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Place Value with Numbers to 1,000 & Money
Students extend their place value knowledge to 1,000 and use this knowledge to represent and compare three-digit numbers. Students are also introduced to money, determining the value of coin collections and solving word problems involving money.
Math
Unit 4
2nd Grade
Unit Summary
Please Note: In September 2025, this unit and its lesson plans received a round of revisions. Teachers should pay close attention as they intellectually prepare to account for the updated pacing and content.
In Unit 4, 2nd grade students build on their understanding of place value with the introduction of a new unit, a hundred. By extending their understanding that 10 ones form a ten, they learn that 10 tens form a hundred. With their knowledge of a hundred, students write three-digit numbers in different forms and compare and order them. Their work with place value is reinforced by their work with money as they identify coins and determine the value of coin collections, as well as put this to work in context with one-step and two-step word problems.
In Topic A, students learn about a hundred and three-digit numbers 2.NBT.A.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. Understand the following as special cases: . They use concrete base ten blocks to build three-digit numbers and understand that these numbers are made of hundreds, tens, and ones. Students also learn to read and write numbers in all forms including unit form, number form, and expanded form 2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. . They understand that three-digit numbers can be re-written with more than 10 units of ones or tens, which lays the foundation for adding and subtracting with composing and decomposing units, respectively. Students also compare and order three-digit numbers given the meaning of their digits.
In Topic B, students extend their formal count sequence to include multiple hundreds and end their sequence at 1,000 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. , introducing them to this new number (though not delving deeply into its meaning, i.e. as being equivalent to 10 hundreds). In this topic, students also locate numbers on a number line and use a number line as a tool to compare and order three-digit numbers. Beyond the number line, students also use their place value knowledge to compare three-digit numbers by reasoning about the number of hundreds, tens, and ones in each number 2.NBT.A.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. .
Finally, in Topic C students see place value in action with their work with money and coins. They focus on identifying coins and their value in order to find the value of coin collections. They also understand a dollar as equivalent to 100 cents, paralleling the concept of 100 ones being equivalent to 1 hundred. They reason how to make a dollar or get change from a dollar, reinforcing their work with adding and subtracting within a 100 from Unit 2. In working with coins, students also continue to work on skip-counting as they count coin groupings flexibly by tens, fives, and ones 2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. . The unit concludes with students solving one- and two-step story problems involving money, continuing their year-long effort towards understanding and solving word problems.
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Assessment
The following assessments accompany Unit 4.
Mid-Unit
Have students complete the Mid-Unit Assessment after Lesson 12.
Post-Unit
Use the resources below to assess student understanding of the unit content and action plan for future units.
Unit Prep
Intellectual Prep
Intellectual Prep for All Units
- Read and annotate "Unit Summary" and "Essential Understandings" portion of the unit plan.
- Do all the Target Tasks and annotate them with the "Unit Summary" and "Essential Understandings" in mind.
- Take the Post-Unit Assessment.
Unit-Specific Intellectual Prep
- Read pp. 53-61 on Number and Operation in Base Ten in the Progressions.
- Read the following table that includes models used in this unit.
Essential Understandings
- A hundred can be thought of as a group of 10 tens.
- The digits of a three-digit number represent the number of hundreds, tens, and ones.
- There are patterns in the numbers when counting by ones, tens, and hundreds. When counting by ones, the ones digit of the number increases by 1 each time; when counting by tens, the tens digit of the number increases by 1 each time; and similarly, when counting by hundreds, the hundreds digit of the number increases by 1 each time. It can be particularly challenging to count when crossing a decade or hundred number since multiple digits change with that crossing.
- Three-digit numbers can be compared by locating them on a number line and comparing based on their location or by comparing the number of hundreds, tens, and ones in a given number. Comparing numbers written in standard form uses the understanding that 1 of any unit is greater than any amount of a smaller unit. Thus, the largest places in each number contains the most relevant information when comparing numbers. If both numbers have the same number of largest units, the next largest place should be attended to next, iteratively until one digit is larger than another in the same unit.
- Making sense of problems and persevering in solving them is an important practice when solving word problems. Key words do not always indicate the correct operation, so representing story problems with tape diagrams and equations helps students to conceptualize and solve them.
Materials
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Base ten blocks (9 hundred, 20 tens, 20 ones per student or small group of students)
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Optional: Paper base ten blocks (hundreds, tens, ones) (9 hundred, 20 tens, 20 ones per student or small group of students) — If regular base ten blocks are not available students can use paper versions
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Hundreds place value chart (1 per student)
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Blank Hundreds Chart (10 per group) — Can be used again in Unit 5 as a resource
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Tape or Glue stick (1 per group) — To attach sets of hundreds charts together vertically
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Optional: Set of Coins (Teacher set) — Penny, nickel, dime, quarter
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Optional: Visual of a Dollar (Teacher set)
Vocabulary and Models
Unit Vocabulary
expanded form
unit form
word form
Foundational Vocabulary
compare
equal $${=}$$
greater than $${>}$$
less than $${<}$$
To see all the vocabulary for Unit 4, view our 2nd Grade Vocabulary Glossary.
Access foundational vocabulary for Unit 4 in the same 2nd Grade Vocabulary Glossary.
Models
| Model | Example |
| concrete base ten blocks | 134 shown in base ten blocks |
| pictorial base ten blocks | Example: Represent 342 with base ten block drawing. |
| coin models | |
| tape diagram | Example: Armando buys 16 peppers for a barbecue. 7 of the peppers are red and the rest of the peppers are orange. How many orange peppers did Armando buy? |
| number line | |
Unit Practice
Lesson Map
Topic A: Understanding and Representing Three-Digit Numbers
Topic B: Reasoning with Numbers to 1,000
Topic C: Place Value in Action - Money and Word Problems
Common Core Standards
Key
Major Cluster
Supporting Cluster
Additional Cluster
Core Standards
Measurement and Data
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2.MD.C.8 — Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
Number and Operations in Base Ten
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2.NBT.A.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. Understand the following as special cases:
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2.NBT.A.1.A — 100 can be thought of as a bundle of ten tens — called a "hundred."
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2.NBT.A.1.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).
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2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
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2.NBT.A.3 — Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
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2.NBT.A.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.
Foundational Standards
Number and Operations in Base Ten
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1.NBT.A.1
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1.NBT.B.2
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1.NBT.B.3
Future Standards
Measurement and Data
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4.MD.A.2
Number and Operations in Base Ten
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2.NBT.B.6
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2.NBT.B.7
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2.NBT.B.8
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3.NBT.A.1
Operations and Algebraic Thinking
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3.OA.D.9
Standards for Mathematical Practice
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CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.
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CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.
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CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.
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CCSS.MATH.PRACTICE.MP4 — Model with mathematics.
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CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.
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CCSS.MATH.PRACTICE.MP6 — Attend to precision.
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CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.
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CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.
