Virginia SOL 2.NS.2.c
The Standard
Apply patterns within the base 10 system to determine and communicate, orally and in written form, the place (ones, tens, hundreds) and value of each digit in a three-digit whole number (e.g., in 352, the 5 represents 5 tens and its value is 50).
Virginia Standards of Learning for Mathematics · The student will demonstrate an understanding of the ten-to-one relationships of the base 10 number system to represent, compare, and order whole numbers up to 999.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the ones, tens, and hundreds places in three-digit numbers. They explain the value of each digit using words, numbers, or expanded form.
What Mastery Looks Like
- Students correctly name the ones, tens, and hundreds digits in any three-digit number. They state each digit’s value orally and write it in standard or expanded form.
Common Misconceptions
- Students may name a digit instead of its value, saying the 5 in 352 is worth 5. They may also confuse tens and hundreds or read digits from the wrong direction.
How to Assess It
- Give students the number 684. Ask them to label each digit’s place and write each digit’s value.
Lesson moves
Ways to Teach It
Build three-digit numbers with base-ten blocks, then label each digit’s place and write its value on a place-value mat.
Display 407 and ask students to explain in writing what each digit represents, including the zero.
Play Place Value Match by pairing number cards, such as 624, with value cards, such as 600, 20, and 4.
Use a store receipt total, such as $352, and discuss how each digit affects the total amount.
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