top of page  # Three-Digit Number Represent Amounts Of Hundreds 2.NBT.A.1 | IEP Goal

Adding and subtracting are essential math skills that provide the foundation for more complex concepts. However, for some students, these skills can be difficult to master. Special education teachers can use scaffolded IEP goals to help students make progress in adding and subtracting fluently. Scaffolded goals are designed to break down a skill into smaller, more manageable steps. For example, a teacher might start by scaffolding the goal of adding two digit numbers. Once the student has mastered this skill, the teacher can then move on to scaffolding the goal of adding three digit numbers. By breaking down the skill into smaller steps, teachers can help students make steady progress towards adding and subtracting fluently within 20. In addition, by using IEP goals that are specifically designed to promote adding and subtracting fluency, teachers can ensure that their students are receiving targeted instruction that will help them succeed. Learning Standard

2.NBT.A.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: Target IEP Goal

By (date), when given problems with place values, the student will understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones, improving number and operations in base ten skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.  IEP Goal Objectives

1

###### Convert to/from a number - up to hundreds

By (date), when given problems with place values, the student will convert to/from a number - up to hundreds, improving number and operations in base ten skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

2

###### Write place value of a given digit - tens and ones

By (date), when given problems with place values, the student will write place value of a given digit - tens and ones, improving number and operations in base ten skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

3

###### Place value: Identify a digit up to the hundreds place

By (date), when given a number between 11-99, the student will tell which digit is in the ones and tens place, improving place value skills from 0/10 work samples out of ten consecutive trials to 8/10 work samples in ten consecutive trials.

4

###### Place value: Match place value models (hundreds)

By (date), when given problems with place values, the student will match place value models with number equivalent up to hundreds, improving number and operations in base ten skills from 0/10 problems out of ten consecutive trials to 8/10 problems in ten consecutive trials.

###### Teaching Resources 