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In Grade 2, students are asked to explore numbers and place value. Students can use manipulatives to determine the place value of whole digit numbers in the ones, tens, and hundreds place. They can explore these examples using place value charts and base ten blocks. Students in grade two begin to learn about expanded and standard form, where they learn how to decompose numbers to 1000. Second graders are also taught to count within 1000 using skip counting by 2s, 5s, and 10s. This prepares them for multiplication in grade 3. Additionally, second-grade math standards include adding and subtracting within 1000, through an understanding of decomposing 10s and 100s.
This video shows how 2nd graders can use 2 and 3 digit representations through place value.
In this video, you will see the progression of addition and subtraction from K-3 and through concrete representations (manipulatives)
Place Value as Concrete Tangibles
Place Value as Concrete Tangibles
Students use these manipulatives to help them understanding place value and expanded form in the 100s. Students use manipulatives to explore place value. These tangible manipulatives allow students to use hands-on, kinesthetic, and tactile learning to understand place value.
Other Examples of Concrete Manipulatives:
Other Examples of Concrete Manipulatives:
- buttons
- paper clips
- pencils
- beans
- seeds
- counters
- cubes
- tiles
Students can manipulate the base ten blocks to make 4 tens and 3 units. to make 43.
Using Base 10 Blocks as Representational Math
Using Base 10 Blocks as Representational Math
Students use these tools to help them decompose numbers and begin regrouping when computing addition and subtraction problems within 1,000. Students begin to transfer their learning through drawing or modeling visual representations.
Abtract Place Value
Abtract Place Value
Students begin to transfer their learning from representations to abstract thinking. Students will be able to generate numbers up to the hundreds place by writing the number in word form, on a place value chart, and in standard form.
Students can take 2 hundreds, 3 tens, and 4 ones and make it 234.
They can also take that same number and put it into the word form. Example: Two hundred and thirty-four.
Strategies using Concrete Representations and Manipulatives- Addition
Strategies using Concrete Representations and Manipulatives- Addition
Addition using expanding form.
Adding with Place Value Blocks
Addition with 10 Frames
Adding 2 digit numbers without regrouping
Common Core Standards
Common Core Standards
2.NBT.A.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.
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.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.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.B.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.
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.
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