Current Filters
 () Remove Grade 2 Standards for Mathematics filter Grade 2 Standards for Mathematics
 () Remove Number & Operations in Base Ten filter Number & Operations in Base Ten
 () Remove Common Core Learning Standards filter Common Core Learning Standards
 () Remove Elementary filter Elementary
 () Remove Curriculum Topic filter Curriculum Topic
 () Remove Math filter Math
 Clear All Filters
Search Within Results
Subjects
Grades
Resource Type
Common Core: Standard
Common Core: ELA
Common Core: Math
Subject: Math
18 Results

 In Topic B, students solve problems involving coins and bills. They begin at the concrete level in Lesson 6, using play money to review the different coin values from Grade 1. Beginning with the...

 In Topic A, students practice the simplifying strategies they learned in Module 4, but with numbers up to 1,000. They will be asked to consider which strategy is most efficient for each problem they...

 Topic B in Module 5 is analogous to Topic B in Module 4, but while in Module 4 students composed ones and tens within 200, Module 5 expands upon this, finding students composing tens and hundreds...

 Topic C builds upon Module 4’s groundwork, now decomposing tens and hundreds within 1,000 (2.NBT.7). In Lesson 13, students model decompositions with number disks on their place value charts while...

 Links to: G3–M2 Place Value and Problem Solving with Units of Measure Topic D focuses on the application of the tools and concepts presented in Topics A through C. Students synthesize their...

 In Topic B, students apply their understanding of place value strategies to the addition algorithm, moving from horizontal to vertical notation. Their understanding of vertical addition starts with...

 Topic C parallels Topic B, as students apply their understanding of place value strategies to the subtraction algorithm, moving from concrete to pictorial to abstract. It is important to note that...

 In Lesson 17 of Topic D, students extend the base ten understanding developed in Topic A to numbers within 200. Having worked with manipulatives to compose 10 ones as 1 ten, students relate this to...

 Topic E begins with an extension of mental math strategies learned in first grade, when students learned to subtract from the ten by using number bonds. In Lesson 23, they return to this strategy to...

 Module 4 culminates with Topic F, in which students think about and discuss the multiple strategies they have learned to represent and solve addition and subtraction problems. They share their...

 Further building their place value understanding, students count by $1 bills up to $124, repeating the process done in Lesson 6 with bundles. Using bills, however, presents a new option. A set of 10...

 In Topic E, students transition to the more abstract number disks that will be used through Grade 5 when modeling very large and very small numbers. The foundation has been carefully laid for this...

 Number disks make comparison of numbers very easy. More than and less than lead to the addition and subtraction in the next module. In Lesson 16, students compare using the symbols <, >, and =...

 The module closes with questions such as, “What number is 10 less than 402?” and “What number is 100 more than 98?” As students have been counting up and down throughout the module, these three...

 In Topic A, students build upon their understanding of the base ten system and their prior knowledge of place value strategies presented in Module 3. In Lesson 1, students relate 10 more and 10 less...

 When students gather on the carpet in a circle, the teacher pours out a box of 1000 straws. “How can we count these easily?” The students are led to suggest that bundles of 10 would make it much...

 In Topic B, students practice counting by ones and skipcounting by tens and hundreds. They start off with simple counting by ones and tens from 90 to 124 and 124 to 220. They then count by ones,...

 In Topic C, the teaching sequence opens with students counting on the place value chart by ones from 0 to 124, bundling larger units as possible (2.NBT.1a). Next, they represent various counts in...