Last updated: 8/16/2024

Math: 2nd Grade - Trimester 1

(1) NY-2.NBT.1 Understand that the digits of a three-digit number represent amounts of hundreds, tens, and ones.
(1) NY-2.NBT.1a Understand 100 can be thought of as a bundle of ten tens, called a “hundred.”
(1) NY-2.NBT.1b Understand 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).
(1) NY-2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
(1) NY-2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
(1) NY-2.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.

-How and why do we use numbers in our every day life?

 

-How do we put together and take apart numbers in our daily life?

 

-What are different ways to take apart and put together numbers and what ways are easiest?

 

-How do you use place value to find the values of numbers and describe numbers in different ways?

 

-Why is it important to bundle units of higher value when adding two and three digit numbers?

 

-How does analyzing and writing numbers in different forms help us in daily life?

 

-Why is skip counting important and how do we use it in daily life?

 

-In what ways can we model our thinking and use different strategies to solve problems?

 

Focus Questions:

-What are different ways to write a two digit or three digit number?

 

-In what ways can numbers be composed and decomposed?

 

-When would it be useful to compare and contrast numbers?

 

-How do you use place value to find ten more, ten less, one hundred more or 100 hundred less than a two or three digit number?

 

-How can using RDWW help when solving a word problem?

 

-How does place value help you identify and extend skip counting patterns?

 

-How does the position of a digit in a number affect its value?

 

- Forming Base Ten Units of Ten, a Hundred and a Thousand 

 

- Understanding Place Value Units of One, Ten and a Hundred 

 

- Three-Digit Numbers in Unit, Standard, Expanded and Word Forms 

 

- Modeling Base Ten Numbers within 1,000 with Money 

 

- Modeling Numbers within 1,000 with Place Value Disks 

 

- Comparing Two Three-Digit Numbers

 

- Finding 1, 10 and 100 More or Less than a number 

 

 I Can: 

  1. Identify and represent a 3 digit number as hundreds, tens, and ones.
  2. Identify a bundle of 10 tens as a “hundred”. 

  3. Represents 100,200, 300, 400, 500, 600, 700, 800, 900 with one, two, three, four, five, six, seven, eight, or nine hundreds and  0 tens and 0 ones. This means 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).

  4. Read and write number to 1000 in different forms. (number names, numerals and expanded form)

  5. Compare 3 digit numbers using <, > and = symbols

Place Value Disks 1-1000.notebook

 

GoMath Lessons

 

BrainPOP place value video 

 

BrainPOP Subtraction with Regrouping

 

BrainPOP Addition with Regrouping

 

Smartboard Interactive Place Value Chips

 

Tools:

Rekenrek

Number Bond Template

Ten Frames

Place Value Disks

Hide Zero Cards

Interactive Hundreds Chart

 

Games:

 

Go Math:

Chapter 1: Number Concepts

Chapter 2: Numbers to 1,000

Modules:

Modules 3

Videos:

 

Eureka Assessments Module 3

2nd Grade-Trimester 1- Curriculum Math Map 

 
(1) NY-2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
(1) NY-2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.
(1) NY-2.NBT.7a 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 representation.
(1) NY-2.NBT.7b Understand that in adding or subtracting up to 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.
(1) NY-2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
(1) NY-2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

-How and why do we use numbers in our every day life?

 

-How do we put together and take apart numbers in our daily life?

 

-What are different ways to take apart and put together numbers and what ways are easiest?

 

-Why is it important to bundle units of higher value when adding two and three digit numbers?

 

-In what ways can we model our thinking and use different strategies to solve problems?

 

Focus Questions:

-When do you regroup ones, tens or hundreds  in addition?

 

-In what ways can numbers be composed and decomposed?

 

-When would it be useful to compare and contrast numbers?

 

-How can using RDWW help when solving a word problem?

 

-How are addition and subtraction related?

 

-How does the position of a digit in a number affect its value?

