Unit 1 Overview:

To start the year, Second Graders work with numbers up to 1,000 to further extend student understanding of place value and the relationship between the values of the different places within a number. Students will explore ones, tens, and hundreds; comparing the value of a 6 in the hundreds place with that of a 6 in the tens or ones place. Students will also represent three-digit numbers with concrete models or virtual manipulatives, pictures, numbers and words. They will record three-digit numbers in standard form, written form, and expanded form. Students will also compare numbers 100 - 500 using >, =, and < symbols. Students will also work with number patterns by skip counting by 5s, 10s and 100s. The focus is for students to be able to skip count within 500. The grade level standard is to count within 1000. They should have the ability to skip count within 100 using the hundreds chart and 1000 using the thousands chart. Students should also be able to skip-count starting from various numbers (e.g., counting by tens starting with 27). As well as have the ability to determine patterns when skip-counting. Students will also be working on mentally adding and subtracting 10 and 100 within 500 for this unit. The grade level standard has students able to add and subtract by 10 and 100 within 1000. Students will work on being able to skip count from a number by 10 and/or 100 including off the decades. Also students should be able to model using base ten manipulatives. As well as able to recognize and use patterns in a thousands chart. Students will work with numbers up to 1000 in quarters 2, 3, and 4.

• Students will understand that the three-digits of a three-digit number (within 500) represent amounts of hundreds, tens and ones and can explain that 100 can be composed of 10 tens. Students will be able to understand and explain various representations of hundreds using place value manipulatives (300 = 3 hundreds = 30 tens). (2.NBT.A.1ab)
• Students will skip count by 5’s, 10’s, and 100’s, starting at multiples of 5, 10, and 100 to determine patterns, working towards mentally adding and subtracting 10 and 100 from any number. (2.NBT.A.2, 2.NBT.B.8)
• Students will read and write numbers to 500 using base ten numerals, number names and expanded form to justify representations. (2.NBT.A.3)
• Students will apply place value knowledge, using the comparing symbols: <, >, = to make comparisons with two numbers up to 500. (2.NBT.A.4)