2.NBT.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:

a. 100 can be thought of as a bundle of ten tens — called a “hundred.”

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Show the number 604 to the student. Ask: What is this number? Say: Let’s pretend we have this many cubes in front of us. Do you think that there would be enough to make a hundred? How many hundreds do you think there would be? Do you think that there would be some leftover? How many cubes do you think would be leftover? Provide the student with the pre-grouped base ten materials. Say: Use these materials to build this number (point to 604). After the student has finished ask: How many hundreds are there? Are there some leftover? How many are leftover? Point to the digit in the hundreds place (6). Say: Show me with your base ten materials this amount. Point to the digit in the tens place (0). Say: Show me with your base ten materials this amount. Point to the digit in the ones place (4) and say: Show me with your materials this amount. If there are still cubes left over, point to the remaining cubes and ask: Why do you think there are still cubes leftover?