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Place Value Quest: Hundreds, Tens, and Ones

Grade 2MathCCSS.MATH.CONTENT.2.NBT.A.1
Your Mission 🗺️
Choose 3 activities in a row, across, down, or diagonal. Show your best thinking with pictures, numbers, or words.
Pick your path: Choose 3 activities, at least one from each color.
DOK 1 · Show what you knowDOK 2 · Dig deeperDOK 3 · Create & prove it
Pick
DOK 1 Paper
#1

Build 347

I can build 347.

Use base-ten blocks (or draw them) to show 347. Label the hundreds, tens, and ones.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Seeing numbers as groups of hundreds, tens, and ones is the base for every big number you'll ever meet.
How to succeed: Draw big squares for hundreds, sticks for tens, and dots for ones. Count each group.
Pick
DOK 2 Either
#2

Sneaky Zero

I can sneaky zero.

What is different about 305 and 350? Explain in two sentences and draw both.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Zeros are place-holders, they change what a number means.
How to succeed: Say each digit's place out loud before you draw.
Pick
DOK 3 Either
#3

Number of the Day

I can number of the day.

Pick any number between 200 and 999. Write it 4 ways: standard, expanded, word form, and picture.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Numbers can be shown many ways, good mathematicians can move between them.
How to succeed: Start with the picture, then use it to write expanded form.
Pick
DOK 2 Paper
#4

Compare Two Numbers

I can compare two numbers.

Pick two 3-digit numbers. Use <, >, or = and explain which place value helped you decide.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Comparing is a real-life math skill: money, scores, time.
How to succeed: Compare the biggest place first.
Pick
DOK 3 Either
#5

🌟 Free Choice

I can 🌟 free choice.

Design your own place-value activity. Get it approved, then do it.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Choosing your challenge helps you own your learning.
How to succeed: Explain what math your activity shows before you start.
Pick
DOK 2 Paper
#6

1 More, 10 More, 100 More

I can 1 more, 10 more, 100 more.

Start at 428. Make a chart of +1, +10, and +100 four times each. What patterns do you see?

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Patterns help you predict, that's the heart of math.
How to succeed: Highlight the digit that changes each time.
Pick
DOK 1 Paper
#7

Say the Number

I can say the number.

Say 6 different 3-digit numbers out loud to a partner. Have them write each one.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Reading numbers out loud connects speaking and writing math.
How to succeed: Speak slowly. Say the hundreds first.
Pick
DOK 3 Either
#8

Story Problem

I can story problem.

Write a short story that uses a 3-digit number. Draw a picture that matches.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Math lives inside real stories, recipes, sports, savings.
How to succeed: Circle the number in your story.
Pick
DOK 2 Digital
#9

Digital Roll

I can digital roll.

Roll 3 dice (or use a digital dice site). Make the biggest and smallest numbers you can.

Sentence Starters
  • One way to show this is ___ because ___.
  • The strongest evidence is ___ since ___.
Why this matters: Order matters, where a digit sits changes its value a lot.
How to succeed: Put your biggest digit in the hundreds place.

Anchor before release: 5-minute mini-lesson on base-ten blocks. Have manipulatives at Table 1 for #1 and #7. Free-choice cell (#5) should be checked in before students start, helps redirect off-topic ideas early. Exit ticket: quick 3-digit number, ask students to write it in expanded form.

TEACHER COPY, do not distribute

Teacher Notes

Anchor before release: 5-minute mini-lesson on base-ten blocks. Have manipulatives at Table 1 for #1 and #7. Free-choice cell (#5) should be checked in before students start, helps redirect off-topic ideas early. Exit ticket: quick 3-digit number, ask students to write it in expanded form.