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:
- 100 can be thought of as a bundle of ten tens — called a “hundred.”
- The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
| Name |
Description |
| 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. |
| 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. |
| 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. |
| 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. |
| Shipping Hundreds, Tens, and Ones | In this lesson students use a toy factory scenario to better understand three-digit numbers. |
| 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. |
| Place Value - 3 Digit Numbers | Students will decompose numbers by place value and represent them using concrete and pictorial models. |
| 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. |
| Name |
Description |
| 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. |
| Ten $10s make $100 | The purpose of this task is for students to use currency to help better understand place value. |
| Boxes and Cartons of Pencils | This tasks uses school supplies in a problem to help students gain a better understanding of place value. |
| One, Ten, and One Hundred More and Less | This task acts as a bridge between understanding place value and using strategies based on place value for addition and subtraction. Within the classroom context, this activity can be differentiated using numbers that are either simpler or more difficult to manipulate across tens and hundreds. |
| 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. |
| 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. |
| 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. |
| 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. |
| Largest Number Game | It is important that students be asked to explain well beyond saying something like "She should choose the 8 because it is the biggest." They should be asked to think through the other possibilities and then draw on their ability to compare three digit numbers to complete the task. In the second part, students are presented with an incorrect statement supported by a correct one. It is worth pausing to ask students to carefully sort this through, since attending to reasoning that is partially true and partially false lends itself to critiquing the reasoning of others. |
| Making 124 | This task asks students to explain how they know the list is complete. A systematic approach to listing the solutions is not required to meet the standard, but it's a nice way for students to explain how they found all the possible ways to make 124 using base-ten blocks |
| Name |
Description |
| 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. |
| Ten $10s make $100: | The purpose of this task is for students to use currency to help better understand place value. |
| Boxes and Cartons of Pencils: | This tasks uses school supplies in a problem to help students gain a better understanding of place value. |
| One, Ten, and One Hundred More and Less: | This task acts as a bridge between understanding place value and using strategies based on place value for addition and subtraction. Within the classroom context, this activity can be differentiated using numbers that are either simpler or more difficult to manipulate across tens and hundreds. |
| 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. |
| 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. |
| 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. |
| 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. |
| Largest Number Game: | It is important that students be asked to explain well beyond saying something like "She should choose the 8 because it is the biggest." They should be asked to think through the other possibilities and then draw on their ability to compare three digit numbers to complete the task. In the second part, students are presented with an incorrect statement supported by a correct one. It is worth pausing to ask students to carefully sort this through, since attending to reasoning that is partially true and partially false lends itself to critiquing the reasoning of others. |
| Making 124: | This task asks students to explain how they know the list is complete. A systematic approach to listing the solutions is not required to meet the standard, but it's a nice way for students to explain how they found all the possible ways to make 124 using base-ten blocks |
| Name |
Description |
| 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. |
| Ten $10s make $100: | The purpose of this task is for students to use currency to help better understand place value. |
| Boxes and Cartons of Pencils: | This tasks uses school supplies in a problem to help students gain a better understanding of place value. |
| One, Ten, and One Hundred More and Less: | This task acts as a bridge between understanding place value and using strategies based on place value for addition and subtraction. Within the classroom context, this activity can be differentiated using numbers that are either simpler or more difficult to manipulate across tens and hundreds. |
| 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. |
| 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. |
| 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. |
| 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. |
| Largest Number Game: | It is important that students be asked to explain well beyond saying something like "She should choose the 8 because it is the biggest." They should be asked to think through the other possibilities and then draw on their ability to compare three digit numbers to complete the task. In the second part, students are presented with an incorrect statement supported by a correct one. It is worth pausing to ask students to carefully sort this through, since attending to reasoning that is partially true and partially false lends itself to critiquing the reasoning of others. |
| Making 124: | This task asks students to explain how they know the list is complete. A systematic approach to listing the solutions is not required to meet the standard, but it's a nice way for students to explain how they found all the possible ways to make 124 using base-ten blocks |
