Standard 1: Understand the place value of three-digit numbers.

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General Information
Number: MA.2.NSO.1
Title: Understand the place value of three-digit numbers.
Type: Standard
Subject: Mathematics (B.E.S.T.)
Grade: 2
Strand: Number Sense and Operations

Related Benchmarks

This cluster includes the following benchmarks.

Related Access Points

This cluster includes the following access points.

Access Points

MA.2.NSO.1.AP.1
Read and generate numbers from 0 to 100 using standard form and expanded form.
MA.2.NSO.1.AP.2
Compose and decompose two-digit numbers using tens and ones. Demonstrate each composition or decomposition with objects, drawings, expressions or equations.
MA.2.NSO.1.AP.3
Plot, order and compare whole numbers up to 100.
MA.2.NSO.1.AP.4
Round whole numbers from 0 to 100 to the nearest 10 with visual support.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Formative Assessments

Using Digits:

Students randomly pull five cards from a set of digit cards and use them to make the greatest and least three-digit numbers possible. They are also asked to use the greater than or less than symbols to compare the two numbers.

Type: Formative Assessment

Who Has More?:

Students are asked to compare two numbers used in a word problem and to write an inequality statement showing the relationship between the numbers.

Type: Formative Assessment

Inequalities Using Symbols:

Students are asked to compare numbers and then use the greater than, less than, or equal to symbols to complete inequality statements.

Type: Formative Assessment

Missing Digits:

Students are asked to compare numbers with missing digits and explain their reasoning.

Type: Formative Assessment

Modeling Numbers with Base Ten Blocks:

Students use base ten blocks to model each of four numbers and then describe the number of hundreds, tens, and ones in each number.

Type: Formative Assessment

How Many Hundreds, Tens, and Ones?:

Students are asked to describe the number of hundreds, tens, and ones in four different three-digit numbers.

Type: Formative Assessment

Can You Write the Number?:

Students are asked to write numbers given descriptions of the number of hundreds, tens, and ones each contains.

Type: Formative Assessment

Showing One Hundred Equals Ten Tens:

Students are asked to compare ten tens to one hundred and justify their comparisons.

Type: Formative Assessment

Writing the Expanded Form of a Number:

Students write the expanded form of a number from hearing the word name of a number.

Type: Formative Assessment

Writing Numerals From Expanded Form:

Students are shown three numbers in expanded form and asked to write the corresponding numeral.

Type: Formative Assessment

Counting by Ones Within 1000:

Students are asked to count by ones, starting at various numbers, within 1000.

Type: Formative Assessment

Reading Numerals to 1000:

Students are presented with six numerals and are asked to read the numbers.

Type: Formative Assessment

Writing Numerals From Number Names:

Students write numerals that correspond to spoken number names.

Type: Formative Assessment

Lesson Plans

Comparing Three-Digit Numbers Using Symbols:

In this lesson, students will use base ten blocks to model two and three-digit numbers and compare two-digit numbers to three-digit numbers and three-digit numbers to three-digit numbers using < and >.

Type: Lesson Plan

The Base Ten Block Shuffle:

In this lesson, students will use a hands-on approach working with decomposing three-digit numbers based on the digits in the hundreds, tens, and ones place using base ten blocks and equations.

Type: Lesson Plan

What's Your Value?:

Students will decompose three-digit numbers (given in standard form) into hundreds, tens, and ones using base ten blocks on a place value chart. Students will then use their models to help them write the numbers in expanded form.

Type: Lesson Plan

Pop, Pop, Pop!:

Students will research the effects of sugary drinks on their health.  They will interpret data on a variety of beverages presented in the form of bar graphs and decide which beverages should be included in school vending machines to ensure students have healthy drink options.

Type: Lesson Plan

Hundreds, and Tens, and Ones! Oh, My!:

The students will extend their base-ten understanding to hundreds and represent 3-digit numbers in a variety of ways, using 3-digits, words, base-ten blocks, drawings, and equations.

Type: Lesson Plan

Reading and Writing Numbers and Number Names:

Students will demonstrate their understanding of how to read and write numbers to 1000 using base-ten blocks and word form. Students will compose and decompose three-digit numbers in multiple ways using hundreds, tens, and ones.

Type: Lesson Plan

Less Than, Equal to, or Greater Than?:

In this lesson, students move from comparing three-digit numbers built with base ten blocks to comparing three-digit numbers based on their place value. Students will use the greater than, less than, or equal sign to compare their values.

