#### MAT-02.NBT.01 MAT-02 Targeted Standards(NBT) Domain: Number and Operations in Base TenCluster: Understand place value. MAT-02.NBT.01 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 Learning Targets:

### Knowledge Targets

• I can identify the place value for each digit in a three-digit number.
• I can identify which digits are in the hundreds', tens', and ones, place.

### Reasoning Targets

• I can understand which digit of a three-digit number shows the amount of hundreds, tens, and ones.
• I can understand one hundred is made of ten bundles of ten.
• I can understand numbers such as 200 are the same as two hundreds, 0 tens, and 0 ones.

### Skills (Performance) Targets

• I can write the three-digit number represented by base ten blocks.
• I can tell/show the value of a digit in a three-digit number.

## Rubric / Proficiency Scale

 Score Description Sample Activity 4.0 Student is able to demonstrate understanding of the relationship between hundreds, tens, and ones in order to regroup the amount of tens and ones to identify a number and write a number in expanded form. I can write three-digit numbers in expanded form. I can write numbers represented by hundreds, tens, and ones that require me to regroup / bundle. Given 267, student is able to write 200+60+7 to represent the number. Given 1 hundred 12 tens and 4 ones, student identifies the number as 224. 3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. 3.0 Student is able to demonstrate understanding of all place value concepts for three-digit numbers without error. I can write the three-digit number represented by the base ten blocks. I can identify the place value each digit holds in a three-digit number. I can identify which digits are in the hundreds', tens' and ones' place. I can tell/show the value a digit has in a three-digit number. 2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content. 2.0 Student is able to demonstrate partial understanding of place value concepts for three-digit numbers by writing the three-digit number represented by base ten blocks, with minor error. I can identify the place value each digit holds in a three-digit number. I can identify which digits are in the hundreds', tens' and ones' place. 1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content. 1.0 Student is able to demonstrate beginning understanding of place value concepts for three-digit numbers by writing the three-digit number represented by base ten blocks, but may exhibit errors. and Student is able correctly identify at least two place value concepts for two-digit numbers: the place value for tens and ones digits, how many tens and ones are in a number; and the value of a digit in a two-digit number. I can tell/show which digit is in the ten's and one's place. I can tell/show how many tens and ones are in a number. I can tell/show the value a digit has in a two-digit number. I can write the three-digit number represented by the base ten blocks, but I may have mistakes. 0.5 Limited or no understanding of the skill is demonstrated. Student is unable to correctly identify at least two place value concepts for two-digit numbers: the place value for tens and ones digits, how many tens and ones are in a number; and the value of a digit in a two-digit number. (1st grade target)

## Resources

### Vocabulary

• hundreds
• tens
• ones
• base-ten
• number names (1-1000)
• bundles / groups of
• equal to / the same as
• digit
• hundreds' place
• tens' place
• ones' place
• value