Math.Content.4.NBT.A.1

100 can be thought of as a bundle of ten tens - called a “hundred.”

The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Use place value understanding to round whole numbers to the nearest 10 or 100.

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Demonstrate an understanding that in a multi-digit whole number (through 1,000,000), a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.