Class 2 — Mathematics

Numbers up to 1000

Class 2

  • ✓By the end of this lesson students will be able to identify the place value (Ones, Tens, Hundreds) of digits in a 3-digit number.
  • ✓By the end of this lesson students will be able to read and write numbers up to 1000.
  • ✓By the end of this lesson students will be able to understand and write the expanded form of 3-digit numbers.
  • ✓By the end of this lesson students will be able to count forward and backward in tens up to 1000.
  • ✓By the end of this lesson students will be able to count forward and backward in hundreds up to 1000.

Key concepts

Place Value (Ones, Tens, Hundreds)

Every digit in a number has a 'place value' which tells us its worth. For numbers up to 1000, we mainly look at three places: Ones, Tens, and Hundreds.\n\n1. **Ones Place**: This is the rightmost digit. It tells us how many single units are there. For example, in the number 345, the digit '5' is in the Ones place, meaning 5 ones or 5.\n2. **Tens Place**: This is the digit to the left of the Ones place. It tells us how many groups of ten are there. For example, in 345, the digit '4' is in the Tens place, meaning 4 tens or 40.\n3. **Hundreds Place**: This is the digit to the left of the Tens place. It tells us how many groups of hundred are there. For example, in 345, the digit '3' is in the Hundreds place, meaning 3 hundreds or 300.\n\nWe can write numbers in their **expanded form** by showing the value of each digit. For 345, the expanded form is 300 + 40 + 5.

Counting in Tens

Counting in tens means adding 10 to the previous number each time. This helps us count quickly in groups of ten. For example, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. We can continue this pattern: 110, 120, 130, and so on, all the way up to 1000. When we count in tens, only the digit in the Tens place changes, unless we cross a hundred boundary (like from 90 to 100, or 190 to 200).

Counting in Hundreds

Counting in hundreds means adding 100 to the previous number each time. This helps us count quickly in groups of one hundred. For example, 100, 200, 300, 400, 500, 600, 700, 800, 900, 1000. When we count in hundreds, only the digit in the Hundreds place changes.

Key facts to remember

  • 1Numbers up to 1000 can have one, two, or three digits.
  • 2The three main place values are Ones, Tens, and Hundreds, read from right to left.
  • 3The value of a digit changes depending on its place in the number.
  • 410 Ones make 1 Ten.
  • 510 Tens make 1 Hundred.
  • 610 Hundreds make 1 Thousand (which is written as 1000).
  • 7Counting in tens means adding 10 repeatedly.
  • 8Counting in hundreds means adding 100 repeatedly.

Worked examples

Example 1

Write the place value of each digit in the number 673.

IIdentify the digit in the Ones place: The rightmost digit is 3.
IIIdentify the digit in the Tens place: The digit to the left of 3 is 7.
IIIIdentify the digit in the Hundreds place: The digit to the left of 7 is 6.
IVWrite the value for each place:

Answer

3 is in the Ones place, so its value is 3.\n7 is in the Tens place, so its value is 70.\n6 is in the Hundreds place, so its value is 600.

The expanded form of 673 is 600 + 70 + 3.

Example 2

Write the number that has 4 hundreds, 2 tens, and 0 ones.

IPlace the digit for Hundreds in the Hundreds place: 4.
IIPlace the digit for Tens in the Tens place: 2.
IIIPlace the digit for Ones in the Ones place: 0.

Answer

The number is 420.

Remember to use '0' as a placeholder if a place value is empty.

Example 3

Complete the following patterns:\n(a) 340, 350, ____, ____, 380\n(b) 500, ____, 700, ____, 900

I(a) Observe the difference between 340 and 350. It is 10. So, we are counting in tens.
IIAdd 10 to 350: 350 + 10 = 360.
IIIAdd 10 to 360: 360 + 10 = 370.
IV(b) Observe the difference between 500 and 700. It is 200. Since there is one missing number in between, each step must be 100. So, we are counting in hundreds.
VAdd 100 to 500: 500 + 100 = 600.
VIAdd 100 to 700: 700 + 100 = 800.

Answer

(a) 340, 350, 360, 370, 380\n(b) 500, 600, 700, 800, 900

Common mistakes

  • ✗Confusing the Tens place and the Hundreds place (e.g., writing 234 as 2 hundreds, 4 tens, 3 ones).
  • ✗Forgetting to use '0' as a placeholder when a place value is empty (e.g., writing '3 hundreds and 5 ones' as 35 instead of 305).
  • ✗Errors when counting in tens or hundreds, especially when crossing a hundred boundary (e.g., 90, 100, 200 instead of 90, 100, 110).
  • ✗Incorrectly identifying the expanded form of a number (e.g., 567 as 500 + 6 + 70).

Exam tips

  • ★Always read the number carefully to identify each digit.
  • ★Use a place value chart (Hundreds, Tens, Ones) to help organise the digits when writing or identifying place values.
  • ★Practice counting in tens and hundreds regularly to recognise the patterns quickly.
  • ★When writing a number from its expanded form, ensure that every place (Hundreds, Tens, Ones) has a digit. If a place has no value, write '0' there.

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