Unit 2.7: Numbers Greater than 100

Big Idea: Just as 10 ones make 1 ten, 10 tens make 1 hundred and 10 hundreds make 1000. Counting, writing, and comparing numbers greater than 100 requires understanding of the value of each place.

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

New Learning:

Re-engagement:

• Mentally calculate 10 more or 10 less than a given two-digit number without having to count by ones.
• Skip counting (by 5s and 10s) to count collections of money and other objects and to tell time.
• Add and subtract 2-digit numbers using strategies based on place value, properties of operations, and/or the relationship
• between addition and subtraction, building toward fluency within 40.

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• Students understand that a bundle of 10 tens represents 100.
• Students begin to generalize bundling (in groups of 10) as the core of the place value system.
• Students understand that a digit in the hundreds place represents that many groups of 100.
• Students skip count by 5s, 10s, and 100s within 1000.
• Students read and write numbers within 1000 as in standard form, as words, and in expanded form.
• Students compare three-digit numbers using the symbols, >, =, or <.

*Note: the priority guidance for distance learning emphasizes the conceptual understanding of three-digit numbers, and the standard 2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

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The priority guidance for distance learning de -emphasizes the amount of practice on counting by ones, reading/writing, and comparing numbers.

Synchronous and Asynchronous Teaching Options:

Use a combination of Synchronous and Asynchronous approaches

Suggested Lesson Sequence: Feb. 1 - 19, 7 lessons to be taught over 3 weeks

Description

Students create three-digit numbers on a place value mat with Base-10 blocks. They record the numbers as sketches and in expanded form and compare them. Students put numbers in order on an open number line.

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Lesson 1: Entry Task Seesaw Lesson 1 (Spanish)

Lesson 2: LS 1 Day 1 & 2 Seesaw Lesson 2 Spanish- 3-digit Numbers

Lesson 3: Apprentice Task Seesaw Lesson 3 (Spanish)- Card Sort

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Description

Students construct a 1,000 chart, locate benchmark numbers on it, and practice navigating around the chart starting at the benchmark numbers using patterns they find.

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Lesson 4: LS 2 Day 1 & 2 Seesaw Lesson 4 (Spanish) - 1000 Chart

Lesson 5: Expert Task Seesaw Lesson 5 (Spanish) - Number Jumping

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Description

Students solve puzzles on pieces of the Thousand Chart. They re-engage with the core ideas of the unit through puzzles, and games.

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Lesson 6: LS 3 Day 1 Seesaw Lesson 6 (Spanish) - Puzzles on the 1000 Chart

Lesson 7: LS 3 Day 2 Seesaw Lesson 7 (Spanish) - More Number Puzzles, Seesaw Lesson 7 (Spanish) - Number Lines, Seesaw Lesson 7 (Spanish) - True or False

Lesson 8: Milestone Task Seesaw Lesson 8 (Spanish)

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Independent Practice & Technology Resources

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Tools from the Math Learning Center

• The Number Pieces and Number Pieces Basic apps help students develop a deeper understanding of place value using virtual Base 10 blocks to represent multi-digit numbers.
• This virtual Number Line helps students visualize number sequences and illustrate strategies for comparing. They can choose blank number lines or number lines labelled with whole numbers, with or without tick marks.

Tools from the Conceptua Math

• The Place Value Models Tool represents numbers with Base Ten Blocks, Base Ten Frames, and Place Value Disks. It can be used by students or teachers.
• The Number Line Tool is a flexible number line for placing numbers and estimating relative to benchmarks.
• This Interactive 100 Chart has options for highlighting each cell with different colors.
• Solve puzzles on the 100 Chart or any chart within 1000 on this Pattern Puzzle Game
• This video gives instructions for making a Place Value Tool with foam cups.
• Math Cats has an interactive page where students can enter a number and see how to write it.
• In the Num-Tanga game, from GregTangMath.com, students match a variety of representations of 2 and 3 digit numbers. For example, a representation in number (standard) form with one in expanded form.
• Fruit Splat is an arcade style game in which students have to decide on the sign, <, =, or > that belongs between two numbers. Can be played within 100 or 1000. There is a similar game on ABCYa.
• In Demolition Addition students practice mentally subtracting 10 and 100.

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3-Act Tasks

Cover the Floor is a 3-Act Task that gives a context for using and comparing numbers beyond 100. (2.OA.4)

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Check the online Resources for Fluency Practice Folder for many other resources.

