Grade 2: Unit 2.NBT.A.1-4, Understand Place Value

Grade 2: Unit 2.NBT.A.1-4, Understand Place Value

Lesson Seeds: The lesson seeds are ideas for the domain/standard that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Domain: Number and Operations in Base Ten
Cluster: 2.NBT.A.1 Understand Place Value
Standard: 2.NBT.A.1b Understand the following as a special case: 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).
Purpose/Big Idea:
Each base-ten unit can be understood in terms of any other base-ten unit (example: 200 is 2 bundles of 100, 20 bundles of 10, and 200 single units).
Materials:
·  For each group: One set of Index cards with pictures/words labeling objects in different ways from Resource Sheet 7, pages 1-7 Sample Labeling Cards
·  Chart paper (one per station)
·  Items that are already bundled to use as concrete representations as multiples of 100
·  Math Journals
Activity:
·  Organize students in groups.
·  One student deals out the cards to all the members of the group. The cards have a picture or words labeling objects in different ways from Resource Sheet 7. (e.g., picture of a box of tissues on one index card, the word “tissue” on one index card, and the word “Kleenex” on one index card. This makes a set.)
·  The students then work together to finds all of the “matches.”
·  Students glue or tape their matching sets on chart paper.
·  Lead a class discussion in which students come to the conclusion that objects can have a variety of names.
·  Students do a quick brainstorming of names for themselves by which they are known and share at their tables.
·  Students will then complete a rotation of stations in small groups. Each station contains a different number (100, 200, 300, 400, etc.), a concrete representation of that number, and a blank piece of chart paper to be used as the naming sheet.
Students will think of and record a way to name that number.
·  With each rotation, students must record a different way to name the number at the station.
·  Display all of the naming sheets from each station. Allow students to share their thinking.
Guiding Questions:
As you circulates around the stations, some questions that can be posed might be:
·  What are the different ways this number can be represented?
·  Can you think of a different way to represent this number?
For students who are struggling:
How many groups of 100 are used?
How many groups of ten are used to make this number? How many single units would be used to make this number?

Resource Sheet 7, Page 1 Sample Labeling Cards

Tissues / Kleenex /
Hat / Cap /
Car / Automobile /

Resource Sheet 7, Page 2 Sample Labeling Cards

Rabbit / Bunny /
Donkey / Mule /
Couch / Sofa /

Resource Sheet 7, Page 3 Sample Labeling Cards

Cup / Glass /
Shirt / Top /
Pants / Bottoms /

Resource Sheet 7, Page 4 Sample Labeling Cards

Cabinet / Cupboard /
Insect / Bug /
Dice / Number Cube /

Resource Sheet 7, Page 5 Sample Labeling Cards

Computer / Laptop /
Laugh / Giggle /
Cry / Sob /

Resource Sheet 7, Page 6 Sample Labeling Cards

Yell / Scream /
Street / Road /

Resource Sheet 7, Page 7 Sample Labeling Cards

Barbie / Dolls /
Taxi / Cab /