# Unit 5 Numbers to 1,000 (Family Materials)

In this unit, students extend their understanding of the base-ten system to include numbers to 1,000.

• Write the number as a number name and in expanded form.

• Draw an amount of base-ten blocks that has the same value.

• Create a number line from 500 to 600 and place the number on a number line.

• Compare the number to 539 using either , , or .

Questions that may be helpful as they work:

• What pieces of information were helpful?

• Can you explain to me how you solved the problem?

• Could you have drawn a different amount of base-ten blocks?

## Section A The Value of Three Digits

In this section, the unit of a hundred is introduced. Students begin by looking at the large square base-ten block, and its corresponding base-ten drawing, to visualize 100, and to establish that 1 hundred equals 10 tens, which equals 100 ones.

After students develop an understanding of a hundred as a unit, students learn that the digits in three-digit numbers represent amounts of hundreds, tens, and ones. Students read and write three-digit numbers in different forms, including using base-ten numerals, number names, and expanded form.

Students write expressions and equations based on the base-ten blocks and base-ten drawings that they see. They recognize that the value of the digits in a three-digit number is revealed when using the fewest number of blocks to represent the number.