Here’s another Place Value activity (hundreds, tens, and ones) that could be adapted for additional levels of place value. 

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TEKS

1.b.2.B Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.

1.b.2.C Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to use objects, pictures, and expanded and standard forms to represent numbers up to 120.

1.b.2.D Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to generate a number that is greater than or less than a given whole number up to 120.

1.b.2.E Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to use place value to compare whole numbers up to 120 using comparative language.

2.b.2.B Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to use standard, word, and expanded forms to represent numbers up to 1,200.

2.b.2.C Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to  generate a number that is greater than or less than a given whole number up to 1,200

Lindsay Foster

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Place Value Base Ten Task Cards
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