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Standard 3.N.5 - Identify the digit with a specific place value.

Included Skills:

Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
Achievement Indicators
Students who have achieved this outcome(s) should be able to:
- Record, in more than one way, the number represented by given proportional and non-proportional concrete materials.
- Represent a given number in different ways using proportional and non-proportional concrete materials and explain how they are equivalent, e.g., 351 can be represented as three 100s, five 10s and one 1s, or two 100s, fifteen 10s and one 1s, 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).
- Record a number represented by base ten blocks arranged informally (not grouped L to R from highest to lowest values).

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