How Many Tens Are There In 350? Top 50 Best Answers

Table of 350

Students can study the values ​​from 350 to 20 using the 350 chart. Students can gain in-depth knowledge of multiplication by studying the 350 table. The PDF of Table 350 can be downloaded by students by clicking on the link below.

Table with 350 charts

What is the 350 times table?

The table of 350 is a multiplication table of 350 that can be obtained through various operations such as addition and multiplication. Find below the table showing the multiplication table of 350 in both addition and multiplication form.

350×1 = 350 350 350×2 = 700 350 + 350 = 700 350×3 = 1050 350 + 350 + 350 = 1050 350×4 = 1400 350 + 350 + 350 + 350 = 1400 350×5 = 1750 350 + 35.0 + 350 + 350 + 350 = 1750 350×6 = 2100 350 + 350 + 350 + 350 + 350 + 350 = 2100 350×7 = 2450 350 + 350 + 350 + 350 + 350 + 350 + 350 = 2450 350×8 = 2800 350 + 350 + 350 + 350 + 350 + 350 + 350 + 350 = 2800 350×9 = 3150 350 + 350 + 350 + 350 + 350 + 350 + 350 + 350 + 350 = 3150 350×10 = 50 3500 + 3 350 + 350 + 350 + 350 + 350 + 350 + 350 + 350 = 3500

Multiplication table of 350

The multiplication table of 350 is tabulated below:

350 × 1 = 350 350 × 2 = 700 350 × 3 = 1050 350 × 4 = 1400 350 × 5 = 1750 350 × 6 = 2100 350 × 7 = 2450 350 × 8 = 2800 350 × 9 = 3150 350 × 0 = 35 350 × 11 = 3850 350 × 12 = 4200 350 × 13 = 4550 350 × 14 = 4900 350 × 15 = 5250 350 × 16 = 5600 350 × 17 = 5950 350 × 18 = = 6300 350 × 19 = 5.000 × 19 = 5650 5650

Solved example on table 350

1: Find the 15th multiple of 350.

Solution:

The 15th multiple of 350 = 15 x 350

Referring to 350 hours table 15 x 350 = 5250

So 15th multiple of 350 = 5250.

In this post, we’ll explain what place value is, what it means, and give you some questions to test your KS2 kid’s skills!

What is a place value?

The place value is the value of each digit of a number.

For example, the 5 in 350 represents 5 tens or 50; However, the 5 in 5,006 represents 5 thousand or 5,000.

It’s important for children to understand that while a digit can be the same, its value depends on where it is in the number.

Children are most likely taught place value through a place value grid like this one…

place value grid

Often these appear with only letters on them to represent each position: millions, hundreds of thousands, tens of thousands, thousands, hundreds, tens, ones, tenths, hundredths, and so on.

You can download your own place value grid and activity here. It takes no time at all, and then you can physically manipulate the numbers to show their place value. That makes a real difference when working with children.

Free Place Value Worksheets and Lessons for Grades 1-6 Download this free resource pack of place value worksheets, questions, and teaching tools. All resources support a mathematical mastery approach used by the majority of elementary schools. Download now for free!

When will my child learn the value in school?

Place value is arguably one of the most important areas of the primary school mathematics curriculum.

Each grade group has a set of goals that specifically focus on numbers and importance. Each September in elementary school, your child will likely review earlier place value work and build on it with larger (or smaller, in the case of decimals) numbers.

An example of a place value question from Third Space Learning’s online math class.

Examples of these goals are below:

value in year 1

In 1st grade, students should:

Count up to and over 100;

count, read and write numbers up to 100 in digits.

Students can also begin to recognize place values ​​in numbers above 20 by reading, writing, counting and comparing numbers up to 100, aided by objects and pictorial representations.

Importance in the 2nd year

In 2nd grade, students should:

Recognize the place value of each digit in a two-digit number (tens, ones);

Read and write numbers up to at least 100 in digits and words;

Use place value and numeric facts to solve problems.

By the end of 2nd grade, students should know the number bonds up to 20 and be able to use and understand place value accurately.

value in class 3

In 3rd grade, students should:

Recognize the place value of each digit in a three-digit number (hundreds, tens, ones);

Read and write numbers up to 1000 in digits and words;

Use larger numbers, up to at least 1000, and apply place-related partitioning using different and increasingly complex problems.

Use a variety of representations, including those related to measure;

continue to count in ones, tens and hundreds so that they become fluent in the order and place value of numbers up to 1000.

Importance in the 4th class

In 4th grade, students should:

Recognize the place value of each digit in a four-digit number (thousands, hundreds, tens and ones);

Do you know that the number system has changed over time to include the concept of zero and place value.

Importance in the 5th class

In 5th grade, students should:

Read, write, arrange and compare numbers up to at least 1,000,000 and determine the value of each digit.

Importance in the 6th grade

In 6th grade, students should:

Read, write, arrange and compare numbers up to 10,000,000 and determine the value of each digit.