Optional Routines

• Continue the “Number of Days in School” routine. See Number of Days in School (Spanish) for ideas.
• Continue the “Skip Counting” routines. See Counting Routines for further instructions
• Continue Clock Routines: The Math Clock can be used by the teacher for time review, Daily Schedule or Skip Counting Routines. Review the sequence of activities of the day and the time each one starts.
• Data Routines. See the Data Routine slides for a description of how to incorporate this routine into your lessons.
• Math Talks visuals

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Student PDFs

2.7 Classwork .S. .C.

2.7 Homework .S. .C.

* .S. = Spanish Student Page .C. = Chinese Student Page

Daily Routine: Number of Days in School

Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.

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See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.

Daily Routine: Counting Routine

Objective: To provide students opportunities to count forward and backwards by various whole numbers and decimals, developing an understanding of patterns in counting, addition and subtraction (and later multiplication) and place value. See the Counting Routine slides for a description of how to incorporate this routine into your lessons.

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Emphasis for this unit: Skip counting back from any number by 10. Skip counting from any number by tens is very important for building understanding of and fluency with two-digit addition and subtraction.

Daily Schedule

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Description: In 2nd grade, students learn to tell time to the nearest 5 minutes. The Daily Schedule will help students see how the events of the day align with these times. The Daily Schedule should be proportional, so that students begin to notice that the length of time spent on an activity can be seen on the schedule.

Objective: To provide opportunities for students to develop their sense of time. This important routine has helped build students’ sense of time and clock literacy since the beginning of the year

Half Hour Schedule BLM .S. .C

Daily Schedule Activity Cards BLM .S. .C

Routine: Review the sequence of activities of the day and the time each one starts. Note that in 1st grade, students read time to the half hour.

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Reading time to the nearest 5 minutes is new in 2nd grade

Routine: Data Routine

Objective: The Data Routine has both social and a math objectives:

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Social

• Students build community by sharing about themselves - their person, lives, interests, & preferences - learning about their classmate’s, finding and celebrating their similarities and differences
• Students build community by recognizing their shared environment (e.g. weather)

Math

• Students develop their understanding of categorical and measurement data (see progression of standards in the following slides and here) as they:
• Formulate questions
• Collect data
• Organize and display the data
• Analyze the data, and
• Interpret the results
• Students apply other important math ideas from all domains

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See the Data Routine slides for a description of how to incorporate this routine into your lessons.

Number of the Day Routine

Objective: To focus attention on a single number to build understanding and recognition, and to help students grow in the ways they think about numbers and operations by sharing ideas with their peers about how to represent numbers.

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Present students with a number. They generate a variety of representations of the number, including drawings, equations, and visual models. This can be done mentally, with paper and pencil, or on virtual white boards or the provided Jamboard. Work does not have to be limited to equations, but can include:

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• Composition/decomposition
• Relationships to other numbers
• Real-world examples
• Using drawings and/or visual models

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Types of numbers can be adapted to the grade level and unit content.

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Reflections questions may include “What do you notice/wonder?” or “What is similar/different between representations?

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Use Jamboard Number of the Day (Spanish) to record or have students record representations.

Jamboard Number of the Day TEMPLATE

Make a copy and write your number of the day

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Number of the Day

This routine was introduced in Unit 2.3 and has been part of the Math Routines since then. Until now, students focused on 2-digit numbers. In this unit, you will extend the routine to numbers greater than 100.

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Frequency: Daily or Weekly

Objective: To help students grow in the ways they think about numbers and operations.

Materials: Base-10 blocks, Completed Thousand Chart BLM, a class number line

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Directions:

Present students with a number. They generate a variety of representations of the number, including drawings, equations, and examples. This can be done mentally or with paper and pencil. Work can include:

• Composition/decomposition
• Relationships to other numbers
• Real-world examples
• Using models

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Variations for this routine can be found here. Start with friendly numbers (multiples of 10, then 5 and/or 2) greater than 100. Gradually make the numbers more challenging.

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Questions to ask:

• Is it odd or even?
• Can you put it into groups?
• Can you skip count to it?
• What number is 10 more? 10 less? 5 more? 5 less?

125

Número del día

Muestra el número con bloques de base-10

1 centena + 3 decenas + 5 unidades 0 12 decenas + 5 unidades

Muéstralo en la tabla de 1000

Math Talks

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2 decenas + 5 decenas

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6 unidades + 2 decenas

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¿Cuál es más grande?

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1 decenas + 7 unidades

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17 unidades

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¿Cuál es más grande?

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1 centena + 5 decenas + 3 unidades

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1 centena + 3 decenas + 5 unidades

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¿Cuál es más grande?

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3 centenas + 5 decenas

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3 centenas + 5 unidades

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¿Cuál es más grande?

