CHAPTER RESOURCES • Chapter 2

Numbers to 1,000
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INCLUDES
• School-Home Letter
Westend61/Corbis; (Covered bridge, New Hampshire) ©eye35/Alamy Images

• Vocabulary Game Directions

• Daily Enrichment Activities
• Reteach Intervention for every lesson
• Chapter 2 Test
• Chapter 2 Performance Task
• Critical Area 1 Performance Task
• Answer Keys and
Individual Record Forms
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 Contents
Chapter 2 School-Home Letter (English) ....................................................... 2-1

Chapter 2 School-Home Letter (Spanish) ...................................................... 2-2

Vocabulary Game .......................................................................................... 2-3

2.1 Reteach .................................................................................................. 2-5

2.1 Enrich ...................................................................................................... 2-6

2.2 Reteach .................................................................................................. 2-7

2.2 Enrich ...................................................................................................... 2-8

2.3 Reteach .................................................................................................. 2-9

2.3 Enrich .................................................................................................... 2-10

2.4 Reteach ................................................................................................ 2-11

2.4 Enrich .................................................................................................... 2-12

2.5 Reteach ................................................................................................ 2-13

2.5 Enrich .................................................................................................... 2-14

2.6 Reteach ................................................................................................ 2-15

2.6 Enrich .................................................................................................... 2-16

2.7 Reteach ................................................................................................ 2-17

2.7 Enrich .................................................................................................... 2-18

2.8 Reteach ................................................................................................ 2-19

2.8 Enrich .................................................................................................... 2-20

Chapter Resources iii Table of Contents

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2.9 Reteach ................................................................................................ 2-21

2.9 Enrich .................................................................................................... 2-22

2.10 Reteach .............................................................................................. 2-23

2.10 Enrich .................................................................................................. 2-24

2.11 Reteach ............................................................................................... 2-25

2.11 Enrich ................................................................................................... 2-26

2.12 Reteach .............................................................................................. 2-27

2.12 Enrich .................................................................................................. 2-28

Chapter 2 Test ............................................................................................. 2-29

Chapter 2 Performance Task ....................................................................... 2-33

Critical Area 1 Performance Task ................................................................. 2-39

Answer Keys ................................................................................................ 2-46

Individual Record Forms .............................................................................. 2-60

Chapter Resources iv Table of Contents

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 2
Chapter

Dear Family,
My class started Chapter 2 this week. I will learn about
place value of numbers to 1,000. I will also learn about
comparing these numbers.

Love,

Vocabulary Home Activity

Have your child look through magazines
compare To describe whether for 3-digit numbers and cut them out.
numbers are equal to, less than, or Work together to write a word problem
greater than one another using two of these numbers, gluing the
hundred A group of 10 tens cut-out numbers in place. Have your
is equal to 145 is equal to 145 child solve the problem.
= 145 = 145
is greater than 131 is greater than 121
> 131 > 121 Charles collected 127
—
is less than 125 is less than 185 leaves. Ann collected 240
—
< 125 < 185 leaves. Who collected the
thousand A group of 10 hundreds
greater number of leaves?

Literature
Reading math A Place for Zero More or Less
stories reinforces by Angeline Sparagna by Stuart J. Murphy.
learning. Look LoPresti and Phyllis HarperCollins, 2005.
for these books Hornung.
in the library. Charlesbridge Publishing,
2003.

Chapter Resources 2-1

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 2
Capítulo

Querida familia:
Mi clase comenzó el Capítulo 2 esta semana. Aprenderé
sobre el valor posicional de los números hasta 1,000. También
aprenderé a comparar estos números.

Con cariño,

Vocabulario Actividad para la casa

Pídale a su hijo que busque números de
comparar Describir si los números son 3 dígitos en revistas y que los recorte.
iguales a, menores que o mayores que Luego, trabajen juntos para escribir un
otro número problema usando dos de estos números
centena Un grupo de 10 decenas y péguenlos en algún lugar. Pídale a su
es igual a 145 es igual a 145 hijo que resuelva el problema.
= 145 = 145
es mayor que 131 es mayor que 121
> 131 > 121 Carlos juntó 127 hojas.
es menor que 125 es menor que 185 —
Ana juntó 240 hojas.
< 125 < 185 —
millar Un grupo de 10 centenas ¿Quién juntó el mayor número
de hojas?

