G2 U1 L2 TE
Applied MP
MPs * Embedded MP
Procedural Lesson Grade 2 · Unit 1 · Lesson 2
1
2
3
4
* *
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5
6
7
8
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MC: 2.NBT.1a Student Journal Pages
5-10
Today, I will demonstrate how to bundle groups of 10 to build whole numbers.
Vocabulary
Teacher Resources
Whole number: any number including 0 (e.g., 0, 1, 2, 3, …) base ten blocks (used to represent/draw whole numbers)
hundred
ten
one
Considerations: In 1st grade, students have practiced bundling groups of ones into tens. In 2nd grade, this concept is extended to the hundreds. Showing students how to use base ten manipulatives will support their conceptual understanding of this concept. Consider offering students a short-cut to draw base ten blocks. They could draw a square for the 100-square, a line for a ten-rod, and a dot for the one-cube. For example: 123 could be drawn like this: ☐ ||
Steps:
bundle/regroup
1. 2. 3. 4.
Count the ones, regroup if necessary. Count the tens, regroup if necessary. Count the hundreds, regroup if necessary. Write the whole number.
Application of MPs: =
Copyright © Swun Math
MP2:
What does your model of the ones, tens, and hundreds represent?
MP7:
How did you know when to make a bundle?
MP8:
Do you see any repetition within your groups?
Grade 2 Unit 1 Lesson 2 P TE
Answer Key: I/M
SGP
FCU
SP
CH
HW
1. 234
1. 507
1. 360
1. 374
1. Check student’s work
1. 147
2. 386
2. 633
2. 542
2. 405
2. Error: Simon drew 9 ones
2. 270
and 5 tens, but should have drawn 9 tens and 5 ones. 3. 318
3. 625
4. 692
4. 446
5. 414
5. Yes, 604 is correct. The 10 10s need to be bundled to make 6 hundreds. After bundling (regrouping) the 10s there are zero 10s left which is why there is a zero in the 10s place. There are 4 ones.
6. No, the answer is
6. The answer is 203 because there
incorrect. The 1s place has
are two hundreds, 0 tens, and 3
too many ones. Ten of the
ones. The digit 0 needs to be
ones need to be bundled
placed in the tens as a
(regrouped). The correct
placeholder.
answer is 892
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Solve.
1. What number is shown? Use the place value chart.
Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
MP2: What does your model of the ones, tens, and hundreds represent? MP7: How did you know when to make a bundle? Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve.
1. What number is shown? Use the place value chart.
Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
MP2: What does your model of the ones, tens, and hundreds represent? MP7: Can you find any patterns when bundling groups?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve.
1.
What number is shown?
whole number
2.
What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Name: ____________________________ Directions: Solve. Solve
Date: ______________________________
1. What number is shown? Use the place value chart. Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
3. What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
4.
What number is shown?
whole number
5.
What number is shown?
whole number
6.
Is this answer correct? Explain why or why not.
Answer:
8812 whole number
Explain:
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
1. Represent the following whole number using base ten blocks.
670
2. Simon drew the following picture to represent the whole number using base ten blocks. What was his mistake?
395
Extension
*MP4: How can you relate this to something in real life?
Explain the term bundling in your own words. Provide an example.
Reaching Consensus
*MP3: Do you agree/disagree with what
said?
Student Presentations
*MP6: How do you know your answers are correct/reasonable?
Recap today’s lesson with one or more of the following MP questions:
MP2: What did your model of the ones, tens, and hundreds represent? MP7: How did you know when to make a bundle? MP8: Did you see any repetition within your groups?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Name: ____________________________ Directions: Solve
Date: ______________________________
1. What number is shown? Use the place value chart. Hundreds
Tens
Ones
1
4
7
147 whole number
2. What number is shown? Use the place value chart. Hundreds
Tens
Ones
whole number
3. What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve
4. What number is shown?
whole number
5. Is this answer correct? Explain why or why not?
Answer:
604 whole number
Explain:
6. What number is shown? Explain your answer.
Explain:
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
MPs * Embedded MP
Procedural Lesson Grade 2 · Unit 1 · Lesson 2
1
2
3
4
* *
*
5
6
7
8
* * *
MC: 2.NBT.1a Student Journal Pages
5-10
Today, I will demonstrate how to bundle groups of 10 to build whole numbers.