5 centenas + 2 decenas

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502

¿Cuál es más grande?

Number Lines: What’s the Number?

Students name a missing number and justify their reasoning.

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Question: What could the number be?

Response: I think it’s...because...

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Math Talks

¿Qué podría ser el número?

¿Qué podría ser el número?

¿Qué podría ser el número?

2.7 Lesson 1 : Entry Task

Whole Class or Groups:Launch - Introduce Numbers Greater than 100

• Skip count by 10s and 100s with Base-ten Blocks
• Demonstrate picking 2 number cards and making the greatest 2-digit number
• Drag block on to the Place Value Mat to build the 2-digit number
• Repeat 2 more times, demonstrating how and when to exchange ones, tens and hundreds

Independent work: Explore - Seesaw Lesson 1 (Spanish) Entry Task, 0–9 digit cards, Place Value Mat .S. .C. , How High? Recording Sheet .S. .C.

• Pick 2 Number Cards by erasing two green dots
• Use the Base-ten Blocks to build it on the Place Value Mat
• Repeat the steps 2 more times: Exchange 10 ones for 1 ten, or 10 tens for 1 hundred as needed.

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Students play a game in which they write and represent successively larger numbers using base-10 blocks.

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Whole Class or Groups: Summarize: Discuss how they knew what the largest number they could make with a given pair of digits was. Ask: If I had a 5 and an 8, what’s the largest number I could make? How do you know? Ask some students to tell you what number(s) they reached. Practice orally saying the numbers, and drawing them

Core Math to Emphasize: Ten tens is a new unit called a “hundred.” The digits in a three digit number represent the number of hundreds, tens, and ones. The farther to the left a digit is, the greater its value.

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Normas Matemáticas

27

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Números mayores que 100

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¿Cómo podemos contar números largos?numbers?

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decenas

unidades

centenas

decenas

unidades

Escoge 2 cartas de números:

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Ronda 2: Escoge 2 más cartas de números

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centenas

decenas

unidades

Ronda 3: Escoge 2 más cartas de números

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centenas

decenas

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borrador

Cartas de números

80 + 3

30 + 2

60 + 1

100 + 70 + 6

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10 >

20

......

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Dibujo matemático de Bloques de Base-10

10 decenas es una nueva unidad llamado “centena”.

2.7 Lesson 2 : LS 1 Day 1 & 2

Whole Class or Groups:Launch - Review the idea that the three digits of a three-digit number represent the number of hundreds, tens, and ones.

• Tell students that today they will try to make the largest number they can with 3 digits instead of 2. Tell them that the process is similar to the one they did in the Entry Eask

Independent work: Explore -Seesaw Lesson 2 (Spanish)- 3-digit Numbers, What’s the Largest Number S. .C.

• Make the greatest 3-digit number with the cards. Use the Base-ten Blocks to build it on the Place Value Mat Repeat the steps 2 more times.
• Choose the largest 3-digit number and record the number with a drawing Record the number in expanded notation

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Students create three-digit numbers on a place value mat with Base-10 blocks. They record the numbers as sketches and in expanded form and compare them.

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Whole Class or Groups: Summarize: Use the example given, or 4 numbers your students generated. Discuss and place them on the number line - have students justify their placement. Ask them to explain how they know. Core Math to Emphasize: The three digits of a three-digit number represent the number of hundreds, tens, and ones. Numbers can be compared by comparing corresponding places. On a number line, the larger numbers are to the right of smaller numbers.

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Normas Matemáticas

41

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Qué representan los números en cada lugar?

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El 1 significa 1 centena (100)

El 6 significa 6 decenas (60)

El 4 significa 4 unidades (4)

100 + 60 + 4 = 164

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Escoge 3 cartas de números:

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centenas

decenas

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centenas

decenas

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400 + 30 + 2

..

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Dibujo matemático de Bloques de Base-10

Notación expandida:

400

30

2

400

30

2

206 621 266 130

Observa y pregunta...

2.7 Lesson 3 : Apprentice Task

Whole Class or Groups:Launch - Which one is greater? How do you know?

• Tell students that they will be working to match cards with different representations of three-digit numbers: Base-10 blocks, and expanded form
• Review how to count blocks to determine 3-digit numbers
• Remind students how to read 3-digit numbers and write in expanded form
• Match the Base 10 blocks on the left, with the correct 3-digit number on the right

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Independent work: Explore - Seesaw Lesson 3 (Spanish)- Card Sort Card Sort BLM .S. .C.

• Draw a line and match the Base-10 Blocks with the correct 3-digit Number.

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Students match different representations of three-digit numbers: base-10 blocks,, expanded form, and number lines.

