name: date: #:

Building Three-Digit Numbers

Task 1: Building Numbers

Directions: Listen as your teacher tells you what to take out. For each
number, do the following:
• Represent the number with base 10 blocks
• Represent the number with place value cards
• “Build” the number by stacking the place value cards
• Represent the number using the place value chart

1) 4)
Hundreds Tens Ones Hundreds Tens Ones

2) 5)
Hundreds Tens Ones Hundreds Tens Ones

3) 6)
Hundreds Tens Ones Hundreds Tens Ones

IMP Grade 2 Activity: Building Three Digit Numbers Page 1 of 3

Task 2: Building Numbers Practice

Directions: For each number, do the following:

• Represent the number with base 10 blocks
• Represent and draw the number with place value discs
• Represent and record the number with place value cards
• Represent and record the number as a number bond
• Represent the number on the place value chart
• Write the number in words

Number: 143

Place Value Discs Place Value Cards

100 10 10 100 + 40+ 3

1 0 0

10 10 4 0

3
1
1
1 1 4 3

Place Value Chart Number Bond

Hundreds Tens Ones 143

1 4 3

100 40 3

Number in Words: One Hundred Forty Three

IMP Grade 2 Activity: Building Three Digit Numbers

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 Building Numbers Sheet

Number: _________________________

Place Value Discs

Place Value Cards
____ + _____ + _____

Place Value Chart Number Bond

Hundreds Tens Ones

Number in Words: ____________________________________________

IMP Grade 2 Activity: Building Three Digit Numbers Building Numbers Sheet
7) 561 16) 901

8) 700 17) 910

9) 405 18) 856

10) 450 19) 250

11) 504 20) 705

12) 210 21) 417

13) 724 22) 390

14) 356 23) 477

15) 233

IMP Grade 2 Activity: Building Three Digit Numbers Page 3 of 3

 Teacher Directions
Materials:
• Base 10 blocks - 9 hundreds, 9 tens and 9 ones per student
• Place value discs - 9 hundreds, 9 tens and 9 ones - per student
• Place value cards - 1-9, 10-90, and 100-900
• Clear sheet protectors – 1 per student
• Dry erase markers – 1 per student

Objective:
Students will build an understanding of place value by using and connecting various
tools and equivalent recording methods: base 10 blocks, place value discs (to which
they will transition), number bonds, expanded notation, place value notation and place
value cards.

Directions:
Task 1: Building Numbers
Pass out place value cards to each pair of students. Have them sort the cards into piles
by place value.

Note: if you have extra time in this unit, you can begin by letting students sort the cards
any way they wish and then have pairs share their sort while the rest of the class tries to
guess their sorting rule.

Pass out base 10 blocks and the student sheet. Explain to the class that you will say a
number aloud, and then must build it with base 10 blocks as well as get the place value
card that matches. Once you say done, they will combine the cards to form a single
number as well as combine blocks and ensure the number is the same with blocks,
place value cards and in the place value chart.

Use the following prompts to support students in questions #1-6.

“Get out 3 hundreds” (pause to make sure students have out 3 hundred blocks and the
300 place value card). “Get out twenty or 2 tens” (again, pause to see all students have
out a 20 place value card and two tens and the cards and blocks from the previous
prompt). “Get out 4 ones” (pause to make sure students have 4 ones and the 4 place
value card). Ask students to combine the cards to form one number and record this on
the place value chart. Ask students to count the blocks and tell you the name of the

IMP Grade 2 Activity: Building Three Digit Numbers Teacher Directions

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number: 324 or three hundred twenty four. Continue the same process for each of the
numbers listed below.
2. Five hundreds. Four tens. Five ones.
3. One hundred. Nine tens. No ones.
4. 7 tens. Three ones.
5. 8 hundreds. 2 ones.
6. 9 hundreds. 4 tens. 1 one.

Task 2: Building Number Practice

Once students are doing well with this move on to task 2. If students need additional
practice, add more numbers to task 1. For this task, you will now introduce another
tool, place value discs and another recording method - number bonds. Pass out the
place value discs to each pair. To introduce each of the disks, have students stay on
task 1 and use the discs to represent the same numbers using the discs instead of the
blocks.

Note: If students struggle with discs, you do not have to use them; they are just a way
to slowly move students from concrete to abstract in this unit and later for addition and
subtraction.

Once students can represent a number with the discs, show the students how to record
the number using number bonds, by putting each place value into its it own circle (you
are asking students to decompose a number into hundreds, tens and ones). This is a
crucial step for students’ later understanding of regrouping in addition and subtraction.

Direct the class’s attention to page 2 of the student sheet and model the first problem
for the students using the base 10 blocks, then the place value discs. Take out the place
value cards and show the students how to build 143 by getting the 100 place value
card, laying the 40 place value card on top of 100 and then the 3 on top of the 40. All
aligned on the right. Ask the students what numbers comprise 143 and then record the
numbers in the table provided. Explain how the number bonds work in terms of
decomposing or breaking apart a number by place value. Record the digits in the place
value chart and finally write the number in words. Once students understand what they
must do, let them work in pairs or alone (materials permitting).

Distribute the Building Numbers Sheet (placed inside a sheet protector) to each
student. Students will be working on one number at a time using the Building Numbers
Sheet in the sheet protector and an expo marker. After a student completes one

IMP Grade 2 Activity: Building Three Digit Numbers Teacher Directions

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problem, the student should check with their neighbor. Students should erase and work
on the next number. Monitor students’ use of manipulatives. You may choose to stop
every 5-10 minutes to have a student come model one of the problems or you may
choose to give students about 20-30 minutes to work alone or with a partner. Have
students do as many of the problems provided as needed to demonstrate true
understanding of how to build three digit numbers.

Answer Key:
Task 1
1) H T O
3 2 4
2) H T O
5 4 5
3)
H T O
1 9 0

H T O
4)
7 0 3

5) H T O
8 0 2

6) H T O
9 4 1

Task 2
#’s 7-23
• Check students’ base 10 blocks for accuracy when building numbers.
• Check students’ place value discs for accuracy when representing the number.
• Check students’ place value cards for accuracy when building.
• Check students’ number bonds for accuracy.
• Check students’ place value chart for accuracy.
• Check students’ number in words for accuracy.

IMP Grade 2 Activity: Building Three Digit Numbers Teacher Directions

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