# I have, who has (place value to the hundreds)

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(818 KB|5 pages)
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Popular in classrooms all over is the engaging I have, who has game. This version has students identifying the value of a number in the hundreds, tens, or ones place.

Game Instructions

•  Have students sit in a small group, or whole group as a circle or at their desks.

•  To play, distribute the cards evenly among students.

•  Have the student with the start card read their whole card. Students should listen to the clue to see if their card answers the question.

•  Continue through all the card until you reach the card that says: The End!

Log in to see state-specific standards (only available in the US).
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).
100 can be thought of as a bundle of ten tens - called a “hundred.”
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:
10 can be thought of as a bundle of ten ones - called a “ten.”
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Total Pages
5 pages
N/A
Teaching Duration
30 minutes
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