NY Next Generation Math NY-2.NBT.1

NY-2.NBT.1 is a cluster heading. These are the individual standards under it.

• NY-2.NBT.1.a

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

• NY-2.NBT.1.b

  Understand 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 o...

01

What Students Need to Do

Students connect each digit in a three-digit numeral to its place and value. They represent the numeral as groups of hundreds, tens, and ones.

02

What Mastery Looks Like

A student explains that 362 contains 3 hundreds, 6 tens, and 2 ones. For 407, the student recognizes that the zero records no tens and does not change the values of the other digits.

03

Common Misconceptions

Students may name each digit without giving its value, saying the 3 in 362 means 3 rather than 300. They may ignore zero as a placeholder or reverse the tens and ones places.

04

How to Assess It

Ask the student to build 508 with base-ten blocks, write the numeral, and explain the value represented by each digit, including the zero.

1. 01

   Build three-digit numbers with base-ten blocks, then match each model to numeral, expanded-value, and place-value cards.

2. 02

   Ask students how the value of the digit 4 changes in 245, 426, and 604.

3. 03

   Play place-value swap by drawing three digit cards, arranging a numeral, and scoring the value of a named digit.

4. 04

   Read three-digit room capacities or attendance totals and describe how many hundreds, tens, and ones each numeral represents.

• NY-1.NBT.2

  Understand that the two digits of a two-digit number represent amounts of tens and ones.

• NY-3.NBT.4.a

  Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.

• NY-2.NBT.7.b

  Understand that in adding or subtracting up to three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it ...