100 can be thought of as a bundle of ten tens, called
a “hundred,”

Arkansas Academic Standards:
2.NBT.A.1.A

Understand that 100 can be thought of as a group of ten tens — called a "hundred"

Common Core State Standards:
2.NBT.A.1.A

Kentucky Academic Standards (KAS):
2.NBT.1.a

Mississippi College- and Career-Readiness Standards:
2.NBT.1a

100 can be thought of as a bundle of ten tens — called a "hundred."

Georgia Standards of Excellence (GSE):
2.NR.1.1

Explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways.

North Carolina - Standard Course of Study:
2.NBT.1.a

Unitize by making a hundred from a collection of ten tens.

New York State Next Generation Learning Standards:
2.NBT.1.a

Understand 100 can be thought of as a bundle of ten tens, called a "hundred."

Alabama Course of Study Standards:
6b

and the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five,
six, seven, eight, or nine hundreds (and 0 tens and 0 ones)

Arkansas Academic Standards:
2.NBT.A.1.B

Understand that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine groups of 100

Common Core State Standards:
2.NBT.A.1.B

Georgia Standards of Excellence (GSE):
2.NBT.A.1.b

Kentucky Academic Standards (KAS):
2.NBT.1.b

Mississippi College- and Career-Readiness Standards:
2.NBT.1b

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

North Carolina - Standard Course of Study:
2.NBT.1.b

Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.

New York State Next Generation Learning Standards:
2.NBT.1.b

Understand the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Pennsylvania Core Standards:
CC.2.1.2.B.1

Use place-value concepts to represent amounts of tens and ones and to compare three digit numbers.

Florida - Benchmarks for Excellent Student Thinking:
MA.2.NSO.1.2

Compose and decompose three-digit numbers in multiple ways using hundreds, tens and ones. Demonstrate each composition or decomposition with objects, drawings and expressions or equations.

2nd Grade Math - Place Value Lesson

A three-digit number is made up of hundreds, tens, and ones.
The digits in the number show how many hundreds, tens, and ones.

Example:

The number has a 5 in the hundreds place, an 8 in the tens place, and a 2 in the ones place.

So, 582 equals 5 hundreds, 8 tens, and 2 ones.

Example:

The number equals 0 tens, 7 hundreds, and 2 ones.

This means it has a 7 in the hundreds place, a 0 in the tens place, and a 2 in the ones place.

So, 0 tens, 7 hundreds, and 2 ones equals 702.

One hundred is the same as 10 tens.

=

The numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 can be written as a number of hundreds.

100

equals

one hundred

600

equals

six hundreds

200

two hundreds

700

seven hundreds

300

three hundreds

800

eight hundreds

400

four hundreds

900

nine hundreds

500

five hundreds

A three-digit number is made up of hundreds, tens, and ones.
The digits in the number show how many hundreds, tens, and ones.

The number of hundreds, tens, and ones in a number can be shown using a model.
One way to model a number is to use base 10 blocks.
A flat represents 1 hundred, a rod represents 1 ten, and a unit represents 1 one.

Flat

Rod

Unit

Another way to model a number is to use a tally chart.
The tally marks show the number of hundreds, tens, and ones in the number.