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Whole Class or Groups: Summarize:

• Match the number line with the correct Base 10 blocks or 3-digit number
• Work with the class to create a number line for the 2 representations on the slide

Core Math to Emphasize: The same number can be represented in different ways: Using base-10 blocks, words, expanded form, and on a number line. Each representation helps us see something different about the number.

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Normas Matemáticas

52

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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¿Cuál es mayor?

3 centenas, 2 decenas y 3 unidades

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300 + 20 + 3

2.7 Lesson 4 : LS 2 Day 1 & 2

Whole Class or Groups:Launch -

• Skip Counting Routines on the Interactive 1000 Chart- Look for patterns
• Demonstrate building 3-digit numbers with Base-10 Blocks
• Share strategies for locating them on the 1000 Chart

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Independent work: Explore - Seesaw Lesson 4 (Spanish)- 1000 Chart, , 1000 Chart BLM, Completed Thousand Chart BLM

• Make any 3-digit number with the number cards.
• Use the Base-ten Blocks to build it on the Place Value Mat.
• Repeat the steps 2 more times; until all numbers have been used
• Find each number on the 1000 Chart and write it in.

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Whole Class or Groups: Summarize:

• Analyze patterns within the 1000 Chart, +/- 1,10, 100
• Have students share a few examples, or use Interactive 1000 Chart. Discuss strategies that students used to find numbers from their benchmark numbers.

Core Math to Emphasize: Just as 10 ones make a ten, and 10 tens make a hundred, so 10 hundreds make a thousand. Patterns within 100 are repeated with larger numbers. There are also new patterns in the 1,000 chart. Using benchmark numbers, skip counting and chunking are strategies that can help you efficiently move around a 1000 chart.

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Students find 3 digit numbers on the 1,000 chart relative to benchmark numbers.

Skip Counting Routine: Counting Routine

Objective: To practice counting in groups. This builds number sense by elucidating patterns such as odd/even; it brings out patterns in addition and subtraction.

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Skip counting has been an important routine since the beginning of the year. Your class may have already ventured past 100 during this routine. If not, you will do so now.

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In this unit, students formally go beyond 100. This routine is used as a warm-up for a number of lessons in this unit.

See the Skip Counting Routine Teacher page for the skip counting emphasized in this unit.

Materials: Interactive 1000 Chart base-10 blocks, Completed Thousand Chart BLM, a class number line (see Number Talks.)

Example: Start at 200 and count by 10s

What patterns do you notice?

“I notice that _____.”

Use the slider to make the board go beyond 100.

Interactive 1000 Chart

Example: Start at 154 and count by 10s

What patterns do you notice?

“I notice that _____.”

Use the slider to make the board go beyond 100.

Interactive 1000 Chart

Normas Matemáticas

66

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Tabla de 1000 interactiva

Use the slider to make the board go beyond 100.

Tabla de 1000 interactiva

Escoge 3 cartas de número:

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centenas

decenas

unidades

101 - 200 201-300 301-400

401 - 500 501-600 601-700

701 - 800 801-900 901-1000

Tabla de 1000 interactiva

¿Qué patrones observas?

¿Qué patrones observas?

+ / -1 del fin de la hilera

¿Qué patrones observas?

2.7 Lesson 5 : Expert Task

Whole Class or Groups:Launch -

• Skip Counting Routines on the Interactive 1000 Chart- Look for patterns
• Demonstrate building 3-digit numbers with Base-10 Blocks
• Share strategies for locating them on the 1000 Chart

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Independent work: Explore - Seesaw Lesson 5 (Spanish) - Number Jumping, Place Value Mat .S. .C. , Number Jumping .S. .C.

• Make three 3-digit number with the number cards.
• Use the Base-ten Blocks to build it on the Place Value Mat.
• Use the link to find each number on the interactive 1000 Chart
• Answer the questions on the Number Jumping table and record your thinking.

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Whole Class or Groups: Summarize:

• Using a sample number as an example, have students describe in as many ways as they can all the ways they know that, for example 524 is 10 more than 514.

Core Math to Emphasize: Using patterns on the 1000 chart can help us identify numbers that are 1, 10, or 100 greater or less than an initial three-digit number.

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Students create a 3-digit number and locate it on the 1000s chart. They find numbers that are 1 more, 1 less, 10 more, 10 less, 100 more, and 100 less.

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Normas Matemáticas

82

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Tabla de 1000 interactiva

del fin de la hilera

Escoge 3 cartas de número:

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unidades

524

Baja una hilera en la tabla de 1000:

Agrega otra decena:

Agrega una decena al lugar de decenas:

Usa cartas de valor posicional:

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Explica como sabes que 246 + 10 = 256.