Literatura
Leer cuentos de A Place for Zero
matemáticas refuerza por Angeline Sparagna More or Less
el aprendizaje. LoPresti and Phyllis por Stuart J. Murphy
Busque estos libros en Hornung. HarperCollins, 2005.
la biblioteca. Charlesbridge Publishing,
2003.
Chapter Resources 2-2
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 Chapter 2
Vocabulary Game

Going Places with Words Game

Game

Guess the Word Box

compare
digit

Word is equal to (=)

is greater
than (>)
For 3 to 4 players is less than (<)
hundred
Materials tens
• timer thousand
How to Play
1. Take turns to play.
2. Choose a math word, but do not
say it aloud.
3. Set the timer for 1 minute.
4. Give a one-word clue about your
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©PhotoDisc/Getty Images; (b) Comstock/Getty Images

word. Give each player one chance

to guess your word.
5. If nobody guesses correctly,
repeat Step 4 with a different
clue. Repeat until a player
guesses the word or time runs out.
6. The first player to guess the word gets
1 point. If the player can use the word in
a sentence, he or she gets 1 more point.
Then that player gets a turn.
7. The first player to score 5 points wins.

Chapter 2 seventy-four 74A

Chapter Resources 2-3 Game Directions

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 Lesson 2.1
Name Reteach

Group Tens as Hundreds

10
There are — ones in this stack.

10
There are — stacks.

10 stacks of 10 ones is 100 ones.

10
— tens
1
— hundred
100
—

Write how many tens. Circle groups of 10 tens.

Write how many hundreds. Write the number.
1.
— tens
hundreds
—
— blocks

2.
— tens

— hundreds
— blocks

Chapter Resources 2-5 Reteach

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 Lesson 2.1
Name Enrich

Tens and Hundreds Mystery

Read each problem.
Draw a quick picture to solve.
1. Each box holds 10 cartons of milk.
There are 300 cartons of milk.
How many boxes are there?
boxes

2. There are 10 stripes on each button.

There are 50 buttons.
How many stripes are on 50 buttons?
stripes

3. Fish are swimming in groups of 10.

There are 200 fish.
How many groups are there?
groups

Writing and Reasoning Tim wants to collect 400 stickers.

If he makes pages of 10, how will he know when he has 400 stickers?

Chapter Resources 2-6 Enrich

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 Lesson 2.2
Name Reteach

Explore 3-Digit Numbers

10 tens
—
11 tens
1 1 ten
— hundred —
110
—
10 tens
—
12 tens
1 2 tens
— hundred —
120
—

10 tens
—
13 tens
1 3 tens
— hundred —
130
—

Circle tens to make 1 hundred. Write the

number in different ways.
1. — tens

— hundred — tens

2.
— tens

— hundred — tens

Chapter Resources 2-7 Reteach

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 Lesson 2.2
Name Enrich

Which One Does Not Belong?

Cross out the one that does not have the
same value.
1. 1 hundred

10 tens 10 ones

2. 1 hundred 3 tens

13 tens 13 hundreds

3. 1 hundred 4 tens

14 tens

4. 1 hundred 2 tens

21 tens 12 tens

Writing and Reasoning Explain why 17 tens

and 1 hundred 7 tens have the same value.

Chapter Resources 2-8 Enrich

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 Lesson 2.3
Name Reteach

Model 3-Digit Numbers

Show 243. Hundreds Tens Ones

With blocks:

In a chart: With a quick picture:

Hundreds Tens Ones

2 4 3

Write how many hundreds, tens, and ones.

Show with . Then draw a quick picture.
1. 138 2. 217
Hundreds Tens Ones Hundreds Tens Ones

3. 352 4. 174
Hundreds Tens Ones Hundreds Tens Ones

Chapter Resources 2-9 Reteach

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 Lesson 2.3
Name Enrich

Missing Pictures
Each quick picture needs to be finished.
Draw the missing hundreds, tens, and ones.

1. 354 2. 253

3. 216 4. 314

5. 264 6. 284

Writing and Reasoning How did you decide

what to draw for Exercise 6?

Chapter Resources 2-10 Enrich

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 Lesson 2.4
Name Reteach

Hundreds, Tens, and Ones

How many are there in all?
Hundreds Tens Ones

3 hundreds 2 tens — ones5

— —

Write how many in the chart. Hundreds Tens Ones

3 2 5
Write the number as hundreds plus
tens plus ones. 300 +— 5
20 + —
—
3 hundreds 2 tens 5 ones is the same as 325 .
—

Write how many hundreds, tens, and ones are

in the model. Write the number in two ways.
1.
Hundreds Tens Ones

—
+ — +—
2.
Hundreds Tens Ones

—
+ — +—
Chapter Resources 2-11 Reteach
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 Lesson 2.4
Name Enrich

Find the Number

Read the clue. Find the number.

1. A number is 4 hundreds more 2. A number is 2 hundreds more

than 142. What is the number? than 355. What is the number?

