Unit 1: Extending Base Ten Understanding (Place Value)
Unit Overview:
In this unit, students will:
understand the value placed on the digits within a three-digit number.
recognize that a hundred is created from ten groups of ten.
use skip counting strategies to skip count by 5s, 10s, and 100s within 1,000.
represent numbers to 1,000 by using numbers, number names, and expanded form.
compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.two-digit number using >, =, <
Students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a hundred. This lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right. The extension of place value also includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones(e.g., 853 is 8 hundreds + 5 tens + 3 ones). With skip counting, students begin to work towards multiplication when they skip by 5's, by 10's, and by 100's. This skip counting is not yet true multiplication because students don't keep track of the number of groups they have counted.
Standards of Learning
MCC2.NBT.1
- 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
MCC2.NBT.1.a
- 100 can be thought of as a bundle of ten tens - called a
“hundred.”
MCC2.NBT.1.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).
MCC2.NBT.2
- Count within 1000; skip-count by 5s, 10s, and 100s
MCC2.NBT.3
- Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
MCC2.NBT.4
- Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of
comparisons.
MCC2.MD.10
- Draw a picture graph and a bar graph (with single-unit scale) to represent a
data set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a bar
graph.
Unit Overview:
In this unit, students will:
understand the value placed on the digits within a three-digit number.
recognize that a hundred is created from ten groups of ten.
use skip counting strategies to skip count by 5s, 10s, and 100s within 1,000.
represent numbers to 1,000 by using numbers, number names, and expanded form.
compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.two-digit number using >, =, <
Students extend their understanding of the base-ten system by viewing 10 tens as forming a new unit called a hundred. This lays the groundwork for understanding the structure of the base-ten system as based in repeated bundling in groups of 10 and understanding that the unit associated with each place is 10 of the unit associated with the place to its right. The extension of place value also includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. Students understand multi-digit numbers (up to 1000) written in base-ten notation, recognizing that the digits in each place represent amounts of thousands, hundreds, tens, or ones(e.g., 853 is 8 hundreds + 5 tens + 3 ones). With skip counting, students begin to work towards multiplication when they skip by 5's, by 10's, and by 100's. This skip counting is not yet true multiplication because students don't keep track of the number of groups they have counted.
Standards of Learning
MCC2.NBT.1
- 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
MCC2.NBT.1.a
- 100 can be thought of as a bundle of ten tens - called a
“hundred.”
MCC2.NBT.1.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).
MCC2.NBT.2
- Count within 1000; skip-count by 5s, 10s, and 100s
MCC2.NBT.3
- Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
MCC2.NBT.4
- Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of
comparisons.
MCC2.MD.10
- Draw a picture graph and a bar graph (with single-unit scale) to represent a
data set with up to four categories. Solve simple put-together, take-apart, and
compare problems using information presented in a bar
graph.