2.3N2.6 Write number words for given multiples of ten to 90.
2.3N2.7 Write number words for given multiples of a hundred to 900.
2.3N3 Compare and order numbers to 1000.
2.3N3.1 Place a given set of numbers in ascending or descending order, and verify the result by using a hundred chart (e.g., a one hundred chart, a two hundreds chart, a three hundreds chart), a number line or by making references to place value.
2.3N5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000.
2.3N5.1 Explain and show, with counters, the meaning of each digit for a given three-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).
2.3N5.2 Explain, using concrete materials, the meaning of zero as a place holder in a given number.
2.3N5.3 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).
2.3N5.4 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.
3.3PR1.1 Describe a given increasing pattern by stating a pattern rule that includes the starting point and a description of how the pattern continues; e.g., for 42, 44, 46 … the pattern rule is start at 42 and add 2 each time.
3.3PR1.2 Identify the pattern rule of a given increasing pattern, and extend the pattern for the next three elements.