How Many Hundreds, Tens, and Ones?

Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 40998
How Many Hundreds, Tens, and Ones?
Students are asked to describe the number of hundreds, tens, and ones in four different three-digit numbers.
Subject(s): Mathematics
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, three-digit numbers, hundreds, tens, ones
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_HowManyHundredsTensAndOnes_Worksheet.docx
This task can be implemented individually, with a small group, or with a whole class.
The teacher gives the student a copy of the worksheet and asks the student to:
1. Indicate how many hundreds, tens, and ones make up each of the given numerals.
2. The teacher should follow up with the student, asking further questions, as necessary, based on the student’s responses.
Getting Started
Misconception/Error
The student is unable to describe the number of hundreds, tens, and ones in three-digit numbers.
Examples of Student Work at this Level
The student cannot consistently describe the number of hundreds, tens, and ones that make up each number.
page 1 of 3 Questions Eliciting Thinking
Do you know about place value? Do you know what the digits represent in a two-digit number such as 53? What about a three-digit number such as this one (point to
421)? Do you know what its digits represent?
Can you read this number (show the student the number 421)? When you read this number, you begin by saying how many hundreds there are. How many did you say
when you read this number? Do you know how many tens there are in 21? How many ones are there in 21? So, all together, how many hundreds, tens, and ones are
there in 421?
Can you read this number (show the student the number 364)? How many hundreds did you say when you read this number? How many tens and ones are in 64?
Instructional Implications
Provide direct instruction on numeration, that is, the way that numbers are written and the value of each digit’s place when writing numbers. Directly relate the digits of
numerals to the number of hundreds, tens, and ones that make up the number (e.g., in the number 829, since eight is in the hundreds place, there are eight hundreds in
829; since two is in the tens place, there are two tens in 829; and since nine is in the ones place, there are nine ones in 829).
Moving Forward
Misconception/Error
The student cannot consistently describe the number of hundreds, tens, and ones in three-digit numbers that include zero as a digit.
Examples of Student Work at this Level
The student can describe the number of hundreds, tens, and ones in 421, but misses all of the other numbers.
Questions Eliciting Thinking
Let’s consider just the number 40. Do you know how many tens are in 40? How many ones? So, how do you think we should model 940?
What about six? How many tens are in six? How many ones? So, how do you think we should model 706?
Instructional Implications
Provide direct instruction on modeling three-digit numbers using base ten blocks. Focus on numbers that contain zero as a digit. Encourage the student to find different
ways to model the same number (e.g., by exchanging a flat for ten rods or exchanging a rod for ten singles). Guide the student to record each model by listing the number
of hundreds, tens, and ones that were used.
Almost There
Misconception/Error
The student makes one error in describing the number of hundreds, tens, and ones in three-digit numbers.
Examples of Student Work at this Level
The student errs when describing the number of tens and ones in 600 but completes all other problems correctly.
The student says that the number 706 contains seven hundreds and six tens but completes all other problems correctly.
The student says that the number 940 contains nine hundreds and four ones but completes all other problems correctly.
Questions Eliciting Thinking
Let’s consider the number 600. You said that there are five hundreds in 600. Does this number have any additional tens or ones?
Let’s consider the number 706. What digit is in the tens place? What digit is in the ones place? So, how many tens and how many ones are in 706?
Instructional Implications
Directly relate the digits of numerals to the number of hundreds, tens, and ones that make up the number (e.g., in the number 403, since four is in the hundreds place,
there are four hundreds in 403; since zero is in the tens place, there are no tens in 403; and since three is in the ones place, there are three ones in 403).
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student can both correctly read each number and describe the number of hundreds, tens, and ones that make up each number.
Questions Eliciting Thinking
Can you describe the number 940 using just tens? How many tens are there all together in the number 180? How about the number 600?
Do you know what the digit “5” represents in the number 5617? How many thousands, hundreds, tens, and ones are in 5617?
page 2 of 3 Instructional Implications
Begin working with the quantity 1000. Have the student describe the number of hundreds in 1000. Also have the student describe 1000 in terms of the number of tens it
contains.
Extend the student’s understanding of place value to the thousands place by having the student describe the number of thousands, hundreds, tens, and ones in a variety
of four-digit numbers some of which contain zeros as digits.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
How Many Hundreds, Tens, and Ones? worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public