Lesson plan

8. Represent three-digit numbers (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
teaches Common Core State Standards CCSS.Math.Practice.MP7 http://corestandards.org/Math/Practice/MP7
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Lesson objective: Understand that three-digit numbers can be represented in different but equivalent ways.

Students bring prior knowledge of place value from Grade 1, Unit 6. This prior knowledge is extended to different representations as students use place value blocks to represent numbers in multiple ways. A conceptual challenge students may encounter is thinking that there is only one correct way to represent a number. 

The concept is developed through work with place value blocks, which allows children to model numbers and determine that different representations can yield the same amount.

This work helps students deepen their understanding of equivalence because the students are experiencing numbers composed and decomposed in different, yet equivalent ways.

Students engage in Mathematical Practice 7 (Look for and make use of structure) as they generalize place value concepts to solve problems.

Key vocabulary:

  • equivalent
  • hundreds
  • ones
  • place value
  • representations
  • tens

Special materials needed:

  • base ten blocks