Math - 2019-20
2.1 - Place Value
The student will
a) read, write, and identify the place and value of each digit in a three-digit numeral, with and without models;
b) identify the number that is 10 more, 10 less, 100 more, and 100 less than a given number up to 999;
c) compare and order whole numbers between 0 and 999; and
d) round two-digit numbers to the nearest ten
- So that I can understand the value of each number in order to compare them
- So that I can round numbers and get a close number when the exact number is not needed
- So that I can understand that numbers are based on a simple pattern of tens where each place has ten times the value of the place to its right
- So that I can understand that reading, writing and identifying place value is essential to many other concepts in math
UNDERSTANDING THE STANDARD
- The number
system is based on a simple pattern of tens where each place has ten times
the value of the place to its right.
are written to show how many hundreds, tens, and ones are in the number.
to experience the relationships among hundreds, tens, and ones through
hands-on experiences with manipulatives are essential to developing the
ten-to-one place value concept of our number system and to understanding the
value of each digit in a three-digit number. This structure is helpful when
comparing and ordering numbers.
- Manipulatives that can be physically connected and separated
into groups of tens and leftover ones (e.g., snap cubes, beans on craft
sticks, pennies in cups, bundle of sticks, beads on pipe cleaners, etc.)
should be used.
trading activities with manipulatives on place value mats provide experiences
for developing the understanding of the places in the base-10 system.
that clearly illustrate the relationships among ones, tens, and hundreds, are
physically proportional (e.g., the tens piece is ten times larger than the
in thinking about numbers is critical (e.g., 84 is equivalent to 8 tens and 4
ones, or 7 tens and 14 ones, or 5 tens and 34 ones, etc.). This flexibility builds background
understanding for the ideas used when regrouping. When subtracting 18 from 174, a student may
choose to regroup and think of 174 as 1 hundred, 6 tens, and 14 ones.
- Hundreds charts can serve as helpful tools as students develop
an understanding of 10 more, 10 less, 100 more and 100 less.
- Rounding a number to the nearest ten means determining
which two tens the number lies between and then which ten the number is
closest to (e.g., 48 is between 40 and 50 and rounded to the nearest
ten is 50, because 48 is closer to 50 than it is to 40).
is an estimation strategy that is often used to assess the reasonableness of
a solution or to give an estimate of an amount.
and horizontal number lines are useful tools for developing the concept of
rounding. Rounding to the nearest ten
using a number line is done as follows:
- Locate the number on the number line.
- Identify the two closest tens the number comes between.
- Determine the closest ten.
- If the number in the ones place is 5 (halfway between the two tens), round the number to the higher ten.
symbols (>, <) used to compare two unequal numbers are called inequality symbols.
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
understanding of the ten-to-one relationships among ones, tens, and hundreds,
using manipulatives. (a)
numerals, using a model or pictorial representation (i.e., a picture of base-10
three-digit numbers when shown a numeral, a model of the number, or a pictorial
representation of the number. (a)
- Identify and
write the place (ones, tens, hundreds) of each digit in a three-digit numeral.
the value of each digit in a three-digit numeral (e.g., in 352, the 5
represents 5 tens and its value is 50). (a)
- Use models
to represent numbers in multiple ways, according to place value (e.g., 256 can
be 1 hundred, 14 tens, and 16 ones, 25
tens and 6 ones, etc.). (a)
- Use place
value understanding to identify the number that is 10 more, 10 less, 100 more,
or 100 less than a given number, up to 999. (b)
- Compare two
numbers between 0 and 999 represented
with concrete objects, pictorially or symbolically, using the symbols (>,
<, or =) and the words greater than,
less than or equal to. (c)
- Order three whole numbers between 0 and 999 represented with concrete objects, pictorially, or symbolically from least to greatest and greatest to least. (c)
two-digit numbers to the nearest ten. (d)