The focus of this week’s instruction is to deepen students’ understanding of:
- Write, read, and relate base ten numbers in all forms
- Count from $10 to $1,000 on the place value chart and the empty number line
- Compare two three-digit numbers using <, >, and =
- Add and subtract multiples of 10 including counting on to subtract
- Solve one- and two-step word problems within 100 using strategies based on place value
- Student Print Packets for each day
- End of Week Assessment
- Dry erase board with markers
- Place Value Discs
- Money Sets
2.NBT.A.1 Know that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (e.g., 706 can be represented in multiple ways as 7 hundreds, 0 tens, and 6 ones; 706 ones; or 70 tens and 6 ones).
2.NBT.A.2 Count within 1000. Skip-count within 1000 by 5s, 10s, and 100s, starting from any number in its skip counting sequence.
2.NBT.A.3 Read and write numbers to 1000 using standard form, word form, and expanded form.
2.NBT.A.4 Compare two three-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
2.NBT.B.5 Fluently add and subtract within 100 using properties of operations, strategies based on place value, and/or the relationship between addition and subtraction.
2.NBT.B.7 Add and subtract within 1000 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.
2.NBT.B.8 Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– 900.
2.NBT.B.9 Explain why addition and subtraction strategies work using properties of operations and place value. (Explanations may include words, drawing, or objects.)
2.OA.A.1 Add and subtract within 100 to solve one- and two-step contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.
- Number bond
- Personal white boards
- Place value chart
- Place Value Discs
- Decomposing Numbers
- Expanded Form
- Unit Form
- Word Form
- Standard Form
- Arrow Way
- Number Bond
- Tape Diagram
- Money Sets (dollars and coins)
- Empty Number Lines
- RDW (Read, Draw, Write)
- Comparison Symbols: <, >, =
Additional Terms and Symbols
- Bundling, grouping (putting smaller units together to make a larger one, e.g., putting 10 ones together to make a ten or 10 tens together to make a hundred)
- Ones place (e.g., the 6 in 576 is in the ones place)
- Tens place (e.g., the 7 in 576 is in the tens place)
- Make a ten (compose a unit of ten, e.g., 49 + 3 = 40 + 10 + 2)
- Base ten numerals (e.g., a thousand is 10 hundreds, a hundred is 10 tens, starting in Grade 3 a one is 10 tenths, etc.)
- One thousand (1,000)
- Standard form (e.g., 576)
- Unit form (e.g., 5 hundreds 7 tens 6 ones)
- Word form (e.g., five hundred seventy-six)
- Compose (e.g., to make 1 larger unit from 10 smaller units)
- Decompose (e.g., to break 1 larger unit into 10 smaller units)
- Equation (two expressions with an equal sign between them; that is, an equation is a statement that two expressions are equal; however, there is no guarantee that the statement is true)
- Bundle, unbundle, regroup, rename, change (compose or decompose a 10 or 100)
- Hundreds place (referring to place value)
- Place value (referring to the unit value of each digit in a given number)
- Units of ones, tens, hundreds, thousands (referring to place value; 10 ones is the same as 1 unit of ten)
- =, <, > (equal, less than, greater than)
- Renaming, changing (instead of carrying or borrowing, e.g., a group of 10 ones is renamed a ten when the ones are bundled and moved from the ones to the tens place; if using $1 bills, they may be changed for a $10 bill when there are enough)