Grade 2: Chapter 1 –Number Concepts

Chapter Essential Question:How do you use place value to find the values of numbers and describe numbers in different ways?

Before
(Grade One) / Chapter One Standards
Grade Two / After
(Grade Three)
Extend the counting sequence.
(1.NBT.1)
Understand place value for numbers to 100. (1.NBT.2) / Operations in Algebraic Thinking 3: Determine whether a group of objects (up to 20) has an odd or even number of members.
  • I can classify numbers up to 20 as even or odd.
  • I can write equations with equal addends to represent even numbers.
/ Represent and solve problems involving multiplication and division. (3.OA.1)
Use place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.1, 3.NBT.2, 3.NBT.3)
Number and Operations in Base Ten 2: Count within 1000; skip-count by 5s, 10s and 100s.
  • I can extend counting sequences within 1,000, counting by 1s, 5s, 10s, and 100s.

Number and Operations in Base Ten 3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
  • I can use place value to describe the values of digits in 2-digit numbers.
  • I can write 2-digit numbers in word form, expanded form, and standard form.
  • I can apply place value concepts to find the equivalent representations of numbers.
  • I can solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern.

Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block.

Suggested Chapter Pacing

All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.

Launching the Chapter / Pre-Assessment / Review Prerequisite Skills
Show a Teen: TE 9I / Show What You Know Assessment
Identify Tier 2 and Tier 3 Groups for Small Group Instruction.
Day Before Lesson 1.1 / Vocabulary Activity
Develop vocabulary for describing numbers.
TE 9H, 12A-12C / Vocabulary Builder
Identify students who will need further vocabulary support for Chapter One. / Preview Chapter Centers
Introduce chapter games, activities, and literature students will be using during center time. / School – Home Letter
Read together and send home.
I Can Statement / Essential Question / Implementation Notes
Lesson 1.1
Operations and Algebraic Thinking 3 / I can classify numbers up to 20 as even or odd. / How are even numbers and odd numbers different? /
  • Connecting Cubes
  • Introduce Activity: We Show Seashells
  • Introduce Activity: Gone Fishing
  • Introduce Literature: The Roadside Stand
  • Use of 10-Frame for pairing does not match use of ten-frame for counting.
  • Kids need many experiences with modeling pairs for even and odd identification. Do not rush to abstraction and 0,2,4,6,8 and 1,3,5,7,9 rules.

Lesson 1.2
Operations and Algebraic Thinking 3 / I can write equations with equal addends to represent even numbers. / Why can an even number be shown as the sum of two equal addends? /
  • Connecting Cubes
  • Introduce Literature: Doubles Fun on the Farm
  • Kids need many experiences with modeling the same number twice (doubles).
  • Good opportunity to talk about the equal sign as it relates to balance.

Lesson 1.3
Numbers and Operations in Base Ten 3 / I can use place value to describe the values of digits in 2-digit numbers. / How do you know the value of a digit? /
  • Base-Ten Blocks
  • Introduce Game: Four in a Row
  • Introduce Activity: Ways to Go
  • Referring to base-ten blocks as longs and cubes will build future flexibility with the manipulative.
  • This is perhaps the first time using base-ten blocks. Invest time before starting the lesson for material exploration and concept building.
  • Kids need more than 2 experiences with modeling 2-digit numbers with base-ten.
  • Modeling two-digit numbers may take multiple days.

Lesson 1.4
Numbers and Operations in Base Ten 3 / I can write 2-digit number in expanded form. / How do you describe a 2-digit number as tens and ones? /
  • Base-Ten Blocks
  • Referring to two-digit numbers using expanded form is critical at this grade level.

Lesson 1.5
Numbers and Operations in Base Ten 3 / I can write 2-digit numbers in word form, expanded form, and standard form. / What are different ways to write a 2-digit number? /
  • Mid-Chapter Checkpoint is optional TE 32
  • Either the Model and Draw chart on page 30 or the chart on Reteach Activity 1.5 should be made as an anchor chart for the room.
  • The use of the hyphen when writing word form needs to be explicitly taught.