Type: Lesson Plan

Place Value Representations:

This lesson encompasses several activities for learning the place value of three-digit numbers. Students match cards with other students' various representations of the same number. Pairs of students use playing cards and determine the digits' place values. Students find a partner to query about place value after a musical interlude.

Type: Lesson Plan

Rounding for Decades:

By using prior skip-counting knowledge, place value, and number lines, students will learn how to round to the nearest ten.

Type: Lesson Plan

Shipping Hundreds, Tens, and Ones:

In this lesson students use a toy factory scenario to better understand three-digit numbers.

Type: Lesson Plan

Different Ways to Represent 3-Digit Numbers:

In this lesson, students will demonstrate their understanding of how to read and write numbers to 1000 using base-ten blocks and expanded form. Students will also explore decomposing 3-digit numbers in multiple ways.

Type: Lesson Plan

Twisty Cup 3-Digit Place Value:

In this lesson, students will make their own twisty cups, manipulate them to display 3-digit numbers, and record the displayed standard form, word form, and expanded form.

Type: Lesson Plan

Water Parks Galore!:

In this Model Eliciting Activity, MEA, students will devise a procedure, and justify it, in order to determine the best features of a water park. Students will use problem-solving skills and data sets presented in a bar graph and table. In a “twist,” students will be given new information and asked to determine whether their procedure still works. Students will create a bar graph representing the new data.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Class Pets:

In this Model Eliciting Activity, MEA, students will devise a plan for ranking, and justify it, in order to choose the best class pet. Students will use problem-solving skills, interpret data presented in tables, add two-digit numbers, compare two and three-digit numbers, and create bar graphs.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Crazy Crayons!:

In teams, students will make a decision on how to select the best crayons for a school supply store based on various crayon characteristics such as cost, transfer to paper, vibrancy of color, color residue, and breakage.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Cellular Satisfaction:

In this Model Eliciting Activity, MEA, a client is searching for the best cell phone carrier. Students will determine a procedure for ranking the companies based on votes for the favorite company and fees. The data is given in a scaled bar graph and a table. In a “twist,” the client provides more data, presented in a scaled pictograph, for the students to consider.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Restaurant Rankings: Which meal would you want to add to your cafeteria menu?:

In this Model Eliciting Activity, MEA, students have been selected by the cafeteria manager to help rank healthy meal options that have been proposed to be added to the school cafeteria. The students will use information about the food and drink included in the meal, total calories, sodium content, calories from saturated fat, and calories from sugar to come up with a procedure for ranking the meal options. Then students will have to use or adapt their original procedures to include two more meal options in the rankings.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Chocolate Delight:

In this Model Eliciting Activity, MEA, Chocolate Delight, a chocolate bar company, wants to improve its sales to elementary students by creating a healthy chocolate bar. They have tested 5 new recipes and need to determine which candy bar is best for children. The students will determine a procedure for ranking the recipes from best to worst based on the following criteria: healthiness, taste, and nut allergies and make a recommendation of the healthiest recipe to Chocolate Delight.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Best Classroom Pet:

In this Model Eliciting Activity, MEA, the students will work in teams to use data to determine which classroom pet teachers should get for their classrooms based on several characteristics.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Symbol Spin:

This lesson puts a spin on comparing three-digit numbers! The students will work cooperatively to compare two three-digit numbers based on the hundreds, tens, and ones place values. The students are encouraged to verbally explain their logic during the game. This is a lesson that will engage your students and can last all week long!

Type: Lesson Plan

Less Could Be More!:

This lesson helps teachers introduce the concept of comparing two numbers up to 1,000 using the terms Greater than, Less than, Equal to, and the symbols >, <, =.

Type: Lesson Plan

How Can You Compare Two 3-Digit Numbers?:

Students will use base-ten blocks, drawings, or place value charts to compare two 3-digit numbers Students will use the <,>, = symbols correctly when comparing numbers.

Type: Lesson Plan

Comparing Two 3-Digit Numbers:

This whole-class lesson will reinforce the concept of comparing two 3-digit numbers as well as provide practice for students to become comparing experts. Students will use playing cards to practice their skills.

Type: Lesson Plan

Exploring Three-Digit Subtraction Strategies:

Students will explore various strategies to learn how to subtract three-digit whole numbers when regrouping across one place value is required.

Type: Lesson Plan

Bundles and Combos:

This lesson will help students learn that a 3-digit number can be composed of different combinations of hundreds, tens and ones.

Type: Lesson Plan

Comparing Three-Digit Numbers:

The students use place value to compare two three-digit numbers and write the appropriate symbol >, =, <.

