MAFS.2.NBT.1.1 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.”

Cognitive Complexity Level: 1-Recall

[divider] [/divider] Students are able to… 

  • Use groups of ten to represent 100 and describe the relationship- ten tens is the same as one hundred.
  • Create models using concrete materials to represent any number (1-999) and describe the value using place value language and numbers.
  • Write numbers in standard form and explain how the position of each digit stands for a place value unit (hundreds, tens, ones).
  • Make connections between the written numeral and words.
    • For example, 2 hundreds, 7 tens, and 6 ones is written as 276 and read as two hundred twenty-four.

[divider] [/divider] Students are able to…because teachers:

  • Facilitate learning experiences where students use concrete materials to build on their understanding of place value and reinforce the meaning of the tens place as a foundation for introducing the hundreds place.
  • Develop student vocabulary of “hundred” as a group of ten tens.
  • Pose questions requiring students to identify the place value relationship (3 groups of 100 would be 300).
  • Provide opportunities for students to make models of numbers (1-999) and pose questions requiring students to name numbers and explain the place value of each digit.
  • Facilitate student discourse around connections between the concrete models, pictorial models, place value charts, verbal descriptions, and written numbers.

 [divider] [/divider] Questions to ask students:

  • Ask:  How many hundreds are the same as 20 groups of tens?
    • Sample answer that indicates understanding: “Two hundreds” 
  • Ask:  Have student create a model of 432? Then ask students to describe the number using place value language.
    • Sample answer that indicates understanding: “ I have 4 flats or groups of 100, 3 rods or groups of 10, and 2 units or groups of 1. There are 4 hundreds 3 tens and 2 ones”
    • Sample answer that indicates an incomplete understanding or a misconception: “I used 4 hundreds 30 tens and 2 ones.”
  • Ask: Write a number such as, 721 and ask students to tell you how many groups of 100 are in the number and explain their thinking.
    • Sample answer that indicates understanding: “There are seven groups of 100 in 721 because the 7 is in the third position which is the hundreds place.”
  • Ask: Write a number such as, 293 and ask students to read it to you.
    • Sample answer that indicates understanding: “Two hundred ninety-three.”

[divider] [/divider] Additional Resources:

Additional in depth content knowledge 

[divider] [/divider] Sample Formative Assessment Tasks:

[divider] [/divider] Resources/Tasks to Support Your Child at Home:

  • Give your child 100 popsicle sticks.  Have them group the popsicle sticks by 10s using rubber bands.  When there are ten groups of ten popsicle sticksw, rubber band all the sets and call it one hundred.  Restate that it takes ten groups of ten to make one hundred.
  • NLVM: Base Blocks 
  • Math learning Center: Number Pieces Basic