Grade 2, Module 5
Core Focus
• Representing, writing, comparing, and ordering three-digit numbers
• Introduction to angles
• Working with 2D shapes, especially quadrilaterals and some other polygons
Numbers in Base-Ten
• Students connect how a three-digit number is written as a numeral to how
it is said and written in words, and how that number is modeled (e.g. 3 groups
of 100, 5 groups of 10, and 6 ones) with a focus on three-digit numbers with zeros
or teen numbers.
• Students continue to read the tens and ones together. Therefore, 504 is read
as “five hundred four”, and 316 is read as “three hundred sixteen.”
5.3
Writing Three-Digit Numbers in Numerals and Words
What number is shown by these blocks?
How do you know?
How would you show the number on this expander?
How would you write the numeral?
Do you still need to write the zero to describe the tens? Why?
How would you write the number in words? How do you know?
hundred
In this lesson, students use numeral expanders and base-10 blocks to write
numerals and number names.
• Base-10 blocks are used to help students develop a place-value strategy to
systematically compare three-digit numbers. They compare hundreds first, and then
hundreds and tens, if needed.
• Students begin using language such as “is greater than”, or “is less than” when
comparing numbers.
5.5
Comparing Three-Digit Numbers
The wingspan of an airplane is the distance
between the tips of its wings.
•
Look at the wingspans of these airplanes.
Plane
Wingspan
A
214 feet
B
199 feet
C
147 feet
D
156 feet
© ORIGO Education.
• Write 0, 0, 0, 1, 1, 1, 2, 3, 4, 5, 6,
7, 8, and 9 on small cards. Mix
up the cards, turn over three
at a time and ask your child to
read the number. Position a
zero or one in the tens place
for extra practice.
• Using the same number cards,
have your child create two
three-digit numbers. Ask them
to compare the two numbers
using language like “is greater
than” or “is less than”. Be sure
to ask how they know.
• Look for three-digit numbers in
everyday life, such as grocery
shopping ( comparing prices )
or traveling ( house numbers ).
Glossary
Base-10 blocks (models for
hundreds, tens, and ones)
and numeral expanders are
used to support place-value
understanding.
wingspan
5
Which plane has the longest wingspan? How did you figure it out?
Which place in the numbers did you look at first? Why?
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Ideas for Home
0
5
Look at the wingspan of Plane D.
H
T
O
You could use this place-value chart to show 156.
What do the abbreviations H, T, and O mean?
1
5
6
In this lesson, students use their knowledge of place value to compare
three-digit numbers.
• Students connect three-digit numbers to their position in relation to other numbers
on a number line.
4
0
4
< means “is less than”
385
538
> means “is greater than”
461
105
1
Grade 2, Module 5
Ideas for Home
Ordering Three-Digit Numbers
5.6
Look at each game score card.
GAME 1
POINTS
Who won each game? How do you know?
Luis
452
GAME 2
What place in the numbers did you look at first?
Raul
524
Which place did you look at next?
Jason
254
368
Brianna
386
Samantha 38
0
Audrey
POINTS
Use any three of these digits.
1
2
3
4
5
6
Write the greatest three-digit numeral that is possible.
• Ask your child to look for
shapes all around the home.
Doors and windows are often
rectangles, but look for other
shapes such as triangles and
multi-sided shapes such as
hexagons and pentagons.
What does each digit in your numeral tell you?
Write two different three-digit numerals
using any of the digits above.
Look at the three numerals you wrote.
Rewrite them in order from least to greatest.
How did you figure out the order?
In this lesson, students place three-digit numbers in order from the least to the greatest,
and then from the greatest to the least.
Geometry
• Students learn that polygons are closed shapes with all straight sides. Further,
they learn that polygons have the same number of corners as they have sides,
e.g. quadrilaterals have four sides and four corners.
•
5.10
Identifying Quadrilaterals
Look at these shapes. What is the same about them?
• Take turns giving directions to
draw shapes by naming the
number of sides and corners
and whether the sides are
the same length or different
lengths. E.g. say “Draw a
shape with five sides and
five corners with different
side lengths.”
Glossary
These are examples of some
of the geometric shapes that
are taught in this lesson.
What is different?
A
C
B
quadrilateral
D
E
F
Which of the shapes are polygons?
pentagon
How do you know?
Polygons that have exactly four sides are called
The
means
In this lesson, students learn the term “quadrilateral” to describe polygons with four sides.
• The sides and angles of polygons can be the same or different. An octagon
can have all sides the same length (think of a stop sign), or different lengths
(think of any eight-sided shape).
5.11
octagon
Working with Polygons
What do you know about polygons?
•
© ORIGO Education.
hexagon
The poly part of the word
polygon means many.
The gon part means corner.
Polygons are closed 2D shapes that have
only straight sides. Each polygon has the
same number of sides as it has vertices.
What are some shapes that you know are polygons?
In this lesson, students explore polygons with five sides (pentagons) and with
six sides (hexagons).
2
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