CCSS.Math.Content.2.NBT.A

CCSS.Math.Content.2.NBT.A is a cluster heading. These are the individual standards under it.

• CCSS.Math.Content.2.NBT.A.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. Underst...

• CCSS.Math.Content.2.NBT.A.1a

  100 can be thought of as a bundle of ten tens — called a "hundred."

• CCSS.Math.Content.2.NBT.A.1b

  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).

• CCSS.Math.Content.2.NBT.A.2

  Count within 1000; skip-count by 5s, 10s, and 100s.

• CCSS.Math.Content.2.NBT.A.3

  Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

• CCSS.Math.Content.2.NBT.A.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.

01

What Students Need to Do

Students work with numbers through 1,000 as groups of hundreds, tens, and ones. They count in set intervals, read and write three-digit numbers, and compare them using symbols.

02

What Mastery Looks Like

Students read, write, build, and compare numbers through 1,000. They explain each digit’s value and count forward by ones, fives, tens, and hundreds.

03

Common Misconceptions

Students may read 305 as 35, or think the 3 means 3 instead of 300. They may compare numbers by one digit rather than checking hundreds, tens, then ones.

04

How to Assess It

Give students 407, 470, and 447. Ask them to build or draw each number, label each digit’s value, then order the numbers from least to greatest.

1. 01

   Give pairs base-ten blocks and number cards, then have them build each number and record its hundreds, tens, and ones.

2. 02

   Ask students to explain in writing why 462 is greater than 426 using place-value words.

3. 03

   Play Place Value War with three-digit cards, requiring each winner to justify the comparison before keeping the cards.

4. 04

   Use a store price list under $1,000 and have students order prices, compare costs, and identify each digit’s value.

• CCSS.Math.Content.1.NBT.B

  The 1st Grade version of this standard.

• CCSS.Math.Content.4.NBT.A

  Generalize place value understanding for multi-digit whole numbers.

• CCSS.Math.Content.5.NBT.A

  Understand the place value system.

• CCSS.Math.Content.3.NBT.A

  Use place value understanding and properties of operations to perform multi-digit arithmetic.