— —

3. A number is 3 tens more than 4. A number is 7 tens more than

249. What is the number? 624. What is the number?

— —

5. A number is 8 ones more than 6. A number is 4 hundreds more

331. What is the number? than 399. What is the number?

— —

7. A number is 2 tens more than 8. A number is 6 ones more than

923. What is the number? 772. What is the number?

— —

Writing and Reasoning How did you find the

answer to Exercise 8?

Chapter Resources 2-12 Enrich

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 Lesson 2.5
Name Reteach

Place Value to 1,000

The value of each digit in 426
is shown by its place in the number.
Hundreds Tens Ones

4 hundreds 2 tens 6 ones

400
—
20
— —
6

426

Circle the value or the meaning of the underlined digit.

1. 782 800 80 8

2. 352 3 hundreds 3 tens 3 ones

3. 742 4 40 400

4. 419 9 hundreds 9 tens 9 ones

5. 584 500 50 5

Chapter Resources 2-13 Reteach

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 Lesson 2.5
Name Enrich

Value Clues
Use the digits 8, 7, and 3 to make
a 3-digit number. Use all three digits.
Read the clues and write the number.
1. 2.
Clues: Clues:
The value of the digit 8 The value of the digit 8
in this number is 80. in this number is 800.
The value of the digit 7 The value of the digit 7
in this number is not 7. in this number is not 70.

The number is —. The number is —.

3. 4.
Clues: Clues:
The value of the digit 8 The value of the digit 7
in this number is 8. in this number is 70.
The value of the digit 7 The value of the digit 3
in this number is not 700. in this number is not 300.

The number is —. The number is —.

Writing and Reasoning Write a different 3-digit

number. Then write clues for your number.

Chapter Resources 2-14 Enrich

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 Lesson 2.6
Name Reteach

Number Names
You can write a number using words.

257

What is shown with the What is shown with the

hundreds blocks? tens and ones blocks?

———
two hundred ———
fifty-seven
So you write 257 as two hundred fifty-seven
—————
.

Write the number using words.

1. 163

2. 427

Write the number.

3. two hundred nine 4. five hundred seventy-nine

Chapter Resources 2-15 Reteach

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 Lesson 2.6
Name Enrich

Another Way to Write It

Write each number two different ways.

1. 5 hundreds 6 tens 3 ones

2. 109

3. 900 + 20 + 3

4. 3 hundreds 7 tens

Writing and Reasoning Write a 3-digit number.

Then write the number two different ways.

Chapter Resources 2-16 Enrich

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 Lesson 2.7
Name Reteach

Different Forms of Numbers

There is more than one way to show and write a number.
three hundred sixty-two

—
3 6 tens —
hundreds 2 ones
—
300 + —
—
60 + — 2

—
362

Read the number and draw a quick picture.

Then write the number in different ways.
1. four hundred thirty-two
— hundreds — tens — ones

—
+—+—

2. two hundred seventy-five

— hundreds — tens — ones

—
+—+—

—
Chapter Resources 2-17 Reteach
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 Lesson 2.7
Name Enrich

Say It Another Way

Write the number in two different ways.

1. 2.

534 684

3. 4.

429 150

Writing and Reasoning Look at Exercise 2.

What is a third way to write the number 684?

Chapter Resources 2-18 Enrich

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 Lesson 2.8
Name Reteach

Algebra • Different Ways to

Show Numbers
These two models can both be used
to show the number 124.
Hundreds Tens Ones
1 2 4
1 ten has the same
value as 10 ones.
Hundreds Tens Ones
1 1 14
Write how many hundreds, tens, and ones are in the model.
1. 132

Hundreds Tens Ones Hundreds Tens Ones

2. 246

Hundreds Tens Ones Hundreds Tens Ones

Chapter Resources 2-19 Reteach

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 Lesson 2.8
Name Enrich

Cross-Number Puzzle
Use each clue to write a 3-digit number.
Put one digit in each square to complete the puzzle.

1 2 3 4

6 8

Across Down
1. 3 hundreds 6 tens 19 ones 2. 8 hundreds 12 tens 3 ones
3. 1 hundred 25 tens 1 one 4. 17 tens 6 ones
5. 2 hundreds 4 tens 13 ones 6. 4 hundreds 2 tens 10 ones
7. 6 hundreds 7 tens 20 ones 8. 3 hundreds 12 tens 3 ones

Writing and Reasoning Choose one of the

puzzle clues. Write two other ways to show this number
using hundreds, tens, and ones.

Chapter Resources 2-20 Enrich

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 Lesson 2.9
Name Reteach

Count On and Count Back

by 10 and 100
10 less than 234 100 less than 234

2 hundreds 2 tens 4 ones 1 hundred 3 tens 4 ones

—
224 Notice what digit —
134
changes.