Type: Lesson Plan

How Many Inches, Feet, and Yards?:

Students will measure the length of given objects using various measuring tools. The students will record their measurements using different units including inches, feet, and yards to the nearest whole unit. Students will also estimate and measure the lengths of objects, then compare their estimations to their measurements to find the difference.

 

Type: Lesson Plan

Number Chompers:

In this lesson, students will compare whole numbers up to 1,000, use the appropriate symbol, and read the comparison correctly.

Type: Lesson Plan

Number Makers:

In this lesson, students will be able to represent a 3-digit number with base-ten blocks, write in expanded form, and read the number.

Type: Lesson Plan

Place Value - 3 Digit Numbers:

Students will decompose numbers by place value and represent them using concrete and pictorial models.

Type: Lesson Plan

Sweet Number Places:

This lesson is a continuation of the Sweet Values CPALMS lesson Resource 46493 and is a different way of teaching place value, with a story that you can continue to use to also teach addition and subtraction to your second graders. In this lesson students will learn to numerically represent numbers in different ways and understand that the three digits in a three-digit number represent amounts of hundreds, tens, and ones.

Type: Lesson Plan

Sweet Values:

This lesson is a different way of teaching place value, with a story that you can continue to use to also teach addition and subtraction to your second graders. In this lesson students will learn to represent numbers in different ways and understand that the three digits in a three-digit number represent amounts of hundreds, tens, and ones.

Type: Lesson Plan

Original Student Tutorials

Can You Teach A Dolphin Math? - Part 2:

Learn read and write numbers in expanded form with the dolphins in this interactive tutorial.

This is Part 2 in a two-part series. Click HERE to open Part 1.

Type: Original Student Tutorial

Can You Teach A Dolphin Math? - Part 1:

Learn to read and write numbers to 1000 using base-ten numerals with the dolphins!

This interactive tutorial is part 1 of a two-part series. Click HERE to open Part 2.

Type: Original Student Tutorial

Tale of the Tallest Skyscraper:

Learn how to compare three-digit numbers using place value models, number lines and place value charts in this interactive tutorial.

Type: Original Student Tutorial

Bianca's Place Value Bubble Gum Factory - Part 1:

Explore the Base 10 place value system with 3-digit numbers in Bianca's Bubble Gum Factory with this interactive tutorial.

Type: Original Student Tutorial

Perspectives Video: Teaching Idea

Decomposing Numbers into Tens and Ones:

After you try this knockout lesson idea, math misconceptions will be down for the count!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Teaching Idea

Problem-Solving Tasks

Comparisons 2:

The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.

</,=,>

Type: Problem-Solving Task

Three composing/decomposing problems:

The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.

Type: Problem-Solving Task

Ten $10s make $100:

The purpose of this task is for students to use currency to help better understand place value.

Type: Problem-Solving Task

Boxes and Cartons of Pencils:

This tasks uses school supplies in a problem to help students gain a better understanding of place value.

Type: Problem-Solving Task

Digits 2-5-7:

Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest).

Type: Problem-Solving Task

Regrouping:

This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition. Place-value notation leaves a lot of information implicit. The way that the numbers are represented in this task makes this information explicit, which can help students transition to adding standard base-ten numerals.

Type: Problem-Solving Task

Party Favors:

The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred. Second graders should have been given opportunities to work with objects and pictures that represent the grouping structure of the base-ten number system, which would help prepare them for doing this task.

Type: Problem-Solving Task

Ordering 3-digit numbers:

The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value.

Type: Problem-Solving Task

Bundling and Unbundling:

Students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Student must, in some cases, decompose hundreds to tens and tens to ones. The order of the summands does not always correspond to the place value, making these problems less routine than they might seem at first glance.

Type: Problem-Solving Task

Comparisons 1:

This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem.

Type: Problem-Solving Task

Counting Stamps:

This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred. So each sheet contains 100 stamps. If students do not recall this fact readily, one way to review it is to have them draw a strip of ten stamps on graph paper (so they don't have to draw all the individual stamps) and then draw ten strips that are side-by-side to represent a sheet and ask how many stamps there are in one sheet.

Type: Problem-Solving Task

Student Resources

Vetted resources students can use to learn the concepts and skills in this topic.

Original Student Tutorials

Can You Teach A Dolphin Math? - Part 2:

Learn read and write numbers in expanded form with the dolphins in this interactive tutorial.

This is Part 2 in a two-part series. Click HERE to open Part 1.

