Lesson plan

4. Think about 100 (C)

teaches Common Core State Standards CCSS.Math.Content.2.NBT.A.1 http://corestandards.org/Math/Content/2/NBT/A/1
teaches Common Core State Standards CCSS.Math.Content.2.NBT.A.1a http://corestandards.org/Math/Content/2/NBT/A/1/a
teaches Common Core State Standards CCSS.Math.Content.2.NBT.A.1b http://corestandards.org/Math/Content/2/NBT/A/1/b
teaches Common Core State Standards CCSS.Math.Practice.MP3 http://corestandards.org/Math/Practice/MP3
teaches Common Core State Standards CCSS.Math.Practice.MP4 http://corestandards.org/Math/Practice/MP4
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Lesson objective: Understand that the three digits in a three-digit number represent hundreds, tens, and ones, from left to right.

Students bring prior knowledge of place value from first grade. This prior knowledge is extended to place value representations including the hundreds place as students represent the value of digits using place value blocks. A conceptual challenge students may encounter is generalizing the concept that a digit's place in a number determines its value, not the digit. 

The concept is developed through work with place value blocks and a hundreds chart, which supports students in bridging their understanding from the concrete (the blocks) to the more abstract (place value chart).

This work helps students deepen their understanding of number because they are representing the value of each digit in a number.

Students engage in Mathematical Practice 4 (Model through mathematics) as they apply what they are learning about place value concepts by modeling with base ten blocks, and later using a hundreds chart.

Key vocabulary:

  • digit
  • equivalent
  • hundred
  • tens

Special materials needed:

  • base ten blocks
  • place value chart