Final+Draft+Grade 2 Number & Operations I-1+

Common Core Learning Standards GRADE 2 Mathematics NUMBER & OPERATIONS IN BASE TEN
Common Core Learning Standards

Understand place value.
Concepts
Place Value
Embedded Skills
Explain and show one thousand as 10 hundreds using drawings or base ten blocks Explain and show one hundred as 10 tens using drawing or base ten blocks Explain and show one ten as 10 ones using drawing or base ten blocks Draw or show a representation of a given three digit number Write a spoken number (up to three digits) Write a number that corresponds to a visual representation of a number (up to three digits) Name the value of any digit in a three digit number (i.e. In the number 576, the 7 = 70) State the place value of any digit in a three digit number (i.e. In the number 764, the 7 is in the hundreds place.)
Vocabulary
One(s) Ten(s) Hundred(s) Thousand(s) Place value Value Three digit Digit Model 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: 2.NBT.1a. 100 can be thought of as a bundle of ten tens called a hundred.
SAMPLE TASKS
I. Mary has 248 beads. What is the value of the 4 in this number? The 2 is in the ______________ place. ____________
Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics Permission to use (not alter) and reproduce for educational purposes only.
II.
Draw a group of 10 using place value blocks.
Show another way to make 10 with place value blocks.
III. Draw a group of 100 using place value blocks.
Show another way to make 100 with place value blocks.
IV. Use the clues to fill in the mystery number in the blanks below. Then draw base ten blocks to show the number
Put a three in the tens place. Put a five in the ones place. Put a two in the hundreds place.
_____ _____ _____
V.
Teacher prompt: Write the number 49.
VI.
Write the number that is represented by this model.
________________________

Concepts
Place Value
Embedded Skills
Explain the relationship between each digit of a given number and its place value Name the value of any digit in a three digit number (i.e. In the number 576, the 7 = 70) State the place value of any digit in a three digit number (i.e. In the number 764, the 7 is in the hundreds place.) Write and explain the expanded form of a three digit number Write and explain the expanded form of a three digit number that is a multiple of one hundred
Vocabulary
One(s) Ten(s) Hundred(s) Thousand(s) Place value Value Three digit Digit Model 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: 2.NBT.1b. 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).
SAMPLE TASKS
I. Write 406 in expanded form. __________________________________
Use what you know about place value to explain why your answer is correct. Use numbers and words in your explanation.
II. Use the number 526 to answer the following questions. The 2 is in the _________ place, so the value of the 2 is _____________. The 6 is in the _________ place, so the value of the 6 is _____________. The 5 is in the _________ place, so the value of the 5 is _____________.
III. Write the expanded form of 600. _____ + _____ + _____ Explain the value of the tens and ones. ______________________________________________________ ______________________________________________________ ______________________________________________________

Concepts
Skip Count
Embedded Skills
Skip count by 5s to 1000 and explain the numeric pattern developed Skip count by 10s to 1000 and explain the numeric pattern developed Skip count by 100s to 1000 and explain the numeric pattern developed
Vocabulary
Skip count Place value
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
SAMPLE TASKS
I.
Use skip counting to find the missing numbers, then explain the pattern in each question below. a. 300, 310, 320, _____, _____,350, 360, ____, ____,390, _____ Explain the pattern . ________________________________________________ _________________________________________________________________
b. 685, 690, _____, 700, _____, _____, 715, _____, _____, 730, _____ Explain the pattern._________________________________________________ ________________________________________________________________
c. 200, 300, _____, _____, _____, 700, _____, 900, _____ Explain the pattern. _________________________________________________ _________________________________________________________________

Concepts
Numbers to 1000
Embedded Skills
Write a spoken number up 1000 Read a printed numeral up to 1000 Read the word form of a number and write the numeric representation up to 1000 Explain the relationship between each digit of a given number and its place value Name the value of any digit in a three digit number (i.e. In the number 576, the 7 = 70) State the place value of any digit in a three digit number (i.e. In the number 764, the 7 is in the hundreds place.) Write and explain the expanded form of a three digit number
Vocabulary
Place value Expanded notation Word form Base-ten Numeral One(s) Ten(s) Hundred(s) Thousand(s) Digit
2.NBT.3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
SAMPLE TASKS
I. Teacher prompt: Write the number 841.
II.
Teacher distributes index cards (with a 3 digit number) to each student. Teacher individually evaluates if student reads number on their card correctly.
III. Write the following numbers. a. Two hundred forty three = ______________________________________________ b. Nine hundred eighty seven = ______________________________________________ c. Six hundred nine = _____________________________________________________

