Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 35439
Hundreds, and Tens, and Ones! Oh, My!
The students will extend their base-ten understanding to hundreds and represent 3-digit numbers in a variety of ways, using 3-digits, words, base-ten
blocks, drawings, and equations.
Subject(s): Mathematics
Grade Level(s): 2
Intended Audience: Educators
Suggested Technology: Document Camera,
Computer for Presenter, Internet Connection, LCD
Projector, Overhead Projector, Microsoft Office
Instructional Time: 1 Hour(s)
Freely Available: Yes
Keywords: base-ten blocks, 3-digit numbers, three-digit numbers
Instructional Design Framework(s): Direct Instruction, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to demonstrate that the three digits of a three-digit number represent amounts of hundreds, ten, and ones.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students need to know:
that the numbers 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (Students should have worked with number 11-19
to gain foundations for place value. Students should be able to compose and decompose numbers into ten ones and some further ones by using objects, drawings,
and equations. For example 17 is composed of 1 ten and 7 ones. It can be written as an equation 17 = 10 + 7.)
that the two digits of a two-digit number represent amounts of tens and ones.
that 10 can be thought of as a bundle of ten ones called a "ten."
that the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens and 0 ones.
that 100 can be thought of as a bundle of ten tens called a "hundred."
that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, nine hundreds and 0 tens and 0 ones.
Students need to be able to count within 1000 by 1s, 5s, 10s, and 100s.
Students need to be able to read and write numbers to 1000 using base ten numerals, number names, and expanded form.
Guiding Questions: What are the guiding questions for this lesson?
How can you represent the hundreds, tens, and ones?
What quantity does the unit represent? The rod? The flat?
Using base ten blocks, how can we represent this number?
How much are these base ten blocks?
What change would be required with your base ten blocks to create this number?
How could I represent these digits in words?
How could I represent this number with a drawing?
page 1 of 4 How could I represent this number with an equation?
How could I represent the base ten blocks with a three digit number?
How do you know how many hundreds, tens, and ones a 3-digit number contains?
Teaching Phase: How will the teacher present the concept or skill to students?
1. Ask students for a time when they have seen or used numbers in the hundreds (number line at school, money, number of children in the entire school, number of
pages in a book, the price of an item such as an iPad, etc.)
2. Display the number 100 and the word "one hundred." Point to the zero in the ones place and ask, "What does this digit represent?" (zero ones) Point to the zero in
the tens place and ask, "What does this digit represent?" (zero tens) Point to the 1 in the hundreds place and ask, "What does this digit represent?" (one hundred).
Ask students, "Using base ten blocks, how can we represent 100?" Most students will probably suggest representing one hundred with one hundred-flat. If you have a
document camera, display the flat. Ask, "How much does this flat represent?" (100) Draw a picture of 1 flat as a square. Write "100 = one hundred + zero tens + zero
ones." (Other possibilities of building 100 with base ten blocks may be suggested and are correct, such as 10 rods; any combination of rods and units that total 100
such as 8 rods and 20 units; 100 units; but for the purpose of this lesson, using 1 flat would be the most efficient. The Extensions section offers children opportunities
to build numbers using a variety of ways.)
3. "What if I have 2 flats?" Display 2 flats and ask, "How much?" (two hundred) "How could I represent 2 flats with a three digit number?" (200) Add a third flat (three
hundred). Add a fourth flat (four hundred). Continue asking guiding questions and creating numbers to 900 (or 1000 depending on the level of your students).
4. "Suppose the number is 101." Display the number and ask, "How can I represent these digits with words?" (one hundred one) "What change would be required with
the hundred-flat to represent this number with base ten blocks?" (add one unit) "Why?" (the digits represent 1 hundred, zero tens, and 1 one) Draw a picture to
represent the base ten blocks (1 square and 1 dot). Also write an equation: 101= 1 hundred + 0 tens + 1 one= 100+1. Discuss.
