Lesson 2
Make Hundreds
Lesson Purpose
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 baseten 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 baseten blocks and the value of each digit in a threedigit 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
Warmup  10 min 
Activity 1  20 min 
Activity 2  15 min 
Lesson Synthesis  10 min 
Cooldown  5 min 
Teacher Reflection Questions
Suggested Centers
 Greatest of Them All (1–5), Stage 1: Twodigit Numbers (Supporting)
 Mystery Number (1–4), Stage 1: Twodigit Numbers (Supporting)
Print Formatted Materials
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Additional Resources
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