Concepts
Number Comparison
Embedded Skills
Compare two 3-digit numbers using the terms and symbols > (greater than), < (less than) and = (equal to) Explain why a 3-digit number is greater than or less than another 2 or 3-digit number, based on place value (i.e. 433 > 298 because the 4 in 433 is worth 400 and the 2 in 298 is worth 200, so 433 is larger than 298 since 400 is larger than 200.) Draw a visual representation(or manipulate place value blocks) to show why a 3-digit number is larger or smaller than another 2 or 3-digit number Name the value of any digit in a 3- digit number (i.e. In the number 476, the 7 = 70) State the place value of any digit in a three digit number (i.e. In the number 476, the 7 is in the tens place.) Explain how one number is greater than or less than another Match the symbol (>) with the phrase greater than and the symbol (<) with the phrase less than
Vocabulary
Digit Ten(s) One(s) Hundred(s) Place value Value Compare Greater than > Less than < More Less Equal Worth Two digit & three digit numbers
2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
SAMPLE TASKS
I. Compare. Write <, >, or = on each line below. a. 242____ 235 b. 323____326 c. 510 ____510
II.
Mr. Smith has 437 stickers. Ms. Abrams has 521 stickers. Who has more stickers? _______________________________________________________________ Using what you know about place value, explain your answer.
III. Draw a picture using place value blocks to show 465 > 375.
Explain your answer. __________________________________________________
IV.
Match the symbols on the left with the correct phrase on the right. a. > b. = c. < equals is less than is greater than

Use place value understanding and properties of operations to add and subtract.
2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Concepts
Addition & Subtraction
Embedded Skills
Add and subtract within 100 using fluency within 20 (with quick recall and without any visual aids) Show and explain related addition and subtraction facts Explain addition and subtraction strategies used Explain the relationship between addition and subtraction and prove this relationship through inverse operations (checking work)
Vocabulary
Place value Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy Inverse operation
SAMPLE TASKS
Solve the following problems. I. 35 + 28 = ________ 63 - ________ = 35 Explain how you solved the subtraction problem.
Check your answer to the subtraction problem.

2. Using addition and subtraction, write four related facts from the following three numbers. 4, 3, 7 a. _________________ c. _________________ b. ________________ d. ________________
Using the strategies you know about fact families, explain how the facts you wrote are related. . Solve the following problems and check your answers. 45 + 19 = _________ ________ - 19 = _________ Explain the strategies you used to solve the problem. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.
Concepts
Addition
Embedded Skills
Add up to four 2-digit numbers
Vocabulary
Place value Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy Inverse operation Associative property Commutative property
Explain the meaning of regrouping when adding (also to include written explanation) Explain and show why, through expanded form, when adding, the digits must be lined up in the correct place value (ex. 22 + 23+ 13= 58 because (20 + 2) + (20 + 3) + (10 + 3) = (20+20 + 10) + (2+3+3) = 50+ 8= 58 Show why the commutative property[ A+B = B+A ] and associative property[ A+B+C = (A+B) +C = A + (B+C)] of addition holds true, when adding up to four 2-digit numbers
SAMPLE TASKS
I. Show each number in expanded form, then find the sum. 67 ______ + _______ 28 53 ______ + _______ ______ + _______
+ 42
______ + _______ ______ + _______ = _______
II.
George and Harry counted the animals they saw at the zoo. George counted 46 animals and Harry counted 26 animals. How many animals did they count together? ____________ animals
Explain the steps you used to regroup in order to solve the problem.
III. 47 + 36 + 23 + 16 =

Concepts
Three-Digit Addition & Subtraction with Regrouping
Embedded Skills
Add a three-digit number to a one, two and three-digit number with and without regrouping, using a variety of strategies and explain the strategy used Subtract a three-digit number from a one, two and three-digit number with and without regrouping, using a variety of strategies and explain the strategy used Draw pictures and use place value blocks to show why, when subtracting, it might be necessary to decompose a ten or hundred (regroup) Draw pictures and use place value blocks to show why when adding, it might be necessary to compose a ten or hundred (regroup) Name the value of any digit in a three digit number (i.e. In the number 776, the 7 = 70) when adding two numbers State the place value of any digit in a three digit number (i.e. In the number 776, the 7 is in the tens place.) when adding two numbers Explain the meaning of regrouping when adding (also to include written explanation) Explain the meaning of regrouping when subtracting (also to include written explanation) Explain/ write the relationship between addition and subtraction Solve addition and subtraction one and two-step word problems and evaluate the solution in the context of the word problem
Vocabulary
Place value Two-digit number Ten(s) Ones(s) Group Regroup Add Strategy
2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
SAMPLE TASKS See Below

