enVision Mathematics Topic 9
2nd Grade; January – February (3 weeks); 2nd Trimester
Embedded Files
Topic Title(s):
Numbers to 1,000
Prepared Graduates:
MP2. Reason abstractly and quantitatively.
MP7. Look for and make use of structure.
Standard(s):
1. Number and Quantity
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
2.NBT.A. Number & Operations in Base Ten: Understand place value.
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: (CCSS: 2.NBT.A.1)
100 can be thought of as a bundle of ten tens — called a “hundred.” (CCSS: 2.NBT.A.1.a)
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). (CCSS: 2.NBT.A.1.b)
Count within 1000; skip-count by 5s, 10s, and 100s. (CCSS: 2.NBT.A.2)
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (CCSS: 2.NBT.A.3)
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (CCSS: 2.NBT.A.4)
Abstract 10 ones into a single conceptual object called a ten and abstract 100 ones or 10 tens into a single conceptual object called a hundred. (MP2)
Compose, decompose, and compare three-digit numbers according to their base-ten structure. (MP7)
Inquiry Questions
How many hundreds are in the number “four hundred five”? How do you know? How many tens are in the number "four hundred five? How do you know?
How many times do you need to skip count by 5s to count as far as skip counting by 10s once?
How many times do you need to skip count by 10s to count as far as skip counting by 100 once?
Why is any two-digit number that starts with 5 always larger than a two-digit number that starts with 3?
Coherence Connections
This expectation represents major work of the grade.
In Grade 1, students understand place value for two-digit numbers.
In Grade 2, this expectation connects with using place value understanding and properties of operations to add and subtract and with working with equal groups of objects to gain foundations for multiplication.
In Grade 3, students use place value understanding and properties of operations to perform multi-digit arithmetic.
Academic Vocabulary & Language Expectations:
Hundred, thousand, digit, place-value chart, standard form, expanded form, word form, compare, greater than (>), less than (<), equals (=), decrease, increase
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topic 9
Additional enVision Mathematics Resources
Let's Investigate! Pitching Target (TE) (supports Lessons 9-2, 9-3, 9-4)
Additional Math Games: Place Value to 1,000 (additional materials and preparation may be required)
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: Model Three-Digit Numbers, Read and Write Three-Digit Numbers, Compare and Order Three-Digit Numbers
Coherence Map/Concept Progressions: 2.NBT.A.2, 2.NBT.A.3, 2.NBT.A.4
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