How is value taught to my child in elementary school?

In elementary school, two concrete math resources are used to make place value easy to understand for children. The following two tools do this by visually representing place value.

Servant blocks for place value

Die blocks are dice used to represent units/ones, tens, hundreds and thousands.

These dice are an easy way for kids to make different numbers. To make the number 174 you would need to collect one set of 100, 7 sets of 10 and four single dice.

Arrow cards for place value

Arrow Cards are simple visual representations of hundreds, tens, and units that children can manipulate to form different numbers and learn about place value.

Children can be asked to invent numbers to show they have a good understanding of place value. For example, if a child is asked to form the number 241, they will place the 40 over the last two digits of the 200 and the 1 over the last digit of the 40.

Understanding place value is crucial for children before they can move on to adding and subtracting two-digit numbers.

If you want to dig deeper into this topic, we recommend reading this in-depth guide to teaching place values ​​at KS2 and trying out some of these place value games and place value worksheets.

How does the place value relate to other areas of mathematics?

Place value is inseparable from many other areas of mathematics; a solid understanding of place value is essential for children to be proficient at addition, subtraction, multiplication and division, among other things.

Place value and other areas of mathematics: A year-by-year breakdown

In Year 2, recording addition and subtraction in columns supports place value and prepares for formal writing methods with larger numbers. Year 2 also combines 10’s simple with place value.

In 3rd grade, students solve problems, including missing number problems, using number facts, place values, and more complex addition and subtraction.

Using their understanding of place value and partitioning, 3rd grade students practice adding and subtracting column by column with progressively larger numbers up to three digits to become fluent.

They also associate tenths (1/10) with place value.

In 4th grade place value is used in multiplying and dividing, using known and derived facts to mentally multiply and divide.

4th graders should connect hundredths with tenths and place value. Your understanding of the number system and decimal places will expand to tenths and then hundredths at this stage. In measuring, 4th grade students build on their understanding of place value and decimal notation to record metric measurements, including money.

In 5th grade, students use their knowledge of place value and multiplication and division to convert between standard units like meters and kilometers.

Place value practice questions for elementary school children

Try these to get an idea of ​​how comfortable your child is with place value.

1) What is the value of the digit 7 in the following numbers? a) 405.7 b) 30,070

2) Jack has four number cards: 2, 3, 4, and 7. He uses each card once to form a four-digit number. He places: 4 in the tens column; 2 so that it has a higher value than all other digits; the remaining two digits, so that 7 has the higher value. What number did Jack make?

3) Look at this number: 23,451.96. Write the digit that is in the a) hundreds place b) hundredths place.

4) Write the number 402,037 in words.

Related Articles

This blog is part of our series of blogs designed for teachers, schools and parents who support learning at home.

If you want to know what other math terminology your child needs to learn by the end of KS2, our free basic math dictionary for kids provides parent- and kid-friendly definitions of all important math vocabulary.

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Each week, Third Space Learning’s specialty math tutors support thousands of elementary school children with weekly online one-on-one tuition and math interventions. Since 2013, we’ve helped over 110,000 children become more confident and competent maths maths. Find out more or request a custom quote to talk to us about your needs and how we can help.

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This page contains information to support educators and families in teaching K-3 students about place value. It was designed to complement the Place Value theme page on BrainPOP Jr.

Help your kids understand the relationship between numbers and place value. Place value is the value of a digit depending on its position in the number, e.g. B. Ones, tens, hundreds and thousands digits. Every number can be decomposed according to its place value. For example, 32 can be broken down into 32 1’s, or 3 groups of 10 and 2 1’s. We recommend giving your kids lots of manipulatives to explore and represent a variety of numbers.

Remind your kids that a number is made up of digits or digits. For example, the number 3 has one digit while the number 987 has three digits, 9, 8, and 7. Discuss numbers with your children. What is the largest number you can find in the room? What is the largest number you can think of? Help the children understand that numbers can be infinitely large or small. Each digit in a number represents a group called a place value. Our number or number system is called the base ten system because it is based on groupings of 10s.

Show your children the numbers 1 through 9 and say them out loud. We recommend watching the movie “Even and Odd” together as a review. You can also count different groups of objects to 9 and write the number on the board. We recommend demonstrating with base ten blocks or connecting cubes. One-digit numbers have only one place value, the ones place.

Remind your children that if you combine 10 you get a group of 10. Write the number 10 on the board. The digit 1 shows that there is 1 a group of ten and 0 ones. Then show a two-digit number, e.g. B. 36. The rightmost digit is the ones place. This number tells you how many ones are in the number. The digit to the left of this is the tens digit. It tells you how many tens are in the number. Use base ten blocks or connecting cubes to show that 36 can be represented with 36 ones or with 3 groups of ten and 6 ones.

