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).
Measurement Topic
This standard is reported on the report card in these quarters as follows:
2nd Grade Students Learning 2nd Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships
1st Grade Students Learning 2nd Grade Standards
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Report Card Measurement Topic: Demonstrates understanding of number concepts and relationships
About the Math
Skills and concepts below are learning goals for this standard.
Our place value system is a positional system and it is based on repeated groupings of ten. The positions of the digits in numbers determine what they represent and which size group they count.
Explain that a hundred is ten groups of ten using representations.
Our place value system is based on groups of tens. Ten ones become a ten. Ten tens become a hundred. Students should be able to explain how many tens are in multiple hundreds and why.
Represent each digit in a three-digit number using hundreds, tens, and ones.
Students should represent three-digit numbers with various models and explain how these models are related. Students should also connect these models to modified hundred charts and number lines.
Explain the value of each digit in a three-digit number (place value).
The value of the digit is based on its place value. In 347, the value of the 3 is 3 hundred.
Explain the value of the zeros in a given hundred as zero tens and zero ones.
We use a 0 to show that a number has no tens and/or ones. For example, in 308 there are no tens.
Decompose a three-digit number in various ways (i.e. 734 is 7 hundreds, 3 tens, and 4 ones or 6 hundreds, 13 tens, and 4 ones, or 7 hundreds, 2 tens, and 14 ones).
Students need to understand that ones, tens, and hundreds can be taken apart in different ways. Composition and decomposition of number are foundational skills for computation. Decomposing numbers reinforces number sense and lays the foundation for computational fluency. We can decompose numbers by place value. However, it is also valuable to decompose numbers in other ways. Students should be comfortable decomposing three-digit numbers in many ways.
Essential vocabulary for this standard includes placevalue, digit, hundreds, tens, ones, and basetenblocks.
Progression of Standard within Grade 2
This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.
Progression Throughout Year
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Explain that a hundred is ten groups of ten using representations.
Represent each digit in a three-digit number using hundreds, tens, and ones.
Explain the value of each digit in a three-digit number (place value).
Explain the value of the zeros in a given hundred as zero tens and zero ones.
Decompose a three-digit number in various ways (i.e. 734 is 7 hundreds, 3 tens, and 4 ones or 6 hundreds, 13 tens, and 4 ones, or 7 hundreds, 2 tens, and 14 ones).
*Revisit this standard throughout the year through routines, independent practice, discussions, and other activities.
These tasks can be used with small group or whole group instruction.
Gather materials such as craft sticks or straws and rubber bands. Have students create bundles of ten and eventually bundles of one hundred. Using a place value mat, have students compose various numbers such as 182 using the bundles.
Represent the number 482 using base ten blocks (or another base ten manipulative) and discuss the value of each digit.
Pick three digit cards and create a three-digit number. Represent the number using base ten blocks (or another base ten manipulative).
Prepare a bag of base ten rods (tens) for a group of students. The bag should have between 13 - 19 base ten rods. In small groups have students count by tens to determine the value of the rods in the bag and record the number.
Prepare a bag of base ten flats (hundreds) for a group of students. The bag should have no more then 10 flats. In small groups have students count by hundreds to determine the value of the flats in the bag and record the number.
Roll place value dice, build the number with base ten blocks and draw a model in a journal or dry erase board.
Represent the number 592 two different ways using base ten blocks (or another base ten manipulative).
Draw a model to represent the number 321. Pose the question, does this model represent the number 321? Why or why not? Can you show 321 a different way?
How many bundles of ten are equivalent to 90? How do you know? Show me.
How many bundles of tens are equivalent to 500? How do you know? Show me.
Are 7 tens and 5 ones the same as 5 tens and 7 ones? Why or why not? Explain your thinking.
Are 5 hundreds, 6 tens, and 8 ones the same as 4 hundreds, 16 tens, and 7 ones? Why or why not? Explain your thinking.
A number is less than 200, the ones digit is 2 more than the hundreds digit, the tens digit is less than the ones digit and two of the digits are the same. What is the number? (113)
Sam created a number using 9 base ten blocks. What different numbers could Sam have made?
How many different numbers can you make between 700 and 750 with a 6 in the tens place? With a 6 in the ones place?
How are 867 and 464 alike and how are they different?
Slide-Based Tasks
These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.
These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.
Print Resources
Book Thumbnail
Book Title
Grade
Pages
Teaching Student-Centered Mathematics
K-3
146 (Numbers, Squares, Sticks and Dots, Activity 5.21)
Hands-On Standards
1-2
52-53 (Decomposing Numbers) 40-41 (Exploring Place Value)
These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.
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).
Measurement Topic
The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.
2nd Grade Students Learning 2nd Grade Standards by Measurement Topic