Standard #: MA.3.NSO.1.1

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.3.NSO.1.2

 

Terms from the K-12 Glossary

• Expression 
• Whole number

 

Vertical Alignment

Previous Benchmarks

• MA.2.NSO.1.1

Next Benchmarks

• MA.4.NSO.1.2

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to express numbers in standard form, expanded form, and word form. This work extends from the Grade 2 expectation to read and write numbers within 1,000 using standard form, expanded form and word form (MA.2.NSO.2.1). 

• Students learn to express multi-digit whole numbers using the place value of digits to name them in words. For example, two thousand five hundred thirty is named after the 2 in the thousands place, the 5 in the hundreds place, and the 3 in the tens place. 
• Students express multi-digit whole numbers by decomposing them by place value and showing them as an addition expression with the value of each nonzero digit. For example, 2,530 is decomposed as 2,000 + 500 + 30. 
• Decomposing numbers in expanded form helps students understand how addition and subtraction algorithms work, as well as helps them use the distributive property when multiplying multi-digit numbers (MTR.2.1). 
• Throughout instruction, teachers should ensure students have practice with problems that include both vertical and horizontal forms, including opportunities for students to apply the commutative and associative properties. This will provide students opportunities to explain their thinking and show their work by using place-value strategies and algorithms. In addition to verifying that their answer is reasonable (MTR.3.1, MTR.6.1).

 

Common Misconceptions or Errors

• When the value of a digit in a multi-digit whole number is 0, students can misunderstand that it represents 0 of that place value. For example, in the number 2,530, there are 0 ones. In the number 1,008, there are 0 hundreds and 0 tens.

 

Strategies to Support Tiered Instruction

• Instruction includes using models and writing three- and four-digit numbers with a zero in various place values. A place value chart and models such as base-ten blocks or place value disks can be used to help students understand that when the value of a digit in a multi-digit whole number is 0, it represents a 0 of that place value.
  • For example, in the number 1,030 there are 0 hundreds (beyond the ten hundreds represented by the 1 in the thousands place) and 0 ones (beyond the ones represented by the other digits). 

• For example, in the number 203, there are 0 tens.

 

Instructional Tasks

Instructional Task 1

Henry says that the number 9,300 is read as nine thousand three. Noelle says that 9,300 is read as nine thousand thirty. Do you agree with either Henry or Noelle? Why or why not? Use expanded form to prove your thinking.

 

Instructional Items

Instructional Item 1

Which shows three thousand seventy-nine in expanded form? 

• a. 300 + 70 + 9 
• b. 3,000 + 70 + 9 
• c. 3,000 + 70 + 90 
• d. 3,000 + 700 + 90 

 

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