Content Standard(s):
Mathematics 6. Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
a. Explain the following three-digit numbers as special cases: 100 can be thought of as a bundle of ten tens, called a "hundred," and 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).
Unpacked Content
Evidence Of Student Attainment:
Students:
use concrete materials to bundle groups of 10 to represent numbers (including 100, 200, 300) as bundles of one hundred with no tens and no ones.
describe multiples of 100 using words that include the number of groups of a hundred as a unit.
recognize and explain a variety of names for a single quantity up to 1,000 (706 as 706 ones, 70 tens and 6 ones, and 7 hundreds and 6 ones). Teacher Vocabulary:
Knowledge:
Students know:
vocabulary of the structure of numbers (place value: ones, tens, hundreds, etc.).
patterns and regularities that exist in the place value system (ten ones make a ten, ten tens make a hundred, etc.). Skills:
Students are able to:
represent numbers using a variety of models (physical, visual, and symbolic).
explain the relationships among various representations and models of three-digit numbers. Understanding:
Students understand that:
three digit numbers are made up of a variety of base ten representations.
one hundred can be thought of as one group of 100, ten groups of 10, or 100 ones. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.6.1: Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value.
M.2.6.2: Represent numbers with multiple concrete models.
M.2.6.3: Count to 1000 by hundreds.
M.2.6.4: Count to 100 by tens.
M.2.6.5: Create groups of 10.
M.2.6.6: Match the numeral in the ones and tens position to a pictorial representation or manipulative of the value.
M.2.6.7: Match the numeral to the number of objects or picture of objects.
Prior Knowledge Skills:
Notice same/different and some/all.
Recognize numbers from 1-50.
Add one to a set of objects (up to 10 objects).
Given small groups of objects, create larger groups by
combining the small groups.
Understand ten and 1 (ten 1's =10).
Put together two small groups of objects to create a larger group.
Understand number words.
Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.
Rote count to 50 by tens.
Rote count to 500 by hundreds.
Mimic counting to 100 by tens.
Mimic counting to 900 by hundreds.
Alabama Alternate Achievement Standards
AAS Standard:
Mathematics 9. Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."
Unpacked Content
Evidence Of Student Attainment:
Students:
use place value terminology and concepts to explain and justify the placement of <, =, > to compare two 3-digit numbers and create true equalities and inequalities.
Teacher Vocabulary:
Knowledge:
Students know:
how to compare 3-digit numbers using the terminology "greater than," "equal to," and "less than". Skills:
Students are able to:
compare 3-digit numbers using place value concepts.
justify their reasoning as they compare numbers. Understanding:
Students understand that:
the three digits of a 3-digit number represent groups of hundreds, tens, and ones. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.2.9.1: Define greater than, less than and equal to.
M.2.9.2: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
M.2.9.3: Arrange two-digit numbers in order from greatest to least or least to greatest.
M.2.9.4: Identify zero as a place holder in two-digit and three-digit numbers.
M.2.9.5: Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers.
M.2.9.6: Select numbers on a number line that are more than, less than or equal to a specified number.
M.2.9.7: Match the words greater than, equal to and less than to the symbols >, =, and <.
M.2.9.8: Determine the value of the digits in the ones and tens place.
M.2.9.9: Identify sets with more, less or equal objects.
Prior Knowledge Skills:
Understand amount words, such as more, less, and another.
Become more interested in the concept of some and all.
Be interested in who has more or less.
Understand the concept of "less than" "more than".
Mimic counting by ones.
Recognize numbers from one to 100.
Become interested in how many objects she/he has.
Understand the concept of size and amount.
Given a set number of objects one through ten, answer the question "how many?"
Pair the number of objects counted with "how many".
Understand that the last number name tells the number of objects counted.
Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
Pair a group of objects with a number representing the total number of objects in the group.
Count objects one-by-one using only one number per object.
Alabama Alternate Achievement Standards
AAS Standard:
