Connecting Benchmarks/Horizontal Alignment

• MA.2.NSO.2.2
• MA.2.NSO.2.4 

 

Terms from the K-12 Glossary

• Equal sign
• Expression 
• Equation

 

Vertical Alignment

Previous Benchmarks

• MA.1.NSO.1.3

 

Next Benchmarks

• MA.3.NSO.1.2

 

 

Purpose and Instructional Strategies

The purpose of this benchmark is to extend the understanding of place value from grade 1 to include three-digit numbers and help students to identify ways numbers can be renamed flexibly using composition and decomposition (MTR.2.1). 

• Instruction includes the use of base ten manipulatives and place value disks. 
• Instruction includes the understanding that 100 can be thought of as a bundle of ten tens – called a “hundred.” 
• Instruction includes the idea that the equal sign means “same as” and is used to balance equations.

 

Common Misconceptions or Errors

• Students may think that because the grouping of the digits changes the value also changes.
  • For example, 879 is the same as 87 tens + 9 ones or 8 hundreds+ 79 ones.
• Students may think that numbers that contain a zero in a place means that the number cannot be decomposed using that place.
  
  • For example, 205 has 0 tens but can also be decomposed into 20 tens and 5 ones.

 

Strategies to Support Tiered Instruction

• Instruction includes opportunities to use base ten blocks and a place value chart with a 3-digit number. Teacher provides opportunities to allow students to exchange or decompose blocks to other place values.
  • For example, teacher asks students to represent the value using a drawing. Students are asked to explain what they now have and how it is similar and different from the original representation of the number. Repeat this process with exchanging hundreds and tens. Teacher has students share the different representations with the group and again compare the similarities and differences. Students are asked to name/identify the different ways to name the values (grouping the hundreds into tens and the tens into the ones, e.g., 32 tens and 6 ones or 3 hundreds and 26 ones, etc.) 
  • For example, teacher asks students to represent the number 326 using base ten blocks or a drawing in their place value chart. Teacher asks students to exchange one ten into ones. Students are asked to explain what they now have and how it is similar and different from the original representation of the number. Repeat this process with exchanging hundreds and tens. Teacher has students share the different representations with the group and again compare the similarities and differences. Students are asked to name/identify the different ways to name the values (grouping the hundreds into tens and the tens into the ones, e.g., 32 tens and 6 ones or 3 hundreds and 26 ones, etc.) Utilize sentence stems for students to complete with each decomposition using: ___ hundreds + ___ tens + ___ ones.

• Instruction includes opportunities to use base ten blocks to practice exchanging tens for ones and hundreds for tens. With each exchange, teacher has students represent using both the original representation and the new representation in a drawing on a place value chart. At every opportunity teacher asks students to name/identify the values they are using in the numbers. 
  • Example: 

 

Instructional Tasks

Instructional Task 1 (MTR.2.1) 

The number 317 can be expressed as 3 hundreds + 1 ten + 7 ones or as 31 tens + 7 ones. Explain using objects or drawings how both expressions equal 317. 

 

Instructional Task 2 (MTR.3.1)

Use a place value model to show how the number 134 can be represented as 13 tens and 4 ones.

 

Instructional Items

Instructional Item 1 

Express the number 783 using only hundreds and ones. 

 

Instructional Item 2 

Express the number 783 in multiple ways using only tens and ones. 

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.