Virginia SOL 2.NS.2.e
The Standard
Compose and decompose whole numbers up to 200 by making connections between a variety of models (e.g., base 10 blocks, place value cards, presented orally, in expanded or standard form) and counting strategies (e.g., 156 can be 1 hundred, 5 tens, 6 ones; 1 hundred, 4 tens, 16 ones; 15 tens, 6 ones).
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 build and break apart numbers in different ways using hundreds, tens, and ones. They connect block models, place value cards, spoken numbers, numerals, and expanded forms.
What Mastery Looks Like
- Students represent a number with blocks, drawings, place value cards, words, and numerals. They can regroup hundreds, tens, and ones in several ways and explain why the total stays the same.
Common Misconceptions
- Students may treat each digit as a separate amount instead of using its place value. They may think trading one ten for 10 ones changes the total. They may write 1 hundred, 4 tens, and 16 ones as 1,416 instead of 156.
How to Assess It
- Give students the number 164. Ask them to draw it with base 10 blocks, write its expanded form, and show a second decomposition by regrouping.
Lesson moves
Ways to Teach It
Give pairs base 10 blocks and place value mats; students build 147, then trade blocks to show three equivalent decompositions.
Ask, “How can 132 be made without using a hundred flat?” Students draw a model and explain why its value stays equal.
Play Decomposition Match with cards showing numerals, expanded forms, spoken forms, and block pictures; students collect sets representing the same number.
Use an order of 186 pencils; students pack them into boxes of 100, bundles of 10, and singles.
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Printable 2.NS.2.e Worksheet
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