Connie S.

Costa
Math Concept: Place Value
Grade 2
CCSS: Number and Operations in Base Ten-2.NBT 1.
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
A: 100 can be thought of as a bundle of ten tens called a hundred.
B: The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).

Big Ideas: Understand that the placement of digits determines the value of that number.

LESSON GOAL #1: To activate student understanding that as the digits move to the left, their value increases

STUDENT OBJECTIVE: In the number 472, the value of the four is ________________ and the value of the 7 is
________________, and the value of the 2 is __________________.

Open-ended Question: Look at the numbers 24 and 32. What can you tell me about the 2 in each
number? How do you know?

Expected Student Responses
The 2 in 24 means 2 ones
The 2 in 24 means 2 tens
The 2 in 32 means there are 2 ones
The 2 in 32 means there are 2 tens
There is a 2 in both numbers
Management
Students are working in pairs or triads and make lists (You may use your words or
pictures) to respond to the question.
Teacher questions to engage student thinking: What word/s do you hear when I say
24? 32? This number 2, when it changes its place, what do you notice about its
value?

Repeat above exercise using the numbers 240 and 324. Look at the 2 in both numbers what can you tell
me about the 2? How do you know? (You may draw a picture or use your words.)

Expected Student Responses
The 2 in 240 means 200
The 2 in 240 means 2 100s
The 2 in 324 means 2 tens
The 2 in 324 means twenty
There are 2s in both numbers
Whats the 0 mean?

Academic Language Check: Helping students move from playground language to more academic
language by having them share out their responses to the above open-ended question. (whole class).
Teachers creates class chart for student reference.

Possible outcomes: number = digit; How much = value; One-hundred = word form; 200+20+4 =
expanded form; biggest number = greatest value; smallest number = least value; gets bigger = increase;
gets smaller = decreases

Debrief: Have students share group ideas about the 3 digit numbers to the whole class as teacher charts their
responses. Remind them to use their new academic language. Provide the following speaking frames:

The digit two (2) is in the ______________ place.
The digit in the ones place is ______________.
What does 324 look like in expanded form? _______________________

Summarize: Student copy down the following paragraph frame, filling in the blanks in their journals. (refers
back to the student objective)

In the number 472, the value of the four is ________________ and the value of the 7 is ________________, and the
value of the 2 is __________________.

Ticket Out the Door: Draw a picture, using base 10 blocks, representing 324.


Lesson Goal #2: Students will draw from their knowledge of place value to create larger and smaller
valued numbers.


Tiered Lesson: Students will be divided into two groups depending on outcomes of lesson 1.
Group 1: Students will be in teams to create various 3-digit numbers of varying values (using
number cards & each group will have different cards. Below is an example). They will record their
numbers, explaining the value using our academic language. These groups will come up with the
highest value number and the lowest value number. Groups can get new sets of numbers when
completed.
5 7 2

Group 2: Students will be with teacher to discuss actions, clarify misconceptions and create 3-digit
numbers of varying values. Eventually will be able to do the above activity as a group.

Academic Language Check: Review group work, looking at academic language used.

Debrief: As a whole class, discuss their findings. Guide students in drawing the following conclusion: A 3-
digit numbers value is determined by the value of the number in the 100s place, 10s place, and 1s place
and as the number moves to the left, its value increases.

Summarize what we have learned: Complete the paragraph frame in your journal and read to a
tablemate. Using the number cards 6, 8, and 3, I can make the largest valued number by putting the
_____________ card in the 100s place, and the _______________ card in the 10s place, and the ______________ card in
the 1s place.

Formative Assessment: Using the numbers 2, 4, and 1, make the largest valued number and the least
valued number. You may draw me a picture, using base ten blocks or you may use your words and
numbers to show me.