Grade 2: Module 3 – Parent Letter
What’s It All About?
In this 25-day Grade 2 module, students expand their skill with and understanding
of units by bundling ones, tens, and hundreds up to a thousand with straws. A
number in Grade 1 generally consisted of two different units, tens, and ones. Now,
in Grade 2, a number generally consists of three units: hundreds, tens, and ones.
Over the course of the module, we move from physical bundles that show the units
to, place value disks, and then to numerals, on the place value chart.
New or Recently Introduced Terms:
• Hundreds place: e.g., the ‘7’ in 726; tells how many hundreds are in a number
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One thousand: e.g., 1000
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Place value or number disk:
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Standard form: e.g., 726
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Expanded form: e.g., 700 + 20 + 6
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Word form: e.g., seven hundred twenty-six
Familiar Terms and Symbols
• Place value: the unitary values of the digits in numbers
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Tens place: e.g., the ‘7’ in 576; tells how many tens are in a number
•
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Ones place: e.g., the ‘6’ in 576; tells how many ones are in a number
Unit form counting: states the amount of hundreds, tens, and ones in each
number
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Units of ones, tens, hundreds, one thousand: a single one and groups of
10s, 100s, and 1000
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Bundling: grouping - putting smaller units together to make a larger one
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Renaming: changing (instead of “carrying” or “borrowing.” E.g., a group of 10
ones is “renamed” a ten when the ones are bundled and moved from the ones
to the tens place. If using $1 bills, they may be “changed” for a $10 bill when
there are enough.)
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Altogether: to put together - e.g., 59 centimeters and 17 centimeters.
•
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Altogether there are 76 centimeters.
More than/less than: e.g., 576 is more than 76; 76 is less than 576
How many (much) more/less: the difference between quantities
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=, <, >: equal, less than, greater than
Number sentence: written horizontally, like a sentence 7 + 3 = 10
Topic A:
The efficiency of place value and base ten numbers comes to life as students
repeatedly bundle 10 ones to make 1 ten and thereafter bundle 10 tens to make 1
hundred.
o Students will skip-count and find that 1 thousand is equal to both 100 tens
and 10 hundreds.
Topic B:
In Topic B, students will practice counting by ones and skip-counting by tens and
hundreds.
o count by ones, tens, and hundreds from 200 to 432
200, 300, 400, 410, 420, 430, 431, 432
o and from 432 to 1,000
o apply counting strategies to solve a change unknown word problem
Kinnear decided that he would bike 100 miles this year. If he has
biked 64 miles so far, how much farther does he have to bike?
start with 64, count by ones to the next ten, then by tens to 100
Topic C:
Students will work with base ten numerals representing modeled numbers.
o represent three-digit numbers in unit form
416
(4 hundreds 1 ten 6 ones)
o in word form
four hundred sixteen
o on the place value chart
o
in expanded form
400 + 10 + 6
Topic D:
Students will move back and forth from money to numerals, making connections to
place value.
o count the total value of $1, $10, and $100 bills up to $1,000
o using both counting and place value strategies
Stacey has $154. She has 14 one dollar bills. The rest is in $10 bills.
How many $10 bills does Stacey have?
**Mid-Module Assessment:
Correctly represent three ways of writing 416.
o Four hundred sixteen
o 400 + 10 + 6 =416
o 4 hundreds 1 ten 6 ones
Explains in words, pictures, or numbers how many 10’s are in a 3 digit
number.
o 320 has 32 tens
Count up by hundreds using pictures, numbers, and/or words.
Using skip counting, or bundling to count up by tens and hundreds.
$200 – 210 – 220 -230 – 240 – 250 – 260 – 270 – 280 – 290 – 300 - 400
Topic E:
Students will move to number disks when modeling very large and very small
numbers.
o 360 is represented below
o model more than 9 groups of ten
Topic F:
Students use number disks to make comparison of numbers.
o compare using the symbols <, >, and = on the place value chart.
o apply comparison and place value skills to order more than two numbers in
different forms
Topic G:
Finding 1, 10, and 100 More or Less
o What number is 10 more than 402?
412 is 10 more than 402
o pattern counting up and down
**End-of-Module Assessment:
Explains, using words, pictures or numbers, words or pictures, that 15 tens is
equal in value to 150 using hundreds, tens, and ones.
Count within 1000: skip-count by 5s, 10s and 100s.
Compare two three-digit numbers using <, =, and > symbols to record the
results of comparisons.
Use words, pictures and numbers to solve word problems involving place
value, skip counting, and comparisons.