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This math activity that covers place value and expanded notation. This can be played independently or in small groups. This item comes with 3 different recording sheet (one that is up to tens, another up to hundreds, and the third up to thousands). All 3 recording sheets use the same spinner. The spinner involves more than a paper clip and the pencil the student is currently using (no special brads or brass fasteners!) Correlates with Common Core State Standards: 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: CC.1.NBT.2 a.10 can be thought of as a bundle of ten ones — called a "ten." CC.1.NBT.2a b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. CC.1.NBT.2b c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). CC.1.NBT.2c and 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. Understand the following as special cases: CC.2.NBT.1 a. 100 can be thought of as a bundle of ten tens – called a "hundred." CC.2.NBT.1a b. 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). CC.2.NBT.1b 2. Count within 1000; skip-count by 5s, 10s, and 100s. CC.2.NBT.2 3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. CC.2.NBT.3

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