10 more than 234 100 more than 234

2 hundreds 4 tens 4 ones 3 hundreds 3 tens 4 ones

—
244 —
334

Write the number.

1. 10 more than 719 2. 10 less than 246

— —

3. 100 more than 291 4. 100 less than 687

— —

5. 10 less than 568 6. 100 more than 649

— —
Chapter Resources 2-21 Reteach
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 Lesson 2.9
Name Enrich

Missing Numbers
Write the missing number to make the
sentence true.

1.
—
is 10 less than 214.

2.
—
is 100 less than 900.

3. 603 is 10 more than —.

4. 888 is — more than 788.

5. 870 is — more than 860.

6.
—
is 100 less than 882.

7. 129 is — more than 29.

8. 333 is — less than 433.

Writing and Reasoning Explain how you found

the missing number in Exercise 1.

Chapter Resources 2-22 Enrich

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 Lesson 2.10
Name Reteach

Algebra • Number Patterns

Find a counting pattern.

421, 431, 441, 451, Q, Q

Which digit changes from 401 402 403 404 405 406 407 408 409 410
number to number?
411 412 413 414 415 416 417 418 419 420

The tens digit changes.

—
421 422 423 424 425 426 427 428 429 430
431 432 433 434 435 436 437 438 439 440
How does it change? 441 442 443 444 445 446 447 448 449 450

one
by — each time 451 452 453 454 455 456 457 458 459 460

461 462 463 464 465 466 467 468 469 470
Look at the chart. Find 471 472 473 474 475 476 477 478 479 480
the next two numbers
481 482 483 484 485 486 487 488 489 490
in the pattern.
491 492 493 494 495 496 497 498 499 500

The next two numbers are 461

—
and
—
471 .

Look at the digits to find

the next two numbers.
1. 937, 947, 957, 967, Q, Q
The next two numbers are — and —.

2. 135, 235, 335, 435, Q, Q

The next two numbers are — and —.

Chapter Resources 2-23 Reteach

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 Lesson 2.10
Name Enrich

Find the Number Pattern

Help the squirrel find a path to the tree. Connect
acorns that show a pattern of counting on by 10s.

157
222
322
214
200 622
422
153
224 412
101
153
522
143
244
234
183 722
254
193 274
284
222
199 264
133
294
506 275
220
351
281 304 314
453

Writing and Reasoning Describe how you

found the first few numbers in the pattern.

Chapter Resources 2-24 Enrich

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 Lesson 2.11
Name Reteach

Problem Solving • Compare

Numbers
At the zoo, there are 137 birds and 142 reptiles.
Are there more birds or more reptiles at the zoo?

Unlock the Problem

What do I need to find? What information do
I need to use?
I need to find if there are There are 137 birds.
—
more birds or reptiles . There are 142 reptiles.
—— —
Show how to solve the problem.

Birds Reptiles

The number of hundreds is the same.

There are more tens in the number of reptiles.

There are more reptiles at the zoo.

Draw quick pictures to model the numbers.

1. There are 153 birds and 149 fish at the nature center.
Are there more birds or more fish?

There are more .

Chapter Resources 2-25 Reteach
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 Lesson 2.11
Name Enrich

Find the Greater Number

1. Use the digits 4, 2, 7, 3, 0, and 5 to write two
3-digit numbers.
— —

2. Write a word problem in which you compare these numbers.

3. Draw quick pictures to show the solution.

Writing and Reasoning Explain how you used the quick

pictures to solve your problem.

Chapter Resources 2-26 Enrich

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 Lesson 2.12
Name Reteach

Algebra • Compare Numbers

To compare 3-digit numbers, first compare hundreds.

212 has more hundreds than 112.

C
212 > 112

If hundreds are equal, then compare tens.

212 has fewer tens than 221.

C
212 < 221

If hundreds and tens are equal, then compare ones.

212 = 212
C
Compare the numbers. Write >, <, or =.

1. 317
C 326

2. 582
C 634

Chapter Resources 2-27 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 2.12
Name Enrich

True Comparing
Write two 3-digit numbers to compare. Use the
digits 0, 1, 2, 3, 4, and 5 only once in each
case. One true comparison is done for you.

<
1. 240 >135 2.

3. > 4. >

5. < 6. <

7. > 8. <

Writing and Reasoning Suppose you can only

use the digits 6 and 7 to make 3-digit numbers. You can
repeat the digits. Can you make true comparisons using
=, <, and >? Explain.

Chapter Resources 2-28 Enrich

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Name Chapter 2 Test
Page 1

1.

