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By Jessica Ortega

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2.NBT.A.1. Understand that the three digits of a three‐digit number represent amounts of hundreds, tens, and ones.

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2.MP.2. Reason abstractly and quantitatively.
2.MP.7. Look for and make use of structure.
2.MP.8. Look for and express regularity in repeated reasoning.

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Know the number names and the count sequence
Position of numeral within a number changes it value
Tens and Ones

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The system of numeration we use today is derived from an ancient Hindu system. It was picked up and developed by Arab traders in the ninth and tenth centuries and quickly spread through Europe. So, in our Hindu-Arabic place-value system, all numbers can be represented using a finite set of digits, namely, 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. Like most numeration systems, no  doubt because of the availability of our ten fingers for counting purposes, the system uses ten as a base. Larger whole numbers than 9 are constructed using powers of the base: ten, a hundred, a thousand, and so on (Place Value).

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We use place value every day..
*In addition, and Subtraction
* Multiplications, and Division
*Go shopping
* Money

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You will be able to distinguish between hundreds, tens, and ones place value. You will be able to  use hundreds, tens and ones to make numbers.

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* Value
* Ones
* Tens
* Hundreds

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We need to create a place value house. And place the different numbers in their respective place. We will be working in groups of 3. At the end we will shard and compare our answers.

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we need...
4 piece of paper of different colors
Ruler
Glue
3 dice
Scissors

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We will playing with the place value house.
We will be working in groups of three.
Each group will have 3 dice (the green represent the ones, the yellow represent the tens, the red represents the hundreds).
We will take turns to throw the dices and place the numbers in our place value house.
For example you throw the dices and in the green die you get 2, the yellow die you get 5 and, the red die you get 1.
You will place a red dot in the hundreds place.
You will need to place 5 yellow dots in the tens place.
You will need to place 2 green dots in the ones place
We will repeat the same process six times

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The next activity we will be working in identify the place value of the underline numbers.

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Later we will be writing the numbers represent in each sentence.

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Lastly for reinforce what we learn today we will play a game
http://www.free-training-tutorial.com/place-value-games.html

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The concept that numbers can be broken apart and put back together gives the student a more solid understanding of how different operations work. Not only that, but the student can also figure out how to solve problems independently by playing with the numbers. Once a child has a good understanding of place value, he or she will have an easier time with addition, subtraction, multiplication, division, expanded notation, etc. Place value is the “why” behind the basics of mathematics; it teaches beyond memorization and repetition (ruthrumack).

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“Place Value.” Place Value | Corwin, us.corwin.com/en-us/nam/place-value/book232725.
https://www.corwin.com/sites/default/files/upm-binaries/9907_040870.pdf
“Standards.” Standards - K-12 Standards Section - Arizona Department of Education, www.azed.gov/standards-practices/.
https://cms.azed.gov/home/GetDocumentFile?id=555281d6aadebe0f94591508
ruthrumack, ~. “The Importance of Place Value.” Ruth Rumack's Learning Space Blog, 20 Jan. 2014, ruthrumack.wordpress.com/2011/06/02/the-importance-of-place-value/