# 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 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

### Suggested Centers

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