**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

## Related Access Points

## Access Points

## Related Resources

## Formative Assessments

## Lesson Plans

## Original Student Tutorials

## Perspectives Video: Teaching Idea

## Problem-Solving Tasks

## Student Resources

## Original Student Tutorials

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

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

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

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

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Type: Problem-Solving Task

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

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

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

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

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 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

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

## Problem-Solving Tasks

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

</,=,>

Type: Problem-Solving Task

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

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

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

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

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 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

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