Which equation is correct? \(3 \, hundreds \, = \, 30 \, tens\)

\(3 \, hundreds \, = \, 30 \, tens\)

\(3 \, hundreds \, = \, 300 \, tens\)

\(3 \, hundreds \, = \, 30 \, tens\)

\(3 \, hundreds \, = \, 33 \, tens\)

\(3 \, hundreds \, = \, 13 \, tens\)

Which equation is correct? \(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 800 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 18 \, tens\)

\(8 \, hundreds \, = \, 88 \, tens\)

Which equation is correct? \(10 \, hundreds \, = \, 100 \, tens\)

\(10 \, hundreds \, = \, 100 \, tens\)

\(10 \, hundreds \, = \, 1000 \, tens\)

\(10 \, hundreds \, = \, 20 \, tens\)

\(10 \, hundreds \, = \, 100 \, tens\)

\(10 \, hundreds \, = \, 110 \, tens\)

Convert Numbers with Tens, Hundreds, Thousands - Grade 3

Number Properties

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Alberta Mathematics curriculum

Grade 3 - Number

Standard 3.N.5 - Analyze place value equations to find which is correct.

Included Skills: Number Properties

Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000. • Record, in more than one way, the number represented by given proportional materials (e.g., base-ten materials) and non-proportional materials (e.g., money). • Represent a given number in different ways, using proportional and non-proportional materials, and explain how the representations are equivalent; e.g., 351 can be represented as three 100s, five 10s and one 1; or two 100s, fifteen 10s and one 1; or three 100s, four 10s and eleven 1s. • Explain and show, with counters, the meaning of each digit for a given 3-digit numeral with all digits the same; e.g., for the numeral 222, the first digit represents two hundreds (two hundred counters) the second digit represents two tens (twenty counters) and the third digit represents two ones (two counters). • Explain, using concrete materials, the meaning of zero as a place holder in a given number.