Understanding Place Value: Hundreds, Tens, and Ones

Grade 2 · Math · NYS NY-2.NBT.1 · Worksheet (25–30 min)

Math Teacher Review Pilot: This resource is eligible for review by a NYS-certified Mathematics teacher.

NYS-Aligned Standard

NY-2.NBT.1 — Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. NYS Next Generation Mathematics Learning Standards (2017)

Teacher Directions

Students practice decomposing three-digit numbers into their place value parts. This worksheet progresses from guided decomposition → expanded form → zero as a placeholder. Designed for use after place value introduction lessons with base-ten blocks.

Student Directions

Name: _____________________ Date: ___________

Every 3-digit number has three parts: hundreds, tens, and ones.

The number 346 means: 3 hundreds + 4 tens + 6 ones

PART 1 — Read the Number. Fill in the Table.

Number	Hundreds	Tens	Ones
253	___	___	___
471	___	___	___
608	___	___	___
390	___	___	___
105	___	___	___

PART 2 — Write the Number in Expanded Form

Expanded form shows each digit × its place value.

Example: 346 = 300 + 40 + 6

524 = _____ + _____ + _____
712 = _____ + _____ + _____
830 = _____ + _____ + _____
406 = _____ + _____ + _____
999 = _____ + _____ + _____

PART 3 — Watch the Zero!

When a digit is 0, that means there are ZERO of that place value.

706 = 7 hundreds + 0 tens + 6 ones

Fill in the blanks:

304 = ___ hundreds + ___ tens + ___ ones
850 = ___ hundreds + ___ tens + ___ ones
070 is not a 3-digit number because… (circle) the hundreds digit is 0 / the tens digit is 0

PART 4 — Write the Number

4 hundreds + 3 tens + 8 ones = _______
6 hundreds + 0 tens + 2 ones = _______
9 hundreds + 7 tens + 0 ones = _______
200 + 50 + 3 = _______
700 + 0 + 9 = _______

PART 5 — Challenge

Circle the number that does NOT belong, and explain why:

312 · 321 · 231 · 213 · 400

I chose ______ because: _____________________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

Provide a visual place value chart at the desk with color-coded columns: H (yellow), T (blue), O (green) — matching base-ten blocks
Allow student to use base-ten blocks for all problems
Number sentence frame: “The number ___ has ___ hundreds, ___ tens, and ___ ones.”
Vocabulary card: hundred, ten, one, digit, number, zero, expanded form (with visual)

Transitioning/Expanding (NYSESLAT Levels 3–4):

Provide a place value chart as a reference
Pre-teach “expanded form” with 2 examples before distributing worksheet
Allow student to complete Parts 1 and 2 first, then Parts 3 and 4 with teacher support

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

Content: Reduce to Part 1 and Part 2 only; reduce 5 rows in each part to 3; skip zero-as-placeholder problems if prerequisite knowledge is not in place
Methodology: Provide base-ten blocks for all problems (not just as an intro); provide color-coded place value mat where student places digit cards; use manipulatives before abstract notation
Delivery: Read the directions aloud; provide one part at a time; allow extended time per IEP

Suggested Placement: ICT, Resource Room

Suggested IEP Goal Reference (Teacher Reference Only — Not Legal Advice): Given three-digit numbers and a visual place value chart, the student will correctly identify the number of hundreds, tens, and ones with 80% accuracy across 4 of 5 problems, supporting progress toward NY-2.NBT.1.

Extensions for Advanced Learners

Write 5 three-digit numbers using the same three digits (e.g., 1, 2, 3: 123, 132, 213, 231, 312, 321)
Connect to NY-2.NBT.3: Write numbers in different forms (standard, word, expanded)
Explore: Can 0 be the ones digit? Can 0 be the hundreds digit? Why or why not?

Answer Key

Part 1:

253: 2, 5, 3
471: 4, 7, 1
608: 6, 0, 8
390: 3, 9, 0
105: 1, 0, 5

Part 2:

500+20+4; 2. 700+10+2; 3. 800+30+0; 4. 400+0+6; 5. 900+90+9

Part 3:

3, 0, 4; 2. 8, 5, 0; 3. Circle “the hundreds digit is 0”

Part 4:

438; 2. 602; 3. 970; 4. 253; 5. 709

Part 5: 400 does not belong — all others use the same digits (1, 2, 3) in different arrangements; 400 uses a 4 and zeros, not those digits. (Accept any reasonable explanation.)

Alignment Record

Field	Value
Standard Code	NY-2.NBT.1
Standard Text	Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Framework	NYS Next Generation Mathematics Learning Standards (2017)
Source	nysed.gov — NYS Next Generation Mathematics P-12 Standards PDF
Confidence	Full Trust
Validation Notes	NY-2.NBT.1 confirmed from NYSED Math standards. The standard’s own example (706) is incorporated into the lesson. Math Teacher Review Pilot eligible. Not tagged as Common Core.

Number	Hundreds	Tens	Ones
253	___	___	___
471	___	___	___
608	___	___	___
390	___	___	___
105	___	___	___

Number	Hundreds	Tens	Ones
253	___	___	___
471	___	___	___
608	___	___	___
390	___	___	___
105	___	___	___

Number	Hundreds	Tens	Ones
253	___	___	___
471	___	___	___
608	___	___	___
390	___	___	___
105	___	___	___