Type: Original Student Tutorial

Can You Teach A Dolphin Math? - Part 1:

Learn to read and write numbers to 1000 using base-ten numerals with the dolphins!

This interactive tutorial is part 1 of a two-part series. Click HERE to open Part 2.

Type: Original Student Tutorial

Tale of the Tallest Skyscraper:

Learn how to compare three-digit numbers using place value models, number lines and place value charts in this interactive tutorial.

Type: Original Student Tutorial

Bianca's Place Value Bubble Gum Factory - Part 1:

Explore the Base 10 place value system with 3-digit numbers in Bianca's Bubble Gum Factory with this interactive tutorial.

Type: Original Student Tutorial

Problem-Solving Tasks

Comparisons 2:

The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.

</,=,>

Type: Problem-Solving Task

Three composing/decomposing problems:

The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.

Type: Problem-Solving Task

Ten $10s make $100:

The purpose of this task is for students to use currency to help better understand place value.

Type: Problem-Solving Task

Boxes and Cartons of Pencils:

This tasks uses school supplies in a problem to help students gain a better understanding of place value.

Type: Problem-Solving Task

Digits 2-5-7:

Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest).

Type: Problem-Solving Task

Regrouping:

This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition. Place-value notation leaves a lot of information implicit. The way that the numbers are represented in this task makes this information explicit, which can help students transition to adding standard base-ten numerals.

Type: Problem-Solving Task

Party Favors:

The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred. Second graders should have been given opportunities to work with objects and pictures that represent the grouping structure of the base-ten number system, which would help prepare them for doing this task.

Type: Problem-Solving Task

Ordering 3-digit numbers:

The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value.

Type: Problem-Solving Task

Bundling and Unbundling:

Students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Student must, in some cases, decompose hundreds to tens and tens to ones. The order of the summands does not always correspond to the place value, making these problems less routine than they might seem at first glance.

Type: Problem-Solving Task

Comparisons 1:

This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem.

Type: Problem-Solving Task

Counting Stamps:

This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred. So each sheet contains 100 stamps. If students do not recall this fact readily, one way to review it is to have them draw a strip of ten stamps on graph paper (so they don't have to draw all the individual stamps) and then draw ten strips that are side-by-side to represent a sheet and ask how many stamps there are in one sheet.

Type: Problem-Solving Task

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this topic.

Problem-Solving Tasks

Comparisons 2:

The purpose of this task if for students to gain a better understanding of <,=,> with the help of number sentences.

</,=,>

Type: Problem-Solving Task

Three composing/decomposing problems:

The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.

Type: Problem-Solving Task

Ten $10s make $100:

The purpose of this task is for students to use currency to help better understand place value.

Type: Problem-Solving Task

Boxes and Cartons of Pencils:

This tasks uses school supplies in a problem to help students gain a better understanding of place value.

Type: Problem-Solving Task

Digits 2-5-7:

Students who are struggling to build an understanding of the relationship between digit placement and the value of the number may still need concrete manipulatives such as grid paper and Base Ten Blocks. As a classroom extension, after students have worked independently or in small groups to solve the problem, the teacher can ask students to share their numbers, until all six possibilities are listed. Then, independently or as a whole group, students can order the six numbers from smallest to largest (or largest to smallest).

Type: Problem-Solving Task

Regrouping:

This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition. Place-value notation leaves a lot of information implicit. The way that the numbers are represented in this task makes this information explicit, which can help students transition to adding standard base-ten numerals.

Type: Problem-Solving Task

Party Favors:

The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred. Second graders should have been given opportunities to work with objects and pictures that represent the grouping structure of the base-ten number system, which would help prepare them for doing this task.

Type: Problem-Solving Task

Ordering 3-digit numbers:

The purpose of this task is for students to gain a better understanding of 3-digit numbers and their place value.

Type: Problem-Solving Task

Bundling and Unbundling:

Students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Student must, in some cases, decompose hundreds to tens and tens to ones. The order of the summands does not always correspond to the place value, making these problems less routine than they might seem at first glance.

Type: Problem-Solving Task

Comparisons 1:

This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers. Some students might need to write the equivalent numeral as an intermediate step to solving the problem.

Type: Problem-Solving Task

Counting Stamps:

This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred. So each sheet contains 100 stamps. If students do not recall this fact readily, one way to review it is to have them draw a strip of ten stamps on graph paper (so they don't have to draw all the individual stamps) and then draw ten strips that are side-by-side to represent a sheet and ask how many stamps there are in one sheet.

Type: Problem-Solving Task