5. "Suppose the number is 111." Display the number and the word "one hundred eleven." "What change would be required with the hundred-flat and one unit to
represent 111 with base ten blocks?" (add one ten rod) Draw a picture to represent the base ten blocks (1 square, 1 line, 1 dot). "How can I represent 111 by writing
an equation?" (111 = 1 hundred + 1 ten + 1 one =100+10+1)
6. "What if the number is 243? How would I represent 243 as a three digit number?" (243) Display the number. "How would I represent 243 with words?" (two
hundred forty three – display the words) "How would I build the number with base ten blocks?" (two hundred­flats, 4 ten­rods, and three ones) "How do you know
there are two hundred- flats? 4 ten-rods? 3 ones?" Discuss. (Students should be able to relate the digits in the place value to the base ten blocks. For example, the 4
in the tens place represents 4 tens or 40.) "How would I represent 243 with a drawing?" (draw on board – 2 squares, 4 lines, and 3 dots) "How could I represent 243
as an equation?" (243=200+40+3)
7. "How would I represent 485 as a three digit number?" (485 ­ display on board) "How would I represent 485 with words?" (four hundred eighty five –display on
board) Give students access to base ten blocks and ask students to build the number. "How did you build 485? How do you know there are 4 hundred-flats, 8 ten-rods,
and 5 ones?" Discuss. "How would I represent 485 with a drawing?" (4 squares, 8 lines, 5 dots - draw on board) "How could I represent 485 as an equation?" (485=
400+80+5)
8. You can give your students more time to build additional three digit numbers, or if they are ready, move on to guided practice.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Prior to the guided practice:
Decide how to pair students. You may want to pair strong math students with medium math students and medium students with struggling math students. You will
also need to take into account different personalities and behavior issues.
Each group of students will need 3 cups. One cup is labeled hundreds, one cup is labeled tens, and the last cup is labeled ones. Each cup will need 9 craft sticks or
strips of paper, each labeled with a number (1, 2, 3, 4, 5, 6, 7, 8, 9).
1. Introduce students to the game Hundreds, and Tens, and Ones! Oh My! by reading the directions and discussing the game. Play a sample game between you and a
student (or the class as a whole). Be sure to address questions and clarify misconceptions.
Hundreds, and Tens, and Ones! Oh My!
Hundreds, and Tens, and Ones! Oh My! recording sheet
2. Allow students to play at least 3 rounds with a partner. Have some extra recording sheets available in case some groups finish before the others. You can challenge
them to additional rounds.
3. Come back together and have students share a few examples of numbers they built. You can display the recording sheet on a document camera if one is available.
Ask guiding questions and discuss with the class.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Give students the activity Lions, Tigers, and Bears! Oh My! to complete independently. Be sure to provide students with base ten blocks. Change the name in the
situational story to a name the students are familiar with, such as your name or the principal's name.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Have the class come together and share how they solved the Independent Practice activity, Lions, Tigers, and Bears! Oh My! Have students share their thinking and ask
guiding questions. If you feel your students need more examples to practice, pose another animal siting for children to work through, such as seeing 289 elephants (or
another animal the children connect to).
When your students are ready, administer the Summative Assessment.
Summative Assessment
The Summative Assessment may be printed and given to students to complete, or displayed through the document camera, LCD projector, or overhead projector and
completed on a separate sheet of paper.
Formative Assessment
Preceding the lesson, the teacher can evaluate the students' readiness for the lesson by assessing their prior knowledge. A checklist of students' names with an
adjacent space to make notes will help keep track of each student's level of understanding. Give students access to base ten blocks (9 flats, 10 rods, 20 units), as well
as paper or a mini white board and a writing utensil. It's a good idea to have students use a privacy wall/study carol to preserve the integrity of their assessment. Check
student responses and record anecdotal notes of the students' prior knowledge so you can adjust the lesson as needed. Plan to remediate students that are not
successful before the lesson, and be prepared to provide extra support during the lesson to these students.
1. Show twelve with base ten blocks. (Students that show 1 ten rod and 2 one units display an understanding that teen numbers are composed of a ten and some
page 2 of 4 further ones. Students that count out 12 one units will need further probing to see if they understand the concept of teen numbers.)
