Unit one - Second Grade Math
STANDARDS FOR MATHEMATICAL CONTENT - Link to parent letter
Understand Place Value
MGSE2.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.
a. 100 can be thought of as a bundle of ten tens — called a ―hundred.
b. 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).
MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
MGSE2.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.
MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
BIG IDEAS
By the conclusion of this unit, students should be able to demonstrate the following competencies:
• Use models, diagrams, and number sentences to represent numbers within 1,00
• Write numbers in expanded form and standard form using words and numerals.
• Identify a digit’s place and value when given a number within 1,000.
• Compare two 3-digit numbers with appropriate symbols (<, =, and >).
• Understand and explain the difference between place and value.
• The value of a digit depends upon its place in a number.
• Understand the digit zero and what it represents in a given number.
• Numbers can be represented in many ways, such as with base ten blocks, words, pictures, number lines, and expanded form.
• Place value determines which numbers are larger or smaller than other numbers.
• Explain how place value helps us solve problems.
STANDARDS FOR MATHEMATICAL CONTENT - Link to parent letter
Understand Place Value
MGSE2.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.
a. 100 can be thought of as a bundle of ten tens — called a ―hundred.
b. 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).
MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
MGSE2.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.
MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
BIG IDEAS
By the conclusion of this unit, students should be able to demonstrate the following competencies:
• Use models, diagrams, and number sentences to represent numbers within 1,00
• Write numbers in expanded form and standard form using words and numerals.
• Identify a digit’s place and value when given a number within 1,000.
• Compare two 3-digit numbers with appropriate symbols (<, =, and >).
• Understand and explain the difference between place and value.
• The value of a digit depends upon its place in a number.
• Understand the digit zero and what it represents in a given number.
• Numbers can be represented in many ways, such as with base ten blocks, words, pictures, number lines, and expanded form.
• Place value determines which numbers are larger or smaller than other numbers.
• Explain how place value helps us solve problems.