Montana Math MT.2.NBT.3

Math2nd GradeNumber and Operations in Base Ten

The Standard

Flexibly count, read, write, and represent numbers to 1000.

2026 Montana Mathematics Content Standards

Teacher's field guide

What Students Need to Do: Students count forward and backward by ones, tens, and hundreds from different starting numbers. They read, write, and show numbers to 1,000 with blocks, drawings, and digits.
What Mastery Looks Like: Given 507, a student says “five hundred seven,” writes 507, and shows five hundreds, zero tens, and seven ones. They can count 490, 500, 510 and explain what changed.
Common Misconceptions: Students may write 406 as 46 because they leave out the zero, or as 4006 because they write each spoken part separately. They may think ten tens make ten hundreds instead of one hundred.
How to Assess It: Exit ticket: Write 607 in words, draw its hundreds, tens, and ones, then fill in 607, ___, 587 when counting backward by tens.

Lesson moves

Give pairs base-ten blocks and cards marked 308 and 470; have them build each number, name the missing place, and write the digits.
Write 609 and 690 on the board; ask, “How are these numbers different?” Have partners explain with place-value drawings.
Play Count Around: start at 485, take turns adding ten or one hundred, and stop before passing 1,000.
Show a bus route sign marked 638; students read it aloud, write it in words, and sketch its hundreds, tens, and ones.

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