In this video, we’re going to learn
how to describe 100 as 10 10s and 100 ones. We’re also going to learn how to
model 100 using place value blocks and to count in hundreds all the way to 1000.
Let’s start at the very
beginning. When we very first learn to count,
we’re only thinking about small numbers. And so we learn to count in ones,
don’t we? One, two, three, four, five, six,
seven, eight, nine. But when we get to 10 ones, we
start calling this one 10. If we squash down our 10 ones, they
look the same as one 10, don’t they? Thinking of this amount as one 10
is an easier way of helping us understand numbers. And it’s a building block we can
use to make bigger and bigger numbers. 10, 20, 30, 40, 50, 60, 70, 80,
But what happens when we get to 10
10s? Is there an easier way we could
model this number? What if we push all our 10 10s next
to each other? We get a square block like
this. 10 10s are the same as 100. And because we know there are 10
ones in every 10, we know 100 ones are also equal to 100. We could show this by counting all
the little cubes that go together to make our hundred block. And we’d find that’d be 100 of
Now that we know what 100 looks
like and what it means, let’s try counting in hundreds. 100, 200, 300, 400, 500, 600, 700,
800, 900. But what happens when we get to 10
100s? Do we just call this number 10
hundred? Well, just like we’ve learned in
this video, when we get to 10 ones, they make a new building block and we give them
a new name, one 10. And when we get to 10 10s, they
make a new building block and we give them a new name, 100. And so when we get to 10 100s, it’s
no different. We put them together to make a new
type of number, which we can use to build bigger and bigger numbers. 10 100s are the same as 1000. And so we count 100, 200, 300, 400,
500, 600, 700, 800, 900, 1000.
Let’s try answering some questions
now where we have to practice modeling, reading, and also counting in hundreds.
This place value block is 100. How can we show 300?
In this question, we’re introduced
to a place value block. We already know what ones and tens
blocks look like. We’re told that this blue block is
worth 100. And we can see this because it’s
the same as just pushing 10 tens blocks together. 10 10s are the same as 100 — 10,
20, 30, 40, 50, 60, 70, 80, 90, 100. Now to show 100, we just skip
counted in tens. But our question asks us to show
300. So we’re going to need to skip
count in hundreds — 100, 200, 300. We know that one blue place value
block is worth 100. And so to show the number 300, we
need to use three of these hundreds place value blocks. Three 100s are the same as the
Look at the model. Daniel composed a three-digit
number using bundles of 10 10s. What number did he make?
We’re told that Daniel has shown a
three-digit number here. Let’s begin by looking at the model
like we’re told to. There are lots of bundles we need
to think about. Let’s zoom in on one of these
bundles and see what it looks like. We can see that it’s a bundle of
sticks, can’t we? And it contains one, two, three,
four, five, six, seven, eight, nine, 10 sticks. And we know that 10 ones are the
same as one 10. And when we group numbers into
tens, they’re easier to count. Tens are like a building block
where we can use to make bigger and bigger numbers.
But Daniel hasn’t just grouped 10
sticks together. He’s grouped his groups of 10
together, hasn’t he? And we can see underneath each
group that he has 10 10s. Now what are 10 10s the same
as? Let’s count each tens bundle until
we get to 10 10s. One 10 is worth 10. Two 10s are 20. Three 10s are 30. Four 10s are 40. Five 10s are 50. Six 10s are the same as 60. Seven 10s are 70. Eight 10s are 80. Nine 10s are 90. Don’t get caught out here,
though. 10 10s aren’t ten-ty. We say they’re 100. Daniel has grouped together his
sticks in hundreds. And by doing this, he makes them
even easier to count.
Hundreds are another building block
that we can use to make bigger and bigger numbers. So we don’t need to count each
individual stick. That will take a really long time,
wouldn’t it? And we don’t even need to count in
tens for each bundle. That will take quite a long
time. Instead, we just need to count in
hundreds for each group of 10 10s — 100, 200, 300, 400. By modeling the number like this,
Daniel’s made it much easier to count.
We know we can write the number 100
by writing the digit 1, followed by two zeros. So because we need to write the
number 400, we write the digit 4, followed by two zeros. Daniel’s taken bundles of 10 sticks
and put them together to make larger bundles of 10 10s. And because we know that 10 10s are
the same as 100, we can count quickly to find out the three-digit number that he’s
showing. Four groups of 10 10s means four
100s, and so the number that Daniel is showing is 400.
Each jar contains 100 candies. Count in hundreds to find how many
candies there are. Write the answer in digits.
In the first picture, we can see a
jar of candies. And the first sentence tells us how
many candies there are in it. Each jar contains 100 candies. Can you see how we write the number
100? It’s a one followed by two
zeros. And we can see in the picture what
100 candies look like. Does this shape remind you of
anything? Well, it might remind you of the 10
rows of 10 squares that we use to make a hundred square. And the place value block that we
use to represent 100 looks like this too. Arranging the candies like this is
a good way of helping us to remember that there are 100 in each jar.
Now we’re given a few jars of
candies. We need to find out how many
candies there are altogether by counting in hundreds. Now, imagine for a moment you were
given all these jars of candies and somebody said to you, “right, I want to know how
many candies there are altogether. Tip them all on the table and start
counting, one, two, three, and so on.“ You’d have a huge pile of sweets and it will
take you ages. Thankfully, our candies are
arranged in groups or jars of 100. And this is going to make it much
quicker for us to count.
Do you want to say each number as
we point to the jar? 100, 200, 300, 400, 500. There are six jars of 100 candies,
so we can count in hundreds six times to find out how many there are. There are 600 candies
altogether. Now we’re told we need to write the
answer in digits. Do you remember what we said at the
start about writing 100 in digits? 100 is the digit 1 followed by two
zeros. And we can see we’ve already got
100, 200, and 300 labeled already. 400 must be a four followed by two
zeros. 500 is five, zero, zero. And so we know the number we want
to write, which is 600, must be a six followed by two zeros. Six jars of 100 candies makes 600
Each box contains 100
paperclips. Count in hundreds to find how many
there are. Write the number in words. And write the number in digits.
We’re told that each of these boxes
contains 100 paperclips. Now can you picture what 100
paperclips might look like? Well, this is 100 ones cubes. These are the same as 100, but we
haven’t just got one box of paperclips, have we? We have one, two, three, four,
five, six, seven, eight. So the number of paperclips
altogether looks more like this. Now, imagine having to count each
individual cube to count in ones to find the answer. This will be a very long video,
wouldn’t it? But because our paperclips have
been grouped together in hundreds, we can count in hundreds.
That’s better. Now we can do what the question
asks us to do, which is to count in hundreds to find how many there are. Ready? 100, 200, 300, 400, 500, 600, 700,
800. Eight boxes of 100 paperclips is
800 altogether. First, we need to write our answer
in words. So we begin by writing the number
eight. That’s just the same as the number
after seven, E-I-G-H-T. And then we just write the word
hundred, eight hundred.
And finally, we need to write our
answer in digits. We know that 100 is a one followed
by two zeros, so the number 800 is simply the digit 8 followed by two zeros. There are eight boxes, and each box
we know contains 100 paperclips. So we could find the total number
of paperclips by simply skip counting in hundreds eight times. And we can write our answer in
words and digits. That’s eight hundred or 800.
What’ve we learned in this
video? We’ve learned how to describe 100
as 10 10s or 100 ones. We’ve also learned how to model 100
using place value blocks and to count in hundreds all the way to 1000.