Which equation is correct? \(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 800 \, tens\)

\(8 \, hundreds \, = \, 88 \, tens\)

\(8 \, hundreds \, = \, 18 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

Which equation is correct? \(3 \, hundreds \, = \, 30 \, tens\)

\(3 \, hundreds \, = \, 30 \, tens\)

\(3 \, hundreds \, = \, 33 \, tens\)

\(3 \, hundreds \, = \, 300 \, tens\)

\(3 \, hundreds \, = \, 13 \, tens\)

Which equation is correct? \(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 88 \, tens\)

\(8 \, hundreds \, = \, 80 \, tens\)

\(8 \, hundreds \, = \, 18 \, tens\)

\(8 \, hundreds \, = \, 800 \, tens\)

Convert Numbers with Tens, Hundreds, Thousands - Grade 5

Number Properties, Addition

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British Columbia Mathematics curriculum

Grade 5 - Number

Standard 5.N.1.1 - Analyze place value equations with tens, hundreds and thousands to find which is correct.

Included Skills: Number Properties, Addition

number concepts to 1 000 000 • counting: - multiples - flexible counting strategies - whole number benchmarks • Numbers to 1 000 000 can be arranged and recognized: - comparing and ordering numbers - estimating large quantities • place value: - 100 000s, 10 000s, 1000s, 100s, 10s, and 1s - understanding the relationship between digit places and their value, to 1 000 000 • First Peoples use unique counting systems (e.g., Tsimshian use of three counting systems, for animals, people and things; Tlingit counting for the naming of numbers e.g., 10 = two hands, 20 = one person)