Lesson Plans (1) | Learning Activities (1) |

View Standards
**Standard(s): **
[MA2015] (2) 5 :

[MA2015] (2) 8 :

5 ) 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: [2-NBT1]

a. 100 can be thought of as a bundle of ten tens, called a "hundred." [2-NBT1a]

b. 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). [2-NBT1b]

[MA2015] (2) 8 :

8 ) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2-NBT4]

Students will gain more conceptual understanding of comparing 3-digit numbers. They will build numbers using base ten blocks and a hundreds chart and work with a partner to decide which number is greater. They will be making decisions about which place value to put the digits in to construct the greatest number.

This is a College- and Career-Ready Standards showcase lesson plan.

View Standards
**Standard(s): **
[MA2015] (2) 5 :

5 ) 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: [2-NBT1]

a. 100 can be thought of as a bundle of ten tens, called a "hundred." [2-NBT1a]

b. 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). [2-NBT1b]

This YouTube video will allow students to learn how to find the value of a number in the ones, tens, hundreds, and thousands using place value.