MAFS.2.NBT.1.1Archived Standard

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

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

Type: Formative Assessment

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

Type: Formative Assessment

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

Type: Formative Assessment

The major focus of this lesson is for all students to be able to practice and demonstrate how the place value of a digit determines its numeric value. The ongoing formative assessment, along with specific guiding questions and feedback from the teacher, creates an experience that is engaging and educational. This lesson includes a fun video, a hands on base ten block activity, and an academic game. This lessons allows the students to discover and practice place value strategies that will serve as foundational skills for future math strategies.

Type: Lesson Plan

This is a lesson about the power of grouping numbers into ones, tens, and hundreds. The story describes the terrible dilemma faced by Lady Di as she attempts to feed the large number of guests that arrive for King Arthur's birthday party. The knights attempt to help her count the guests by arranging the people in different ways until a final solution is found by using the power of ten and place value. The children are then given the opportunity to count people arriving from other lands by using place value blocks. Finally, the children make a number and have just a few more guests arrive from the land of Addington. They can then fill up their place value houses and watch as they must shift or regroup the people to make them fit into the proper houses.

Type: Lesson Plan

In the lesson, Base Ten Block Shuffle students will utilize critical thinking to solve problems with an engaging and hands-on approach working with modeling 3-digit numbers using base ten blocks.

Type: Lesson Plan

Students will model three digit numbers on a place value chart using base ten blocks.

Type: Lesson Plan

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

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

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

Type: Lesson Plan

Students will learn how to subtract three-digit subtraction problems using various subtraction strategies (expanded form and place value). These strategies help to build conceptual understanding, which will benefit in the development of their understanding of the standard algorithm.

Type: Lesson Plan

Students will order the months of tornado activity in the United States from greatest to least for the Year 2009.

Type: Lesson Plan

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

Type: Lesson Plan

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

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

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

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

This webpage features 8 popcorn-themed math activities that can be used at various grade levels. Topics covered include volume, estimating, graphing, measuring, and place value.

Type: Teaching Idea

This 8-minute video demonstrates how to perform subtraction with regrouping. The presenter uses base-10 blocks to explain the rationale and to make a visual connection with the standard algorithm. The examples involve 2-digit and 3-digit numbers.

Type: Tutorial

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