Do the choices show a way to represent the

blocks? Choose Yes or No.

50 hundreds Yes No
50 tens Yes No
5 hundreds Yes No
5 tens Yes No

2. Sonya has 140 beads. How many bags of

10 beads does she need so that she will
have 200 beads in all?

bags of beads

3. A store has 263 board games. It has 100 fewer

puzzles than board games. The store has
10 more action figures than puzzles. Write the
number of each.

board games puzzles action figures

*221

Chapter Resources 2-29 Chapter 2 Test

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Name Chapter 2 Test
Page 2

4. Write the next number in each counting pattern.

338, 348, 358, 368,

472, 572, 672, 772,

5. Is the comparison true? Choose Yes or No.

343 < 328 Yes No

705 > 699 Yes No
691 > 706 Yes No
115 < 120 Yes No

6. It’s 154 days until Jeff’s birthday. Write the

number of days in words.

Show the number in two other ways.

Hundreds Tens Ones

+ +

*221

Chapter Resources 2-30 Chapter 2 Test

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Name Chapter 2 Test
Page 3

7. Sally needs 300 stickers. Vince gives

her 12 packs with 10 stickers in each
pack. How many stickers does Sally
need now? Draw a picture to explain
your answer.
stickers

8. A store sells 2 boxes of 100 pencils and some

single pencils. Choose all the numbers that show
how many pencils the store could sell.
219 206

120 182

9. Straws are sold in boxes, in bags, or as single

straws. Each box has 10 bags in it. Each bag
has 10 straws in it. Mr. Tan needs 355 straws.
Draw a picture to show a way to buy 355 straws.

How many boxes, bags, and single straws did you show?

*221

Chapter Resources 2-31 Chapter 2 Test

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Name Chapter 2 Test
Page 4

10. Jill and Ed collect postcards. Jill has 124 postcards.

Ed has 131 postcards. Who has more postcards?
Jill gets 10 more postcards. Ed gets 5 more
postcards. Who has more postcards now?
Draw quick pictures to show how many postcards
Jill and Ed have now.

Jill’s postcards Ed’s postcards

11. Choose all the numbers that have the digit

8 in the tens place.
148
387
836
881

12. Terry has 164 marbles.

Write the number in words.

6723

Chapter Resources 2-32 Chapter 2 Test

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Name Chapter 2

The Apartment Building

There is a big apartment building near the park.
Each apartment has a 3-digit number.
Jose’s apartment number has the digit 9 in the
ones place and the digit 1 in the hundreds place.
1. Write a number that could be Jose’s apartment
number.

__________

2. Erik lives in another apartment in the same building.

The number of his apartment is 100 more than the
number of Jose’s apartment. What could Erik’s
apartment number be?

__________

3. Marta lives in apartment 450. Write a number

sentence that uses the symbols ., ,, or 5 to
compare Marta’s apartment number and Erik’s
apartment number.

Chapter Resources 2-33 Chapter 2 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
4. Kim lives in apartment number 513. She uses blocks
to show her apartment number. Draw a quick picture
to show Kim’s apartment number.

5. Chang’s apartment number is 10 more than Kim’s

apartment number. What is Chang’s apartment
number? What are two other ways to write this
number?

__________

6. Anya uses groups of 10 buttons to show her

apartment number. She uses 17 groups of buttons
with 2 buttons left over. What is her apartment
number?

__________

Chapter Resources 2-34 Chapter 2 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
 Chapter 2
Numbers to 1,000

The Apartment Building

COMMON CORE STANDARDS

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
2.NBT.A.1 a. Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand
the following as special cases: 100 can be thought of as a bundle of ten tens—called a
“hundred.”
2.NBT.A.1 b. Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand
the following as special cases: The numbers 100, 200, 300, 400, 500, 600, 700, 800,
900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds.
Also 2.NBT.A.3, 2.NBT.A.4, 2.NBT.B.8

PURPOSE
To assess the ability to use place value to model, write, and compare 3-digit numbers

TIME
25–30 minutes

GROUPING
Individuals

MATERIALS
• Performance Task, paper, pencil

PREPARATION HINTS
• Review understanding of place value of 2-digit and 3-digit numbers before assigning the task.
• Review comparing and ordering 2-digit numbers using “greater than” and “less than” before
assigning the task.

IMPLEMENTATION NOTES
• Read the task aloud to children and make sure that all children have a clear understanding of
the task.
• Children may use manipulatives to complete the task.
• Allow children as much paper as they need to complete the task.
• Allow as much time as children need to complete the task.
• Children must complete the task individually, without collaboration.
• Collect all work when the task is complete.