I.
Theresa has 246 coins in her bank. Maggie has 137 coins in her bank. How many coins do they have altogether? 246 +137 _____ ______ + ______ + ______ ______ + ______ + ______ ______________________ _______ + ______ + ______ = ______ Draw a picture to show why you needed to regroup.
II.
432 21 = ______ _______ ones - _______ ones = ______ ones _______ tens - _______ tens = ______ tens _______ hundreds - _______ hundreds = _______ hundreds Use your place value blocks to show how you used subtraction to solve the problem.

2.NBT.8. Mentally add 10 or 100 to a given number 100 900, and mentally subtract 10 or 100 from a given number 100900.
Concepts
Addition & Subtraction
Embedded Skills
Add 10 or 100 more to a given number (up to 3-digits) with quick recall (without the use of visual aids or counting strategies) and explain reasoning used Subtract 10or 100 from a given number (up to 3-digits) with quick recall (without the use of visual aids or counting strategies) and explain reasoning used Skip count by tens and hundreds from any given number (to include counting forwards and backwards) Write a sequence of numbers with the rule add ten, subtract ten, add one hundred or subtract one hundred starting with any number Explain how ten more, ten less, one hundred more, or one hundred less is related to place value
Vocabulary
Add Subtract Ten(s) Hundred(s) Mentally Sum Difference
SAMPLE TASKS
I. Write the next two numbers in this pattern. 231, 241, 251, 261, ______, ______
II. Hundreds 3 Tens 7 Ones 1
Write the number that is 100 more than the number in the place value chart? Explain how you changed 371 to your new number. III. Sally and Hans started counting at the same time. Sally counted on by tens from 300. Hans counted back by 100s. After six counts, they had reached the same number. What number did Hans start counting from? _____________

2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.
Concepts
Three-Digit Addition & Subtraction with Regrouping
Embedded Skills
Draw pictures and use place value blocks to show why when adding, it might be necessary to compose a ten or hundred (regroup) Draw pictures and use place value blocks to show why, when subtracting, it might be necessary to decompose a ten or hundred (regroup) Explain the meaning of regrouping when adding (also to include written explanation) Explain the meaning of regrouping when subtracting (also to include written explanation) Explain/ write the relationship between addition and subtraction Explain and show why, through expanded form, when adding or subtracting, the digits must be lined up in the correct place value (ex. 324 + 245= 569 because (300 + 20 + 4) + (200+40 + 5)= (300 + 200) + (20+40) + (4 + 5) = 500+60 + 9= 569 Evaluate an addition or subtraction equation for the validity of the sum or difference as true or false and show why it is true or false
Vocabulary
Place value Two-digit number Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy Expanded form True False
SAMPLE TASKS
I. Use place value blocks to show how you regroup to solve the following problems. 425 + 378 = ___________ 362 279 = ___________
III. There are 45 dogs in the pet store. 26 more dogs arrive. How many dogs are there in the pet store? Solve the problem and show your work.
IV.
The problem 47 + 25 was solved by adding 40 + 20 + 7 + 5. Is this strategy correct? Explain your answer.

Final+Draft+Grade 2 Number & Operations I-1+

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Common Core Learning Standards GRADE 2 Mathematics NUMBER & OPERATIONS IN BASE TEN

Common Core Learning Standards

Draw a group of 10 using place value blocks.

Show another way to make 10 with place value blocks.

III. Draw a group of 100 using place value blocks.

Show another way to make 100 with place value blocks.

_____ _____ _____

Teacher prompt: Write the number 49.

Write the number that is represented by this model.

Common Core Learning Standards

Common Core Learning Standards

2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

Common Core Learning Standards

Common Core Learning Standards

Explain your answer. __________________________________________________

Common Core Learning Standards

Check your answer to the subtraction problem.

Common Core Learning Standards

______ + _______ ______ + _______ = _______

Common Core Learning Standards

SAMPLE TASKS See Below

Common Core Learning Standards

II. Hundreds 3 Tens 7 Ones 1

Common Core Learning Standards

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