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2nd Grade Unit 3 / Place Value / Suggested Time Frame: / 11 days
TAKS Objectives: / 1, 2 / TEKS: / 2.1A, 2.1B, 2.1C, 2.5B
Unit Overview
Write, describe, order and read the value of numbers is important indeed. The place that a digit is located in will tell us the value and determine who wins.
Enduring Understandings
  • All numbers have value.
  • Any number can be written using the digits 0-9.
  • The place that a digit is in tells the value of the digit.
/ Essential Questions
  • How can the place of a number determine its value?
  • How can place value help to order and compare numbers?
  • How can understanding place value help in real world situations?
/ Mathematics Skills/Process
2.12Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
2.12Aidentify the mathematics in everyday situations;
2.12Bsolve problems with guidance, that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
  • Use manipulatives to represent problem situations.
  • Encourage different ways to solve a problem.
  • Have students verbalize observations.
2.12Cselect or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
  • Encourage different ways to solve a problem
2.12Duse tools such as real objects, manipulatives, and technology to solve problems.
2.13Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:
2.13Aexplain and record observations using objects, words, pictures, numbers, and technology; and
2.13Brelate informal language to mathematical language and symbols.
2.14Underlying processes and mathematical tools. The student uses logical reasoning.
2.14AThe student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
(Ask: “How do you know that is the answer? If someone said they didn’t think it was right, how could you convince them?”)
Facts
  • All numbers have value
  • Digits 0-9 are used to write numbers.
  • The place of a digit in a number determines its value.
/ Relationships and/or Connections that should emerge
  • All numbers have value
  • Discover and understand that place value can help determine amounts of money
  • A written two-digit math problem utilizes place value

Products students will develop
  • Class Counting Strip,
    Investigations; Mathematical Thinking, pg.24
  • Math Story
    Investigations; “Putting Together and Taking Apart”
    pg.96

Language of Instruction
digit / digito
equal to / igual a
fewer / menos que
greater than / mayor que
greatest / el mas grande
hundreds / centenas
least / mas pequeño
less than / menor que
mats (hundreds) / tabla de cien
ones / unidades
order / orden
place value / valor relativo
strips (tens) / decenas
tens / decenas
units (ones) / unidades
value / valor
Tools
  • Base Ten Pieces
  • Items such as straws, toothpicks, Q-tips bundled in tens and hundreds
/ Mathematical Connections to Literature
12 Ways to Get to11
By Eve Merriam
The Wolf’s Chicken Stew
By Keiko Kasza
One Hundred Hungry Ants
By Elinor Pinczes
The 100th Day of School
By Angela Sheaf Medearis
2nd Grade Unit 3 / Place Value / Suggested Time Frame: / 11 days
TAKS Objectives: / 1, 2 / TEKS: / 2.1A, 2.1B, 2.1C, 2.5B
Unit Overview
Write, describe, order and read the value of numbers is important indeed. The place that a digit is located in will tell us the value and determine who wins.
Text Resources
Investigations
Mathematical Thinking at Grade 1
“Putting Together and Taking Apart”
MathLearningCenter
Volume 2
Silver Burdett Ginn
Motivation Math
Math Essentials
Vocabulary Adventure / Technology & Electronic Resources

  • (100’s chart)
Other(i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
Teacher Checkpoint:
  • Counting 20
  • Seven Peas and Carrots
  • Representations of How We Got to School
  • Survey representations
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
  1. Open-ended
  2. Essay
  3. Research Paper
  4. Log / Journal
  5. Story / Play / Poem
  6. Model / Map / Video
  7. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test
Collaborative Student Explorations

Second Grade Mathematics Unit 3 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Change

Unit Three: Place Value

Suggested 11 days

  • Compare, order, read, write, and describe numbers to 999.

8/27/2007DRAFT 3