Embedded Files
Standard
Standard
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:
a. 100 can be thought of as a bundle of ten tens — called a "hundred."
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).
Student language:
- "I can understand and use hundreds, tens and ones."
Explanation
Explanation
About the Math, Learning Targets, and Rigor
This standard calls for students to work on decomposing numbers by place value. Students should have ample experiences with concrete materials and pictorial representations examining that numbers all numbers between 100 and 999 can be decomposed into hundreds, tens, and ones and then into several different combinations.
Example
285 can be shown as
- 2 hundreds, 8 tens, and 5 ones
- 28 tens and 5 ones
- 1 hundred, 18 tens, and 5 ones and so on.
2.NBT.1a calls for students to extend their work from 1st Grade by exploring a hundred as a unit (or bundle) of ten tens.
2.NBT.1b builds on the work of 2.NBT.2a. Students should explore the idea that numbers such as 100, 200, 300, etc., are groups of hundreds that have no tens or ones. Students can represent this with place value (base 10) blocks.
Understanding that 10 ones make one ten and that 10 tens make one hundred is fundamental to students’ mathematical development.
When students read numbers, they should read in standard form as well as using place value concepts. For example, 243 should be read as “two hundred forty-three” as well as two hundreds, 4 tens, 3 ones.
10 tens is the same as 1 hundred
Note: Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 8 singles, 5 bundles of 10 singles or tens, and 3 bundles of 10 tens or hundreds. Use base-ten blocks to model the collecting of 10 ones (singles) to make a ten (a rod) or 10 tens to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred.
Resources
Resources
Videos
Videos
- Instructional Video (1:04 - 4:16)
- Khan Academy
- scroll to find 2.NBT.1, click on a skill, watch videos on left side in each skill
- Learn Zillion
EngageNY Lessons
EngageNY Lessons
Extra Practice
Extra Practice
- North Carolina Tasks
- Illustrative Math Tasks
- Howard County Tasks
- Click on 2nd grade at bottom, then 2.NBT.1
- Common Core Sheets
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