# 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, identifying coins and their value, and determining the value of coin collections.

Math

Unit 4

## Unit Summary

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 further their understanding of three-digit numbers by expanding their count sequence to 1,000. 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). They use concrete base ten blocks to build three-digit numbers and understand that these numbers are made of hundreds, tens, and ones. As they build their concept of numbers with multiple hundreds they also are introduced to the idea that 10 hundreds make a thousand. That is the extent of students' understanding about a thousand as that is where their count sequence ends. Throughout the topic, students work on identifying and building three-digit numbers. They understand that three-digit numbers can be re-written with more than 10 units of ones or tens. This work lays the foundation for adding and subtracting with rebundling. Students also learn to read and write numbers in all forms including, unit form, number form, and expanded form (2.NBT.A.3).

In Topic B, students extend their formal count sequence to include multiple hundreds and end their sequence at 1,000 (2.NBT.A.2). This is pivotal to students' number sense formation as students cannot reliably add and subtract to numbers they have not counted. 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. Students were introduced to number lines in Unit 3 with their work with measurement and adding and subtracting within 100. This is the first time they will see the number line extended beyond 100, to 1,000. Beyond the number line, students also use their place value knowledge to compare and order three-digit numbers by reasoning about the number of hundreds, tens, and ones in each number (2.NBT.A.4).

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. Using their knowledge that 10 tens make a hundred, students see that their work with dimes is similar as 10 dimes makes 100 cents, or a new unit, a dollar. Students' work with money primarily stays within a dollar; they reason how to make a dollar or get change from a dollar. This reinforces student work of 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 10s, 5s, and 1s (2.NBT.A.2). Students continue their application of their work with money as they solve one-step and two-step word problems involving money situations (2.MD.C.8). The end of the unit continues their grade-level work with two-step word problems as they explore combining add to and take from change unknown problem types, considered to be middle difficulty subtypes with easier results unknown subtypes (2.OA.A.1). By the end of Grade 2, students should be proficient in these types of two-step word problem combinations with addition and subtraction.

Fishtank Plus for Math

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

## Assessment

The following assessments accompany Unit 4.

### Mid-Unit

Have students complete the Mid-Unit Assessment .

### Post-Unit

Use the resources below to assess student understanding of the unit content and action plan for future units.

Expanded Assessment Package

Use student data to drive instruction with an expanded suite of assessments. Unlock Mid-Unit Assessments and Answer Keys to help assess progress with unit content and inform your planning.

## 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

concrete base ten blocks

134 shown in base ten blocks

pictorial base ten blocks

Example: Represent 342 with base ten block drawing.

place value chart

 hundreds tens ones 3 4 2

number line

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?

### 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
• Three-digit numbers can be written in many forms including word form, base ten unit form, and expanded form
• 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
• The count sequence is extended from 120 to 1000 and students should be able to practice skip-counting by 5s, 10s, and 1000s within 1000
• Coins can be identified by the fronts and backs of their coins and each coin has an assigned value
• Coin collections can be counted in a way that makes sense to students but skip-counting using the greatest valued coined or combining coins to make the nearest decade number are often the most common approaches
• When working with money, 100 cents equals a dollar and students can make a dollar using a variety of coin combinations and can determine change from a dollar and subsequent coin combinations
• Solving word problems with money uses both the knowledge of coins and their values as well as fluency in adding and subtracting within 100 using any methods
• Tape diagrams and equations help to represent one-step and two-step word problem situations for solving

### Vocabulary

compare

dime

equal =

estimate

expanded form

greater than >

less than <

nickel

penny

quarter

standard form

unit form

word form

To see all the vocabulary for Unit 4 , view our 2nd Grade Vocabulary Glossary.

### Materials

• Base ten blocks (9 hundred, 20 tens, 20 ones per student or small group of students)

• 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

• Hundreds place value chart (1 per student)

• Blank Hundreds Chart (10 per group) — Can be used again in Unit 5 as a resource

• Tape or Glue stick (1 per group) — To attach sets of hundreds charts together vertically

• Optional: Set of Coins (Teacher set) — Penny, nickel, dime, quarter

• Optional: Visual of a Dollar (Teacher set)

## Unit Practice

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

## Lesson Map

Topic A: Understanding and Representing Three Digit Numbers

Topic B: Reasoning with Numbers to 1000

Topic C: Place Value in Action - Money and Word Problems

## Common Core Standards

Key

Major Cluster

Supporting Cluster

### Core Standards

#### Measurement and Data

• 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

• 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:
• 2.NBT.A.1.A — 100 can be thought of as a bundle of ten tens — called a "hundred."
• 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).
• 2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
• 2.NBT.A.3 — Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
• 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.

#### Operations and Algebraic Thinking

• 2.OA.A.1 — Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• 1.NBT.A.1
• 1.NBT.B.2
• 1.NBT.B.3
• 1.NBT.C.4

• 1.OA.A.1
• 1.OA.B.4
• 1.OA.D.8

• 2.NBT.B.6
• 2.NBT.B.6
• 2.NBT.B.7
• 2.NBT.B.8
• 3.NBT.A.1
• 3.NBT.A.3
• 4.NBT.A.3

• 4.NF.A.1
• 4.NF.B.3

• 3.OA.A.1
• 3.OA.D.8
• 3.OA.D.9

### Standards for Mathematical Practice

• CCSS.MATH.PRACTICE.MP1 — Make sense of problems and persevere in solving them.

• CCSS.MATH.PRACTICE.MP2 — Reason abstractly and quantitatively.

• CCSS.MATH.PRACTICE.MP3 — Construct viable arguments and critique the reasoning of others.

• CCSS.MATH.PRACTICE.MP4 — Model with mathematics.

• CCSS.MATH.PRACTICE.MP5 — Use appropriate tools strategically.

• CCSS.MATH.PRACTICE.MP6 — Attend to precision.

• CCSS.MATH.PRACTICE.MP7 — Look for and make use of structure.

• CCSS.MATH.PRACTICE.MP8 — Look for and express regularity in repeated reasoning.

Unit 3

Measurement

Unit 5

## Request a Demo

See all of the features of Fishtank in action and begin the conversation about adoption.

Yes

No