Chapter Resources 2-35 Chapter 2 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
TASK SUMMARY
Children derive 3-digit numbers based on place-value clues. They count on and count back by 10s and
100s to derive new numbers. They use place value to compare 3-digit numbers. They model and write
3-digit numbers in different ways.

REPRESENTATION
In this task, teachers can…
• Provide options for language, mathematical expressions, and symbols by giving children
multiple ways to represent numerical values.
• Provide options for comprehension by guiding the ways in which children break down and
represent numbers.

ACTION and EXPRESSION

In this task, teachers can…
• Provide options for expression by varying methods of representing numerical values.
• Provide options for physical action by providing base-ten blocks for children to use in
understanding place value.

ENGAGEMENT
In this task, teachers can…
• Provide options for engagement by giving children individual choice and autonomy in
representing numbers in multiple ways.

EXPECTED STUDENT OUTCOMES

• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Understand place value to the hundreds place
• Compare numbers using place-value concepts

SCORING
Use the associated Rubric to evaluate each child’s work.

Chapter Resources 2-36 Chapter 2 • Performance Task

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 Performance Task Rubric
THE APARTMENT BUILDING
A level 3 • Indicates that the child has made sense of the task and
response persevered
• Demonstrates an understanding of place value as numbers
that can be represented as hundreds, tens, and ones
• Shows the ability to accurately apply place-value concepts
when comparing numbers
• Indicates an understanding of how to count on or count back
by 10s and 100s
A level 2 • Indicates that the child has made sense of the task and
response persevered
• Demonstrates an understanding of place value as numbers
that can be represented as hundreds, tens, and ones
• Shows the ability to accurately apply place-value concepts
when comparing numbers
• Indicates an understanding of how to count on or count back
by 10s and 100s
• Addresses most or all aspects of the task, but there may be
errors of omission
A level 1 • Shows that the child has made sense of at least some
response elements of the task
• Shows evidence of understanding that numbers can be
represented as hundreds, tens, and ones
• Demonstrates some understanding of place-value concepts
when comparing numbers
• May not indicate an understanding of how to count on or count
back by10s or 100s
A level 0 • Shows little evidence that the child has made sense of the
response problems of the task
• Reflects a lack of understanding of place-value concepts in
representing or comparing numbers
• Reflects a lack of understanding of counting on or counting
back by 10s and 100s
• Shows little evidence of addressing the elements of the task

Chapter Resources 2-37 Chapter 2 • Performance Task

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Name Number Sense and Place
Value

Two Schools

Jefferson School has students in 1st grade up to

5th grade.

1. The number of children in 1st grade has 3 digits.

The digits in the number are 2, 3, and 8.
The digit 8 means 80 in this number.
Write a number that could be the number of
children in 1st grade.

__________

2. Write a number that is 10 less than the number of

children you chose for 1st grade.

__________

3. Write a number sentence that uses ., ,, or 5

to compare your answers from questions 1 and 2.

Chapter Resources 2-39 Critical Area 1 • Performance Task

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4. Donell uses these blocks to show the number of
students in 3rd grade.

How many students are in 3rd grade?

students

5. There are 100 more students in 4th grade than in 5th grade.
Grade 5 has 176 students. Draw a quick picture to show how
many students are in 4th grade.

6. Write a number sentence that uses ., ,, or 5 to compare

the number of students in 4th grade with the number of
students in 3rd grade.

Chapter Resources 2-40 Critical Area 1 • Performance Task

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Name

Yasmeen goes to Lincoln School. She counts the

number of 2nd grade students who go there. The number
in the circle is the total number of 2nd grade students at
Lincoln School.

7. Fill in the missing numbers. Count by tens.

220, 230, _, _, _, _, _

8. Yasmeen uses tens blocks to show the number of 2nd grade

students. How many tens blocks will she need?

She will need ____ blocks.

9. Suppose Yasmeen’s school has 210 students in 3rd grade.

How would you figure out a number that is 10 more than
that? Write your answer. Explain how you know.

____
__________
__________
__________

Chapter Resources 2-41 Critical Area 1 • Performance Task

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The number of students at Jefferson School is even.
The number has three digits.
The digit in the tens place is 4.

10. Write three numbers that could be how many students

there are at Jefferson School.

Explain how you know your answers are correct.

11. Choose one of the numbers that you just wrote. Write it
three different ways.

12. Write a 3-digit number that could NOT be the number of

students at Jefferson School.

There could NOT be _ students.