2. Show 15 as an equation (Students should show 15 = 10 + 5. Students that do not will need further probing to see where the misconception exists; they may not
understand the meaning of the word equation. Try showing an example of 17 written as an equation 17 = 10 + 7.)
3. How many tens are in 23? How do you know? How many ones are in 23? How do you know? (Students should be able to understand that the digit in the tens place
represents the number of tens and the digit in the ones place represents the amount of ones.)
4. How many tens are in 30, 70, 90? (3, 7, 9) How many ones are in 20, 40, 80? (zero)
5. How many hundreds are in 500, 600? (5, 6). How many ones? (zero)
6. Write the number 678, 452, 193.
7. Write 678 as an equation. Write 452 as an equation. Write 193 as an equation.
Throughout the teaching phase and guided practice, monitor students responses to ensure students are understanding place value concepts. If there are any
struggling students, be sure to remediate the students and clarify any misconceptions.
Feedback to Students
Monitor students' responses throughout the lesson. Ask guiding questions to probe their thinking, uncover misconceptions, and guide their conceptual knowledge.
Encourage the use of mathematics dialogue. Encourage students to revise their work for accuracy and to demonstrate understanding during the lesson.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Provide definitions and examples for students who may not understand some of the vocabulary. A word wall or a printed page with the words, definitions, and
examples may be appropriate.
Give students opportunities to build one hundred using ones-units and ten-rods.
Give students opportunities to count by hundreds using base ten blocks.
Give students opportunities to bundle ones into tens and then into hundreds.
Provide a paper with number words spellings to assist with number word writing, or create a poster to hang in the classroom.
Extensions:
Challenge students to build numbers as many different ways as possible. Students can use the same sticks and cups with hundreds, tens, and ones to create three
digit numbers. Students can work alone or with a partner. Students can build and/or list the different ways of building a number. For example, 241 can be built with
2 hundred flats, 4 ten rods, 1 unit; 24 ten rods and 1 unit; 241 units; and several combinations of ten rods and units.
Make a set of number cards by writing the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9 on index cards. Give students three digits, such as 4, 3, 8 and ask them to arrange the
three digits into the largest number possible. Then ask them to arrange the digits into the smallest number possible.
Ask students to plot 3-digit numbers on number lines. Students may need to see some examples first. Give students numbers such as 150, two hundred, one
hundred and twenty-five, 2 hundreds + 5 tens, a display or drawing of 4 flats, 4 rods, 9 units.
Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector, Microsoft Office
Special Materials Needed:
base ten blocks (teacher set + at least 9 flats, 20 rods, and 30 units per student or per pair of students)
paper/writing utensil/privacy boards
3 cups and 27 sticks (labeled) per pair of students
Game directions (1 per pair of students)
Recording Sheets (at least 2 per pair of students)
Independent Practice Lions, Tigers, and Bears (1 per student)
Summative assessment (printed, 1 per student)
Optional: Number Words sheet
Optional: index cards for making number cards (extensions)
Further Recommendations: Prior to guided practice:
Decide how to pair students. You may want to pair strong math students with medium math students and medium students with struggling math students. You will
also need to take into account different personalities and behavior issues.
Each group of students will need 3 cups. One cup is labeled hundreds, one cup is labeled tens, and the last cup is labeled ones. Each cup will need 9 craft sticks or
strips of paper, each labeled with a number (1, 2, 3, 4, 5, 6, 7, 8, 9).
Additional Information/Instructions
By Author/Submitter
This resource is likely to support student engagement in the following the Mathematical Practices:
MAFS.K12.MP.4.1 - Model with mathematics, when students display various representations of 3-digit numbers.
MAFS.K12.MP.8.1 - Look for and express regularity in repeated reasoning, when students demonstrate various representations of the same number.
SOURCE AND ACCESS INFORMATION
Name of Author/Source: Anonymously Submitted
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
page 3 of 4 Related Standards
Name
MAFS.2.NBT.1.1:
Description
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).
page 4 of 4