Learning Outcomes:

1. • Students will understand that each digit in a number has a specific value depending on its position. For example, in the number 462, the digit 4 is in the hundreds place (representing 400), the digit 6 is in the tens place (representing 60), and the digit 2 is in the ones place (representing 2).
   • Students will correctly identify and label the hundreds, tens, and ones placed in a three-digit number. For example, in the number 385, students will be able to label 3 as 300 (hundreds), 8 as 80 (tens), and 5 as 5 (ones).
   • Students will be able to break down a number into hundreds, tens, and ones. For example, they can decompose 275 as 200 + 70 + 5 and understand how these parts combine to make the whole number.
   • Students will compare two or more numbers by examining the hundreds, tens, and ones digits to determine which is larger or smaller (e.g., recognizing that 478 is greater than 465 because the tens digit is larger).
   • Students will use their understanding of ones, tens, and hundreds to round numbers to the nearest ten or hundred. For example, rounding 482 to 480 (nearest ten) or 500 (nearest hundred).
   • Students will apply their understanding of place value to real-life situations such as counting money, estimating quantities, or understanding measurements (e.g., recognizing that 256 can be thought of as 2 hundreds, 5 tens, and 6 ones).