Chapter Resources 2-42 Critical Area 1 • Performance Task
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 Critical Area
Number Sense and Place Value

Two Schools
COMMON CORE STANDARDS

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.
2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones
digits, using ., 5, and , symbols to record the results of comparisons.
Also 2.NBT.B.8, 2.OA.C.3

PURPOSE
To assess the ability to use place value concepts to model and represent numbers to the hundreds place,
to compare 2-digit and 3-digit numbers, and to recognize and create number patterns by counting on or
counting back by 10s and 100s

TIME
40–45 minutes

GROUPING
Individuals

MATERIALS
• Performance Task, paper, pencil

PREPARATION HINTS
• Review arranging in pairs with children before assigning the task.
• Review building 2-digit numbers as tens and ones with children before assigning the task.
• Review vocabulary, including odd, even, and digits.
• Review understanding of place value of 2-digit and 3-digit numbers before assigning the task.
• Review comparing and ordering 2-digit numbers using “greater than” and “less than” before
assigning the task.

IMPLEMENTATION NOTES
• Read the task aloud to children and make sure that all children have a clear understanding of
the task.
• Children may use manipulatives to complete the task.
• Allow children as much paper as they need to complete the task.
• Allow as much time as children need to complete the task.
• Children must complete the task individually, without collaboration.
• Collect all work when the task is complete.

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TASK SUMMARY
Children derive 3-digit numbers based on place-value clues. They count on and count back by 10s and
100s to derive new numbers. They use place value to compare 3-digit numbers. They model and write
3-digit numbers in different ways. They recognize and create patterns of numbers by counting on or
counting back by 1s, 10s, and 100s. They recognize numbers as odd or even.

REPRESENTATION
In this task, teachers can…
• Provide options for language, mathematical expressions, and symbols by giving children
multiple ways to represent numerical values.
• Provide options for comprehension by guiding the ways in which children break down and
represent numbers.

ACTION and EXPRESSION

In this task, teachers can…
• Provide options for expression by varying methods of representing numerical values.
• Provide options for physical action by providing base-ten blocks for understanding place value
and counters for comparing numbers.

ENGAGEMENT
In this task, teachers can…
• Provide options for engagement by giving children individual choice and autonomy in
representing numbers in multiple ways.

EXPECTED STUDENT OUTCOMES

• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Determine whether numbers are odd or even
• Understand place value to the hundreds place
• Count patterns by 5s, 10s, and 100s, to 1,000
• Compare numbers using place-value concepts

SCORING
Use the associated Rubric to evaluate each child’s work.

Chapter Resources 2-44 Critical Area 1 • Performance Task

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 Performance Task Rubric
TWO SCHOOLS
A level 3 • Indicates that the child has made sense of the task and
response persevered
• Demonstrates an understanding of place value as numbers
that can be represented as hundreds, tens, and ones
• Shows the ability to accurately apply place-value concepts
when comparing numbers
• Indicates an understanding of how to count on or count back
by 10s and 100s
A level 2 • Indicates that the child has made sense of the task and
response persevered
• Demonstrates an understanding of place value as numbers
that can be represented as hundreds, tens, and ones
• Shows the ability to accurately apply place-value concepts
when comparing numbers
• Shows the ability to accurately apply place-value concepts to
count on or count back by 10s and 100s
• Addresses most or all aspects of the task, but there may be
errors of omission
A level 1 • Shows that the child has made sense of at least some
response elements of the task
• Shows evidence of understanding that numbers can be
represented as hundreds, tens, and ones
• Demonstrates some understanding of place-value concepts
when comparing numbers
• May not indicate an understanding of how to count on or count
back by 10s or 100s

A level 0 • Shows little evidence that the child has made sense of the
response problems of the task
• Reflects a lack of understanding of place-value concepts in
representing or comparing numbers
• Reflects a lack of understanding of counting on or counting
back by 10s and 100s
• Shows little evidence of addressing the elements of the task

Chapter Resources 2-45 Critical Area 1 • Performance Task

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 Name Chapter 2 Test Name Chapter 2 Test
Page 1 Page 2

1. 4. Write the next number in each counting pattern.

Chapter Resources
338, 348, 358, 368, 378

472, 572, 672, 772, 872

© Houghton Mifflin Harcourt Publishing Company

Do the choices show a way to represent the 5. Is the comparison true? Choose Yes or No.
blocks? Choose Yes or No.
343 < 328 Yes No
50 hundreds Yes No
705 > 699 Yes No
50 tens Yes No
691 > 706 Yes No
5 hundreds Yes No
115 < 120 Yes No
5 tens Yes No

6. It’s 154 days until Jeff’s birthday. Write the

2-46
2. Sonya has 140 beads. How many bags of number of days in words.
10 beads does she need so that she will one hundred fifty-four
have 200 beads in all?
Show the number in two other ways.
6 bags of beads
Hundreds Tens Ones
1 5 4
3. A store has 263 board games. It has 100 fewer
puzzles than board games. The store has
100 + 50 + 4
10 more action figures than puzzles. Write the
number of each.

