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

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

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

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

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

Which equation is correct? \(7 \, hundreds \, = \, 70 \, tens\)

\(7 \, hundreds \, = \, 70 \, tens\)

\(7 \, hundreds \, = \, 77 \, tens\)

\(7 \, hundreds \, = \, 17 \, tens\)

\(7 \, hundreds \, = \, 700 \, tens\)

Which equation is correct? \(9 \, hundreds \, = \, 90 \, tens\)

\(9 \, hundreds \, = \, 90 \, tens\)

\(9 \, hundreds \, = \, 99 \, tens\)

\(9 \, hundreds \, = \, 90 \, tens\)

\(9 \, hundreds \, = \, 19 \, tens\)

\(9 \, hundreds \, = \, 900 \, tens\)

Convert Numbers with Tens, Hundreds, Thousands - Year 4

Number Properties

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National Curriculum in England: mathematics programmes of study

Year 4 - Number

Standard 4.NS.1.1 - Analyze place value equations to find which is correct.

Included Skills: Number Properties

Number - number and place value • Pupils should be taught to: - count in multiples of 6, 7, 9, 25 and 1000 - find 1000 more or less than a given number - count backwards through zero to include negative numbers - recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) - order and compare numbers beyond 1000 - identify, represent and estimate numbers using different representations - round any number to the nearest 10, 100 or 1000 - solve number and practical problems that involve all of the above and with increasingly large positive numbers - read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.