NY Next Generation Math NY-2.NBT.1.b
The Standard
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 ones).
New York State Next Generation Mathematics Learning Standards
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students interpret 100, 200, and the other exact hundreds through 900 as groups of hundreds. They recognize that these numerals contain zero tens and zero ones.
What Mastery Looks Like
- A student explains that 600 is six hundreds, zero tens, and zero ones. The student builds it with six hundred-flats and matches the model to the numeral.
Common Misconceptions
- Students may read 600 as six or as six tens because they ignore place value. They may think the zeros are unnecessary rather than placeholders for no tens and no ones.
How to Assess It
- Show the numeral 700 and ask the student to build it, name each place's value, and explain the two zeros.
Lesson moves
Ways to Teach It
Stack hundred-flats for each exact hundred from 100 through 900 and match every stack to its numeral.
Ask students what the zeros tell us in 400.
Play exact-hundreds match with models, numerals, number names, and place-value descriptions.
Represent attendance or supply totals that come in complete groups of 100 with no leftovers.
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Printable NY-2.NBT.1.b Worksheet
A ready-to-print activity worksheet aligned to NY-2.NBT.1.b, with an answer key for the teacher on its own page. No account needed.
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Related Standards
- NY-1.NBT.2.c
Understand 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).
- NY-2.NBT.1
Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones.
- NY-1.NBT.2.b
Understand the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
- NY-3.NBT.4.a
Understand that the digits of a four-digit number represent amounts of thousands, hundreds, tens, and ones.
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