2.7 Lesson 6 : LS 3 Day 1

Whole Class or Groups:Launch -Skip Counting Routines on the Interactive 1000 Chart- Look for patterns

• Tell students that today they are going to solve and create puzzles on a 1000 Chart.
• Notice and Wonder the section of the 100s Chart
• Practice with this sentence frame: I know that this number is ___ because ___.

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Independent work: Explore - Seesaw Lesson 6 (Spanish) - Puzzles on the 1000 Chart, Puzzles on a Thousand Chart, Completed Thousand Chart BLM

• Solve Puzzles on the 1000 Chart
• Make your own Puzzles on the 1000 Chart

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Whole Class or Groups: Summarize:

• Share a few examples of student made puzzles, or use the example provided
• Include some with errors, that may not be solvable
• Discuss strategies that students used to find missing numbers

Core Math to Emphasize: Using patterns on the 1000 chart can help identify numbers that are 1, 10, or 100 greater or less than an initial three-digit number.

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Students solve missing number puzzles on pieces of the Thousand Chart.

Normas Matemáticas

94

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

​

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Tabla de 1000 interactiva

Observa y pregunta...

Yo sé que el número es ___ por qué ____________.

Haz tu propio rompecabeza de 1000

Haz tu propio rompecabeza de 1000

Los rompecabezas de tablas de 1000 de nuestros amigos

69

47

173

870

769

900

2.7 Lesson 7 : LS 3 Day 2

Whole Class or Groups:Launch - Today is a re-engagement day. You should choose from the following routines and activities depending on the needs of your students

• Math Talks - Which one is greater? & What could the number be?
• Number of the Day
• Skip Counting Routines on the Interactive 1000 Chart- Look for patterns
• Less Than, Greater Than, Equal To
• Review Seesaw activity options

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Independent work: Explore -

• Seesaw Lesson 7 (Spanish) - More Number Puzzles
• Seesaw Lesson 7 (Spanish)- Number Lines
• Seesaw Lesson 7 (Spanish) - True or False

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Whole Class or Groups: Summarize: This will depend on your students’ needs.

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Core Math to Emphasize: Any of the core math from the unit that you feel students could benefit from revisiting.

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Students re-engage with any of the ideas in the unit with puzzles, centers, or games.

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Normas Matemáticas

103

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

​

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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1 centena + 5 decenas + 3 unidades

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1 centena + 3 decenas + 5 unidades

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¿Cuál es mayor?

¿Qué número podría ser?

125

Número del día

Muestra el número con bloques de base-10

1 centena + 3 decenas + 5 unidades 0 12 decenas + 5 unidades

Muéstralo en la tabla de 1000

Tabla de 1000 interactiva

Mayor que

Menor que

Igual a

2 grupos con un número igual de estudiantes:

2 grupos con un número desigual de estudiantes:

2.7 Lesson 8 : Milestone Task

Whole Class or Groups:Launch -

Remind students of everything they’ve been learning about numbers greater than 100

Read the instructions for the task together, answering any clarifying questions.

Independent work: Explore - Seesaw Lesson 8 (Spanish) - Milestone Task, Card Collection BLM .S. .C.

Pg.1 - Pick 3 number cards by :eraser: three green dots.

Make three 3-digit number with those cards.

Pg. 2 - Pick 1 number and use the Base-ten Blocks to build it on the Place Value Mat

Pg.3 - Answer the questions for your number

Pg. 4 - Write your number in expanded form

Pick two 3-digit numbers and compare them using < or >

Whole Class or Groups: Summarize: Card Collection Answer Guide and Card Collection Rubric Bring students together and discuss any of the questions that will help bring focus to the core math. Core Math to Emphasize:

• The three digits of a three-digit number represent amounts of hundreds, tens, & ones.
• Three-digit numbers can be compared by comparing their corresponding places.
• There are patterns that can help us find numbers that are 1, 10, and 100 greater than or less than a number.

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Students compose 3-digit numbers. They choose one number and represent it with base-10 blocks and in expanded form, and find numbers that are 1, 10, and 100 more and less than the number. Finally, they compare two of the numbers.

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Normas Matemáticas

114

Los errores son regalos que promueven el debate.

Las respuestas son importantes pero no representan las Matemáticas.

Hablemos de lo que cada uno piensa.

Haz preguntas hasta que las ideas tengan sentido.

Haz uso de múltiples estrategias y múltiples representaciones.

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SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Números mayores que 100

Tabla interactiva de 1000