263 163 173

board games puzzles action figures

*221 *221

Chapter Resources 2-29 Chapter 2 Test Chapter Resources 2-30 Chapter 2 Test
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Answer Key
 Name Chapter 2 Test Name Chapter 2 Test
Page 3 Page 4

7. Sally needs 300 stickers. Vince gives 10. Jill and Ed collect postcards. Jill has 124 postcards.
Check children’s drawings. Ed

Chapter Resources
her 12 packs with 10 stickers in each Ed has 131 postcards. Who has more postcards?
pack. How many stickers does Sally Jill gets 10 more postcards. Ed gets 5 more
need now? Draw a picture to explain Ed
postcards. Who has more postcards now?
your answer.
Draw quick pictures to show how many postcards
180 stickers Jill and Ed have now. Possible drawings are shown.

© Houghton Mifflin Harcourt Publishing Company

Jill’s postcards Ed’s postcards
8. A store sells 2 boxes of 100 pencils and some
single pencils. Choose all the numbers that show
how many pencils the store could sell.
219 206

120 182

9. Straws are sold in boxes, in bags, or as single

11. Choose all the numbers that have the digit

2-47
straws. Each box has 10 bags in it. Each bag
has 10 straws in it. Mr. Tan needs 355 straws. 8 in the tens place.
Draw a picture to show a way to buy 355 straws. 148
387
Check children’s drawings.
836
881

12. Terry has 164 marbles.

How many boxes, bags, and single straws did you show? Write the number in words.
Possible answer: 3 boxes, 5 bags, and 5 single straws one hundred sixty-four

*221 6723

Chapter Resources 2-31 Chapter 2 Test Chapter Resources 2-32 Chapter 2 Test
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Answer Key
Sample Level 3 Response

Chapter Resources 2-48 Chapter 2 • Performance Task

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Sample Level 2 Response

Chapter Resources 2-49 Chapter 2 • Performance Task

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Sample Level 1 Response

Chapter Resources 2-50 Chapter 2 • Performance Task

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Sample Level 0 Response

Chapter Resources 2-51 Chapter 2 • Performance Task

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Sample Level 3 Response

Chapter Resources 2-52 Critical Area 1 • Performance Task

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Sample Level 3 Response

Chapter Resources 2-53 Critical Area 1 • Performance Task

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Sample Level 2 Response

Chapter Resources 2-54 Critical Area 1 • Performance Task

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Sample Level 2 Response

Chapter Resources 2-55 Critical Area 1 • Performance Task

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Sample Level 1 Response

Chapter Resources 2-56 Critical Area 1 • Performance Task

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Sample Level 1 Response

Chapter Resources 2-57 Critical Area 1 • Performance Task

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Sample Level 0 Response

Chapter Resources 2-58 Critical Area 1 • Performance Task

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Sample Level 0 Response

Chapter Resources 2-59 Critical Area 1 • Performance Task

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Child’s Name Date

Chapter 2 Test

Personal
Item Lesson Standard Content Focus Intervene With
Math Trainer
2.NBT.A.1a 2.NBT.1.a,
1 2.1 Identify 10 tens as equivalent to 100. R—2.1
2.NBT.A.1b 2.NBT.1.b

Apply place value concepts to solve

2 2.2 2.NBT.A.1 R—2.2 2.NBT.1
problems.

3 2.9 2.NBT.B.8 Identify 10 more, 100 less. R—2.9 2.NBT.8

Use place value to identify and extend

4 2.10 2.NBT.B.8 R—2.10 2.NBT.8
counting patterns.

5 2.12 2.NBT.A.4 Compare 3-digit numbers using >, =, R—2.12 2.NBT.4

and <.

Write 3-digit numbers in word form and

6 2.4 2.NBT.A.3 R—2.4 2.NBT.3
expanded form.

7 2.7 2.NBT.A.3 Use a model to represent 3-digit numbers. R—2.7 2.NBT.3

Use place value to identify the values of

8 2.3 2.NBT.A.1 R—2.3 2.NBT.1
digits.

9 2.8 2.NBT.A.3 Use a model to represent 3-digit numbers. R—2.8 2.NBT.3

Use a model to solve problems using

10 2.11 2.NBT.A.4 R—2.11 2.NBT.4
number comparisons.

11 2.5 2.NBT.A.1 Use place to identify the values of digits. R—2.5 2.NBT.1

12 2.6 2.NBT.A.3 Write a 3-digit number in word form. R—2.6 2.NBT.3

 Key: R—Reteach

Chapter Resources 2-60 Individual Record Form

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