In this lesson, students use the symbols they learned in the previous lesson to write comparison statements. In the first activity, students play a game in which they make the greatest number possible by strategically placing digits in the tens place or ones place. In the second activity, students make comparison statements true using , , or . Students are encouraged to read each comparison statement. As students create and compare two-digit numbers and use symbols to record the results of their comparisons, they look for and make use of the structure of two-digit numbers and attend to precision (MP6, MP7).

What evidence have students given that they understand the value of tens and ones in two-digit numbers?