Vocabulary
Teacher Resources
Whole number: any number including 0 (e.g., 0, 1, 2, 3, …) base ten blocks (used to represent/draw whole numbers)
hundred
ten
one
Considerations: In 1st grade, students have practiced bundling groups of ones into tens. In 2nd grade, this concept is extended to the hundreds. Showing students how to use base ten manipulatives will support their conceptual understanding of this concept. Consider offering students a short-cut to draw base ten blocks. They could draw a square for the 100-square, a line for a ten-rod, and a dot for the one-cube. For example: 123 could be drawn like this: ☐ ||
Steps:
bundle/regroup
1. 2. 3. 4.
Count the ones, regroup if necessary. Count the tens, regroup if necessary. Count the hundreds, regroup if necessary. Write the whole number.
Application of MPs: =
Copyright © Swun Math
MP2:
What does your model of the ones, tens, and hundreds represent?
MP7:
How did you know when to make a bundle?
MP8:
Do you see any repetition within your groups?
Grade 2 Unit 1 Lesson 2 P TE
Answer Key: I/M
SGP
FCU
SP
CH
HW
1. 234
1. 507
1. 360
1. 374
1. Check student’s work
1. 147
2. 386
2. 633
2. 542
2. 405
2. Error: Simon drew 9 ones
2. 270
and 5 tens, but should have drawn 9 tens and 5 ones. 3. 318
3. 625
4. 692
4. 446
5. 414
5. Yes, 604 is correct. The 10 10s need to be bundled to make 6 hundreds. After bundling (regrouping) the 10s there are zero 10s left which is why there is a zero in the 10s place. There are 4 ones.
6. No, the answer is
6. The answer is 203 because there
incorrect. The 1s place has
are two hundreds, 0 tens, and 3
too many ones. Ten of the
ones. The digit 0 needs to be
ones need to be bundled
placed in the tens as a
(regrouped). The correct
placeholder.
answer is 892
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Solve.
1. What number is shown? Use the place value chart.
Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
MP2: What does your model of the ones, tens, and hundreds represent? MP7: How did you know when to make a bundle? Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve.
1. What number is shown? Use the place value chart.
Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
MP2: What does your model of the ones, tens, and hundreds represent? MP7: Can you find any patterns when bundling groups?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve.
1.
What number is shown?
whole number
2.
What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Name: ____________________________ Directions: Solve. Solve
Date: ______________________________
1. What number is shown? Use the place value chart. Hundreds
Tens
Ones
whole number
2. What number is shown?
whole number
3. What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
4.
What number is shown?
whole number
5.
What number is shown?
whole number
6.
Is this answer correct? Explain why or why not.
Answer:
8812 whole number
Explain:
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
1. Represent the following whole number using base ten blocks.
670
2. Simon drew the following picture to represent the whole number using base ten blocks. What was his mistake?
395
Extension
*MP4: How can you relate this to something in real life?
Explain the term bundling in your own words. Provide an example.
Reaching Consensus
*MP3: Do you agree/disagree with what
said?
Student Presentations
*MP6: How do you know your answers are correct/reasonable?
Recap today’s lesson with one or more of the following MP questions:
MP2: What did your model of the ones, tens, and hundreds represent? MP7: How did you know when to make a bundle? MP8: Did you see any repetition within your groups?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Name: ____________________________ Directions: Solve
Date: ______________________________
1. What number is shown? Use the place value chart. Hundreds
Tens
Ones
1
4
7
147 whole number
2. What number is shown? Use the place value chart. Hundreds
Tens
Ones
whole number
3. What number is shown?
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
Directions: Solve
4. What number is shown?
whole number
5. Is this answer correct? Explain why or why not?
Answer:
604 whole number
Explain:
6. What number is shown? Explain your answer.
Explain:
whole number
Copyright © Swun Math
Grade 2 Unit 1 Lesson 2 P TE
