4 tens < 5 tens, so 352 > 347 and Jamal has more. This correctly applies place value comparison. Choice A represents answering with the wrong person (said Maya has more when Jamal has 352 > Maya's 347). This error typically happens when students reverse symbol meaning, don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right, don't understand ordering terms, misidentify which number is greater in context. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 347 vs 352 (hundreds: 3 = 3, tens: 4 < 5, stop—347 < 352). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (352 > 347, mouth opens toward 352). Practice writing both: 352 > 347 and 347 < 352 (same comparison, two ways). For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Connect to real-world: 'Maya has 347, Jamal has 352. Who has more? Compare 347 vs 352 (same hundreds, compare tens: 4 < 5), so 352 > 347, Jamal has more.' Watch for: symbol reversal (> vs <), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.

This question tests 2nd grade understanding of comparing three-digit numbers using place value and comparison symbols >, <, and = (CCSS 2.NBT.A.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons). To compare three-digit numbers, use place value comparison working left to right: (1) Compare hundreds first—the number with more hundreds is greater (400 > 350 because 4 hundreds > 3 hundreds). (2) If hundreds are equal, compare tens—more tens means greater number (352 > 347 because both have 3 hundreds, but 5 tens > 4 tens). (3) If hundreds and tens are equal, compare ones—more ones means greater number (347 > 345 because both have 34 tens, but 7 ones > 5 ones). Stop comparing as soon as you find a difference. Greater than (>) has open side facing larger number (352 > 347). Less than (<) has open side facing larger number from other side (347 < 352). Equal to (=) means same value (347 = 347). Remember: mouth/open side 'eats' bigger number. In this problem, the student must identify which is greater between 582 and 528. To solve, compare place by place: both have 5 hundreds (equal), compare tens: 8 tens > 2 tens, so 582 is greater than 528. Choice A is correct because comparing 582 and 528 place by place shows 5 hundreds = 5 hundreds, then 8 tens > 2 tens, so 582 is greater than 528 because it has more tens (8 tens vs 2 tens). This correctly applies place value comparison. Choice B represents identifying the wrong number as greater (said 528 is greater when 582 is greater—didn't compare tens correctly). This error typically happens when students don't use place value comparison systematically, compare wrong digits, work right to left instead of left to right, or misidentify which number is greater. To help students: Teach place value comparison explicitly: 'Start at the left (hundreds). Compare hundreds. If different, done—larger hundreds = larger number. If same, move right to tens. Compare tens. If different, done—larger tens = larger number. If same, move right to ones. Compare ones. Larger ones = larger number.' Practice with examples: 582 vs 528 (hundreds: 5 = 5, tens: 8 > 2, stop—582 > 528). Use place value chart with numbers aligned vertically—visually compare each column left to right. Teach symbols with alligator analogy: 'Open mouth eats bigger number' (582 > 528, mouth opens toward 582). Practice writing both: 582 > 528 and 528 < 582 (same comparison, two ways). For ordering, compare all numbers systematically: find smallest first (lowest hundreds, then tens, then ones), then next smallest, continue. Use number line: plot numbers, see positions (further right = greater). Connect to real-world: 'Emma has 528, Jamal has 582. Who has more? Compare 528 vs 582 (same hundreds, compare tens: 2 < 8), so 582 > 528, Jamal has more.' Watch for: symbol reversal (> vs <), comparing wrong place values, working right to left, not stopping when difference found, ordering wrong direction, context errors.