 

 

 

 

- Sums and Differences within 100 

 

- Strategies for composing a ten 

 

- Strategies for decomposing ten 

 

- Strategies for composing tens and hundreds 

 

- Student explanations of written methods 

 I Can:

  1. Identify and represent a 3 digit number as hundreds, tens, and ones.

  2. Identify a bundle of 10 tens as a “hundred”. 

  3. Read and write number to 1000 in different forms. (number names, numerals and expanded form)

  4. Adding and subtracting like units

Place Value Disks 1-1000.notebook

 

GoMath Lessons

 

BrainPOP place value video 

 

BrainPOP Subtraction with Regrouping

 

BrainPOP Addition with Regrouping

 

Smartboard Interactive Place Value Chips

 

Tools:

Rekenrek

Number Bond Template

Ten Frames

Place Value Disks

Hide Zero Cards

Interactive Hundreds Chart

 

Games:

 

Go Math:

Chapter 3: Basic Facts and Relationships

Chapter 4: Two-Digit Addition

Chapter 5: Two-Digit Subtraction

Chapter 6: Three-Digit Addition and Subtraction

Modules:

Modules 3, 4, 5

Videos:

 

 

 

Beginning of Year 2nd Grade.pdf

 

End of Year 1st Grade.pdf

 

Place Value Assessment (GoMath online; Chapters 1-6)

 

 

Module 4 Mid Module Assessment.docx

 

Module 4 End of Module Assessment.docx

 

Module 5 Mid Module Assessment.docx

 

Module 5 End of Module Assessment.docx

 

Eureka Assessments Module 4
(1) NY-2.OA.1a Use addition and subtraction within 100 to solve one-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.
(1) NY-2.OA.1b Use addition and subtraction within 100 to develop an understanding of solving two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions.

- What strategy did you use to solve? 

 

- What key words in the word problem helped you solve?

 

- Explain how you know when to decompose a ten?

 

-In what ways can we model our thinking and use different strategies to solve problems?

 

- What strategy did you use to help you count when either adding or subtracting?

 

- Discuss what strategies you used to add? 

 

- Discuss what strategies you used to subtract?

- Strategies for adding and subtracting within 1,000

 

- Stratgies for composing tens and hundreds within 1,000

 

- Strategies for decomposing tens and hundreds within 1,000

 

- Student explanations of solution methods 

I Can: 

 

1. Add and subtract numbers to 1,000

 

2. Compose tens and hundreds to 1,000

 

3. Decompose tens and hundreds within 1,000

 

4. Explian how I solved to the problem

Eureka Classwork, Homework and Templates- Module 5

Eureka Assessments- Module 5
(1) NY-2.OA.2a Fluently add and subtract within 20 using mental strategies. Strategies could include:
  • counting on;
  • making ten;
  • decomposing a number leading to a ten;
  • using the relationship between addition and subtraction; and
  • creating equivalent but easier or known sums.
(1) NY-2.OA.2b Know from memory all sums within 20 of two one-digit numbers.
(1) NY-2.OA.3a Determine whether a group of objects (up to 20) has an odd or even number of members.
(1) NY-2.OA.3b Write an equation to express an even number as a sum of two equal addends.

- How does drawing a number bond help you solve an addition problem? 

 

- How does drawing a number bond help you solve a subtraction problem? 

 

- Compare two two-digit numbers and explain the differences. 

 

- Discuss the make a ten strategy. 

 

- Explain how the patterns in numbers help you solve problems? 

 

- Explain what you have to know to be able to use the take from tens strategy? 

 

- Foundations for fluency with sums and differences within 100

 

- Initating fluency with addition and subtraction within 100

I Can: 

 

1. Fluently add to solve numbers to 100.

 

2. Fluently subtract to solve numbers to 100. 

 

3. Indentify which operation to use when adding and subtracting numbers. 

Eureka Classwork, Homework and Templates- Module 1

Eureka Assessments- Module 1
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