When you are sure your children fully understand tens and ones, explain that if you combine 100 ones you get a group of hundreds. If you combine 10 tens, you get a group of hundred. You can demonstrate different groupings by connecting cubes or base ten blocks. The third digit from the right shows how many hundreds are in the number. So the number 954 has 9 hundreds, 5 tens and 4 ones. The number 520 has 5 hundreds, 2 tens and none. You might want to experiment with the blocks and write down the numbers in expanded form: 954 = 900 + 50 +4 and 520 = 500 + 20 + 0. Remind your kids that when they read a three-digit number, they must also read the first digit , then say “hundred” and then say the rest of the number, as in nine hundred and fifty-four and five hundred and twenty.

If you combine 1,000, you get a group of a thousand. If you combine 100 tens, you get a group of thousands. If you combine 10 hundreds, you also get a group of thousands. When they’re done, use blocks to model different groupings of thousands for your kids. The fourth digit from the right is the thousands place and indicates how many thousands are in the number. So in the number 4,392 there are 4 thousands, 3 hundreds, 9 tens and 2 ones. Children should know that when writing a four-digit number, they must put a comma after the thousands digit. When you see larger numbers, you should notice that commas are placed after every three digits from the right. Explain that when they read a number in a thousand, they should say the first digit, then the word “thousand,” and then say the rest of the three-digit number as they normally would, as in four thousand three hundred and ninety-two.

Reading numbers with zeros or ones in the middle can be challenging for some students as they have to remember to hold the place of the digit without saying its exact name. Show how to read numbers like three hundred eight, four thousand twenty one, six hundred twelve or five thousand four hundred nineteen. It’s helpful to remind children to read the last two digits together as one simple two-digit number.

Expose your children to a wide variety of numbers in different contexts, such as in books or on flyers and signs. Have them read different numbers aloud and find out how they can be broken down into their place values. We recommend using number lines, connecting cubes, base ten blocks, place value charts and hundreds charts to help kids visualize numbers in different ways.

A B 59 5 tens 9 ones 73 7 tens 3 ones 87 8 tens 7 ones 14 1 tens 4 ones 98 9 tens 8 ones 23 2 tens 3 ones 41 4 tens 1 one 78 7 tens 8 ones 33 3 tens 3 ones 28 2 tens 8 ones

The solution above and all other Place Value solutions were provided by the Place Value application.

video transcript

Complete the sentence. If we have 600 ones, we have empty bundles of ten tens.

Let’s start with this sentence, ten tens. Here’s a set of tens, a tens. If this is a ten, what would ten tens look like? This is what 10 blocks of ten would look like, ten tens. Now we need to know how many tens are in the ones. Each of these blocks contains 10 ones. We can count to 10 to see how many ones are in 10 blocks of ten. 10 plus 10 is 20 plus 10 is 30, 40, 50, 60, 70, 80, 90, 100. Ten tens equals 100.

And we need to know how many hundreds or how many tens are in 600. If this is our bundle of ten and there are 100, how many of them should make 600? Six. To make 600 we need six hundred bundles.

video transcript

Which number is missing? 90 marshmallows correspond to which groups of 10?

In this question we are asked how many tens are in 90. If there are 90 marshmallows, how many groups of 10 can we make? We could form the number 90 using place value blocks. 10, 20, 30, 40, 50, 60, 70, 80, 90. How many groups of 10 are there? One two three four five six seven eight nine. 90 marshmallows equal nine groups of 10. The missing number is the number nine. We counted in 10s until we got to 90. Nine 10s made 90. The missing number is nine.

Purpose Count tens forward and backward.

materials

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Overview Choose a number that is not a multiple of 10 (e.g. 36). Have the children count in unison in tens, starting with the number they chose. After several tens, say “Ones!” and the children start counting by ones. Say “Tens!” multiple times to get the children counting back and forth in tens and ones. As a variation, you can repeat this, working backwards by tens and ones.

About the order

In Part 1, the children switch from counting tens to counting ones. Part 2 moves back and forth in increments of tens and ones. In the expansion, children count backwards, starting with ones and then counting by tens.

Part 1 (Child’s name), please choose a start number. We count by tens starting from that number. When I say “Ones!” Keep counting in ones, not tens. Let’s just try. Examples: 26, 36, 46, 56, one, 57, 58, 59, 60, 61, 62

57, 67, 77, One, 78, 79, 80, 81, 82, 83 When kids need more practice or are enjoying their mastery, repeat. When the kids are ready to move on, move on to Part 2.

Part 2 (Child’s name), please choose a start number. We count by tens starting from that number. When I say “Ones!” Keep counting in ones, not tens. When I say, “Tens!” switch back to counting in tens, not ones. Examples: 48, 58, 68, units, 69, 70, 71, 72, 73, tens, 83, 93, 103, units, 104, 105, 106, 107, 108, tens, 118, 128, 138, 148

59, 69, 79, units, 80, 81, 82, 83, 84, tens, 94, 104, units, 105, 106, 107, 108, tens, 118, 128, units, 129, 130 When children need more practice , to repeat. Or if kids seem excited for a new challenge, move to the expansion.