# Section A: Practice Problems The Value of Three Digits

## Section Summary

Details

In this section of the unit, we learned different ways to represent numbers that are greater than 99. We represented hundreds with base-ten blocks and diagrams. We represented numbers by describing the number of hundreds, tens, and ones that make up the number. We learned to read and write numbers as three-digit numbers, as a sum of the value of each of the digits, and using words.

3 hundreds 5 tens 7 ones

357

three hundred fifty-seven

## Problem 1 (Pre-Unit)

1. 35 has tens and ones.

2. 52 has tens and ones.

## Problem 2 (Pre-Unit)

Write , , or in each box to make the statement true.

## Problem 3 (Pre-Unit)

Select all pictures that show 100.

## Problem 4 (Lesson 1)

Explain how you see each of these in the picture.

1. 100 ones

2. 10 tens

3. 1 hundred

## Problem 5 (Lesson 2)

1. How many hundreds are the same as 50 tens? Explain your reasoning.

2. How many tens are the same as 6 hundreds? Explain your reasoning.

## Problem 6 (Lesson 3)

Here is a base-ten diagram.

1. Draw another base-ten diagram to represent the same total value with the fewest number of each unit.

2. Write the number represented by the diagram as a three-digit number.

3. Can you make the same number with more base-ten blocks? Show your thinking using drawings, numbers or words.

## Problem 7 (Lesson 4)

1. What three-digit number has 5 hundreds, 1 ten, and 6 ones?

2. What three-digit number has 6 tens, 1 hundred, and 5 ones?

3. What three-digit number has 1 one, 5 tens, and 6 hundreds?

## Problem 8 (Lesson 5)

1. Represent each sum as a three-digit number.

2. Represent each number as the sum of hundreds, tens, and ones.

• 823

• 407

## Problem 9 (Lesson 6)

Represent the number 235 in these ways.

1. a base-ten diagram

2. expanded form

3. words

## Problem 10 (Exploration)

1. Can you represent the number 218 without using any hundreds? Explain your reasoning.

2. Can you represent the number 218 without using any tens? Explain your reasoning.

3. Can you represent the number 218 without using any ones? Explain your reasoning.

## Problem 11 (Exploration)

Here are base-ten diagrams for two numbers.

1. Which diagram represents a greater number? Explain how you know.

2. For which diagram is it easier to figure out the number it represents? Why?