Place Value to 100

Strand: Number
Outcomes: 5, 6, 7

Step 1: Identify Outcomes to Address

What do I want my students to learn?
What can my students currently understand and do?
What do I want my students to understand and be able to do, based on the Big Ideas and specific outcomes in the program of studies?

Strand: Number

Grade 1

Grade 2

Grade 3

Specific Outcomes
5.	Compare sets containing up to 20 elements, using: referents one-to-one correspondence to solve problems.
6.	Estimate quantities to 20 by using referents.
4.	Represent and describe numbers to 20, concretely, pictorially and symbolically.

Specific Outcomes
5.	Compare and order numbers up to 100.
6.	Estimate quantities to 100, using referents.
7.	Illustrate, concretely and pictorially, the meaning of place value for numerals to 100.

Specific Outcomes
3.	Compare and order numbers to 1000.
4.	Estimate quantities less than 1000, using referents.
5.	Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.

Sets of ten can be regarded as single entities. Quantities can be counted in groups of ten and combined with the units to describe a quantity. For example, 4 sets of ten and 2 units/singles/ones is another way to express 42 individual objects. This is fundamental to our base ten number system.
The position of the digits within a numeral determines the quantity a digit represents. This is the basis of place value.
There are patterns in the way numerals are formed so that each decade has a 0 through 9 sequence. There is a similar sequence in the progression through the decades. These and many other patterns are easily observed on a hundred chart. If students know the counting sequence, they do not necessarily know place value.
A number or value may be expressed in a multitude of ways. For example, 83 can be 8 tens and 3 ones or 7 tens and 13 units (part–whole relationship).
A referent or known quantity is useful as a benchmark or anchor in making estimates or in making comparisons.
It is not always necessary to have an accurate count. Sometimes knowing an approximate value is sufficient.
The size of the groups being counted can change. For example, when counting tens and ones, it is important to be able to count by tens and switch over to counting by ones. Likewise, when counting money, it is helpful to be able to change from counting by 25s, to 10s, then 5s and 1s, as needed.