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- 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).
Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Related Courses
Related Access Points
Related Resources
Formative Assessments
Lesson Plans
Original Student Tutorial
Perspectives Video: Teaching Idea
Problem-Solving Tasks
Teaching Idea
Tutorial
Virtual Manipulative
MFAS Formative Assessments
Students are asked to write numbers given descriptions of the number of hundreds, tens, and ones each contains.
Students are asked to describe the number of hundreds, tens, and ones in four different three-digit numbers.
Students use base ten blocks to model each of four numbers and then describe the number of hundreds, tens, and ones in each number.
Students are asked to compare ten tens to one hundred and justify their comparisons.
Original Student Tutorials Mathematics - Grades K-5
Explore the Base 10 place value system with 3-digit numbers in Bianca's Bubble Gum Factory with this interactive tutorial.
Student Resources
Original Student Tutorial
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
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
The purpose of this task is for students to use currency to help better understand place value.
Type: Problem-Solving Task
This tasks uses school supplies in a problem to help students gain a better understanding of place value.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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
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
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
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
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.
Type: Problem-Solving Task
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
Type: Problem-Solving Task
Virtual Manipulative
Hacker has given you a challenge. He will run his number machine to create a number. Then you will get three numbers between one and nine. The challenge is to make a number that is larger than the one on Hacker's machine. Be careful though--Hacker will give you numbers that can't be bigger than his!
Type: Virtual Manipulative
Parent Resources
Problem-Solving Tasks
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
The purpose of this task is for students to use currency to help better understand place value.
Type: Problem-Solving Task
This tasks uses school supplies in a problem to help students gain a better understanding of place value.
Type: Problem-Solving Task
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.
Type: Problem-Solving Task
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
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
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
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
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.
Type: Problem-Solving Task
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
Type: Problem-Solving Task