Lesson 1.6
Numbers and Operations in Base Ten 3 / I can apply place value concepts to find equivalent representations of numbers. / How can you show the value of a number in different ways? /
  • Base-Ten Blocks
  • Introduce Activity: Little Riddles
  • The idea of decomposing a 2-digit number in multiple ways is complex and requires much practice. Students will not be likely to master this in a single exposure.
  • Modeling flexible decomposition may take multiple days.

Lesson 1.7
Numbers and Operations in Base Ten 3 / I can solve problems by finding different combinations of tens and ones to represent 2-digit numbers using the strategy find a pattern. / How does finding a pattern help you find all the ways to show a number with tens and ones? /
  • Introduce Activity: Line Time
  • This is a problem solving lesson. The setup of the lesson may look different than other lessons in this chapter.
  • Base-ten blocks must still be available.
  • Teacher may want to require students to make a proof drawing for each problem.
  • #5 and similar teacher-created problems should be a stand-alone lesson.
  • One new center activity will need to be introduced today.

I Can Statement / Essential Question / Implementation Notes
Lesson 1.8
Numbers and Operations in Base Ten 2 / I can extend counting sequences within 100, counting by 1s, 5s, and 10s. / How do you count by 1s, 5s, and 10s with numbers less than 100? /
  • Introduce Activity: Patterns on Pine Street
  • Introduce Literature: Margo’s Lights
  • Lesson needs additional experiences with counting down.
  • Lesson does not include counting by tens starting on anything but decade numbers. Teacher will need to supplement.
  • Base-ten blacks are beneficial for modeling regrouping when counting by ones (e.g., 78, 79, 80: showing the trade of ten cubes for an eighth long), and for adding or subtracting ten to a number.

Lesson 1.9
Numbers and Operations in Base Ten 2 / I can extend counting sequences within 1,000, counting by 1s, 5s, 10s and 100s. / How do you count by 1s, 5s, 10s, and 100s with numbers less than 1,000? /
  • This Lesson belongs in Chapter 2! It would fit nicely before lesson 2.10. If kept in chapter 1, multiple additional lessons are needed to teach the concept of base-ten modeling of three-digit numbers prior to this, including but not limited to: the use of the base-ten “flat” block, linking the 1-100 chart to a 101-200 chart, and expanded form of three-digit numbers. Prior to generalizing counting rules of numbers less than 1000. These lessons are included as a part of chapter 2.
  • Lesson does not include counting be tens starting on anything but decade numbers. Teacher will need to supplement.
  • Base-ten blacks are beneficial for modeling regrouping when counting by ones (e.g., 178, 179, 180: showing the trade of ten cubes for an eighth long), for
counting by tens (e.g., 480, 490, 500: showing the trade of ten longs for an fifth flat), or adding or subtracting 100 to a number.
Resources and Centers for Chapter 1
Technology / Hands-On Resources / Centers
Digital Lesson: Engage / Base-Ten Blocks / Activity: Gone Fishing
Fastt Math / Connecting Cubes / Activity: Line Time
Interactive White Board Lesson / Math Journal / Activity: Little Riddles
Interactive Student Edition / MathBoard / Activity: Pattern on Pine Street
iTools: Base-Ten Blocks / Other Hands-On Resources may be needed for Small Group Instruction Activities. / Activity: Ways to Go
iTools; Counters / Activity: We Show Seashells
iTools: Number Charts / Literature: Doubles Fun on the Farm
Math on the Spot Videos / Literature: Margo’s Lights
Mega Math / Literature: The Roadside Stand
Personal Math Trainer / Game: Four in a Row
Additional Resources for Chapter 1
Operations in Algebraic Thinking 3 / Number and Operations in Base Ten 2 / Number and Operations in Base Ten 3
Odd/Even / Number Line / Large Numbers
Skip Counting / Skip Counting
Jump-A-Hundred

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Grade 2 – Chapter 1