Lesson 2

Make Hundreds

Lesson Purpose

The purpose of this lesson is for students to represent hundreds in different ways. 

Lesson Narrative

In a previous lesson, students learned that a hundred is composed of 10 tens or 100 ones.

In this lesson, students deepen their understanding of a hundred as a unit. They learn that for every 10 tens, they can compose 1 hundred. Students notice that it may be easier to count the hundreds rather than count the tens to find a total value. Students begin to recognize and describe the patterns in the structure of the base-ten system (MP7, MP8). They recognize that 10 tens make 1 hundred, 30 tens make 3 hundreds, 60 tens make 6 hundreds, etc. as they build numbers with tens and exchange them for hundreds. Students identify the multiples of 100 written as numerals and begin to make connections between base-ten blocks and the value of each digit in a three-digit number.

  • Action and Expression
  • MLR8

Activity 2: How Many Hundreds?

Learning Goals

Teacher Facing

  • Read, write, and represent multiples of 100.

Student Facing

  • Let’s represent hundreds in different ways.

Required Materials

Materials to Gather

Required Preparation

Activity 1:

  • Each group of 4 students will need at least 50 ten blocks. Do not include hundreds blocks for this activity.

CCSS Standards

Addressing

Lesson Timeline

Warm-up 10 min
Activity 1 20 min
Activity 2 15 min
Lesson Synthesis 10 min
Cool-down 5 min

Teacher Reflection Questions

As students worked in their small groups today, whose ideas were heard, valued, and accepted? How can you adjust the group structure tomorrow to ensure each student’s ideas are a part of the collective learning?

Suggested Centers

  • Greatest of Them All (1–5), Stage 1: Two-digit Numbers (Supporting)
  • Mystery Number (1–4), Stage 1: Two-digit Numbers (Supporting)

Print Formatted Materials

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Additional Resources

Google Slides

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PowerPoint Slides

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