Grade 2 Mathematics, Quarter 1, Unit 1.

Understanding and Using Place Value Within 1,000

Overview
Number of Instructional Days: Content to Be Learned
Understand a three-digit number represents amounts of hundreds, tens, and ones. Understand a hundred is a bundle of ten tens. Use place value strategies to add within 100. Add within 1,000 using concrete models or drawings. Relate models and drawings to a written method. Explain why addition or subtraction strategies work using place value. Use place value strategies to compose and decompose three-digit numbers.

15

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

3. Construct viable arguments and critique the reasoning of others. Justify conclusions, communicate them to others, and respond to the arguments of others. Distinguish correct logic or reasoning from that which is flawed. 4. Model with mathematics. 6. 7. Apply mathematics to solve problems in everyday life. Write an addition equation to describe a situation. Use tools such as drawings and equations. Analyze relationships to draw conclusions. Reflect on whether the results make sense. Revise work as needed. Attend to precision. Give explanations to others using clear definitions in discussion and reasoning. Explain symbols. Calculate accurately and efficiently. Look for and make use of structure. Look closely to discern a pattern or structure. Understand numbers as composed of hundreds, tens, and ones.

**Content notes:

*The focus of this unit is addition. The relationship between addition and subtraction is useful in developing flexible strategies and making connections. Subtraction is added to this unit (previously not introduced until Qtr.3) and connections made between addition and subtraction as mentioned above. Include differences. Strikeouts referring to subtraction removed.
*Subtraction not assessed until Qtr 3.

Essential Questions
How can you use drawings or materials to represent your understanding of a three-digit number? Explain your thinking using symbols, numbers and words. What is the sum of _____+_____? What is the difference of ____-____? How do you know your strategy is accurate? How can understanding place value help you add these amounts? Which drawings or models would you use to represent your understanding of adding two or more three-digit numbers? Why?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Number and Operations in Base Ten
Understand place value. 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: a. b. 100 can be thought of as a bundle of ten tens called a hundred. 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).

2.NBT

Use place value understanding and properties of operations to add and subtract. 2.NBT.5 2.NBT.7 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 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. Explain why addition and subtraction strategies work, using place value and the properties of operations. 3
3

2.NBT.9

Explanations may be supported by drawings or objects.

Common Core Standards for Mathe matical Practice 3 Construct viable arguments and critique the reasoning of others .

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 4 Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasonin g to plan a school event or analyze a problem in the community. By high school, a student might use geometry to
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 6 Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In grade 1, students counted, read, and wrote numbers to 120. Given a two-digit number, they mentally found 10 more or 10 less. Students explained their reasoning and they developed understanding of place value as a bundle of ten ones and some more ones (e.g., 14 is a bundle of ten ones and four more ones). Current Learning In this unit, students learn that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. With strong emphasis on place value, this unit is a critical focus area for second grade students. This unit focuses on understanding and applying place value strategies for adding within 1,000. Students add twodigit numbers within 100 based on place value strategies, and add within 1,000 using concrete drawings and models. They relate their strategy to a written method and explain why their strategy works. Later in the year, students apply strategies based on place value, properties of operations, and the relationship between addition and subtraction to add and subtract fluently within 100. Students solve problems within 1,000 and add up to four two-digit numbers using strategies and concrete models or drawings. Students are expected to explain why their addition and subtraction strategies work.
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

The complexity of numbers will continually build throughout grade 2. Easier combinations of numbers should be used initially, rather than numbers in smaller number range. For example, 310+205 is an easier combination of numbers, than 297+313. The second example is more complex because it crosses a decade. Teachers should continue to make relevant connections between addition and subtraction through the year. Throughout second grade, differentiation can take place by changing the problem type for students who are comfortable working in the number range. Future Learning In grade 3, students will use place value understanding to round whole numbers to the nearest 10 or 100. By the end of grade 3, students will use strategies and algorithms based on place value, properties of operations, and the relationship between addition and subtraction to fluently add and subtract within 1,000. By the end of grade 4, students will round numbers to any place, and will fluently add and subtract using the standard algorithm.

Additional Findings
According to Principles and Standards for School Mathematics, the expectation of second graders is todevelop the sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers (p. 78). Additionally, It is absolutely essential that students develop a solid und erstanding of the base ten numeration system and place value concepts by the end of grade 2 (p. 81). The most challenging concept for students and teachers is the extra layer of complexity in composing and decomposing numbers. For additional information, see K5 Number and Operations in Base Ten Learning Progressions (p. 9).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014