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Common Core Learning StandardsGRADE 2 Mathematics

NUMBER & OPERATIONS IN BASE TEN

Common Core Learning Standards Concepts Embedded Skills Vocabulary

Understand place value. Place Value Explain and show one thousand as 10 hundreds using drawings or base ten blocks

One(s) Ten(s) Hundred(s) Thousand(s) Place value Value Three digit Digit Model Base ten

Explain and show one hundred as 10 tens using drawing or base ten blocks

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.”

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.)

SAMPLE TASKSI. Mary has 248 beads. What is the value of the 4 in this number? ____________

The 2 is in the ______________ place.

II. Draw a group of 10 using place value blocks. Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

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

Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

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.


________________________



Understand place value. Place Value Explain the relationship between each digit of a given number and its place value

One(s) Ten(s) Hundred(s) Thousand(s) Place value Value Three digit Digit Model Base ten

Name the value of any digit in a three digit number (i.e. In the number 576, the 7 = 70)

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).

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

SAMPLE TASKSI. 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.

______________________________________________________

______________________________________________________

______________________________________________________


Understand place value. Skip Count Skip count by 5s to 1000 and explain the numeric pattern developed

Skip count Place value

Skip count by 10s to 1000 and explain the numeric pattern Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

developed2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

Skip count by 100s to 1000 and explain the numeric pattern developed

SAMPLE TASKSI. 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. _________________________________________________

_________________________________________________________________



Understand place value. Numbers to 1000

Write a spoken number up 1000 Place value Expanded

notation Word form Base-ten Numeral One(s) Ten(s) Hundred(s) Thousand(s) Digit

Read a printed numeral up to 1000Read the word form of a number and write the numeric representation up to 1000

2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Explain the relationship between each digit of a given number and its place valueName 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

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 = _____________________________________________________



Understand place value. Number Comparison

Compare two 3-digit numbers using the terms and symbols > (greater than), < (less than) and = (equal to)

Digit Ten(s) One(s) Hundred(s) Place value Value Compare Greater than > Less than < More Less Equal Worth Two digit &

three digit numbers

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

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.

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 anotherMatch the symbol (>) with the phrase ‘greater than’ and the symbol (<) with the phrase ‘less than’

SAMPLE TASKSI. 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?Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

_______________________________________________________________

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. > equals

b. = is less thanCopyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

c. < is greater than



Use place value understanding and properties of operations to add and subtract.

Addition & Subtraction

Add and subtract within 100 using fluency within 20 (with quick recall and without any visual aids)

Place value Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy Inverse operation

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.

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)

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. _________________ b. ________________

c. _________________ d. ________________

Using the strategies you know about fact families, explain how the facts you wrote are related.

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

3. Solve the following problems and check your answers.

45 + 19 = _________

________ - 19 = _________

Explain the strategies you used to solve the problem. Copyright (c) 2011 by Erie 1 BOCES- Deep Curriculum Alignment Project for Mathematics— Permission to use (not alter) and reproduce for educational purposes only.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________



Addition Add up to four 2-digit numbers Place value Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy

2.NBT.6. Add up to four two-digit numbers using strategies based on place value and properties of operations.

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


Inverse operation

Associative property

Commutative property

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.




Three-Digit Addition & Subtraction

with Regrouping

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

Place value Two-digit

number Ten(s) Ones(s) Group Regroup Add Strategy

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

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

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


hundreds. 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

SAMPLE TASKSSee 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 subtracted to solve the problem.




Addition & Subtraction

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

Add Subtract Ten(s) Hundred(s) Mentally Sum Difference

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.

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 usedSkip 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

SAMPLE TASKSI. Write the next two numbers in this pattern.

231, 241, 251, 261, ______, ______

II. Hundreds Tens Ones


3 7 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? _____________




Three-Digit Addition & Subtraction

with Regrouping

Draw pictures and use place value blocks to show why when adding, it might be necessary to compose a ten or hundred (regroup)

Place value Two-digit

number Ten(s) Ones(s) Hundred(s) Group Regroup Add Subtract Strategy Expanded

form True False

2.NBT.9. Explain why addition and subtraction strategies work, using place value and the properties of operations.1

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

SAMPLE TASKSI. Use place value blocks to show how you regroup to solve the following problems.

425 + 378 = ___________

362 – 279 = ___________

Explain what it means to regroup when adding and subtracting.


__________________________________________________________________________


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