G2 U1 L3 TE
Applied MP
MPs * Embedded MP
Conceptual Lesson Grade 2 · Unit 1 · Lesson 3
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MC: 2.NBT.1a Student Journal Pages
11-14
Today, I will represent the value of digits in a number.
Vocabulary Number: a symbol or word that represents a value, count, or order. (e.g., two, 16, 1 million)
Digit: the single whole numbers 0 to 9 that we use to create numbers. For example, the number 245 has 3 digits. The digits are 2, 4, and 5.
Value: the amount a digit represents, as determined by where the digit is placed in the number.
example:
245 value of 2 = 200 or 2 hundreds value of 4 = 40 or 4 tens value of 5 = 5 or 5 ones
Copyright © Swun Math
Teacher Resources Considerations: It is important to point out connections between lessons. During your think aloud, make an explicit connection between bundling groups of 10 from the prior lessons and the value of the bundled groups. Making the connection between value and digits will help students to conceptualize place value.
Steps: 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: MP2: What does the model of your digit represent? MP7: What concepts or rules help you solve this problem? MP8: What strategy can help you solve this problem?
Grade 2 Unit 1 Lesson 3 C TE
Answer Key: I/M
SGP
FCU
HW
1. The value of 2 in 725 is 20.
1. The value of 4 in 482 is 400.
1. The value of the 2 in 725 is
1. 346
Illustrate 20 with two ten-
Illustrate 400 with four
20. Illustrate 20 with two
rods.
hundred-squares.
ten-rods.
2. The value of 3 in 351 is 300.
2. The value of 3 in 534 is 30.
2. The value of 3 in 534 is 30.
Illustrate 300 with three
Illustrate 30 with three ten-
Illustrate 30 with three ten-
hundred-squares.
rods.
rods.
2. 428
3. 570
4. Yes
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Read and solve.
1.
Model the value of a specific digit in a number (ones, tens, hundreds).
Write the number 725 on the board and underline the digit 2. 725
Identify if the 2 is in the ones, tens, or hundreds place.
Explain the value of the digit. The 2 is in the tens place therefore the value of the 2 is 20 or 2 tens.
Model the value of the 2 with base ten blocks
To show the value of the 2 you would need 2 ten-rods.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ Directions: Read and solve.
2.
Model the value of a specific digit in a number (ones, tens, hundreds).
Write the number 351 on the board and underline the digit 3. 351
Identify if the 3 is in the ones, tens, or hundreds place.
Explain the value of the digit. The 3 is in the hundreds place therefore the value of the 3 is 300 or 3 hundreds.
Model the value of the 3 with base ten blocks To show the value of the 3 you would need 3 hundred-squares.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ Directions: Model the value of the underlined digit.
1
Write the number 482 on the board and underline the digit 4. 482
Identify if the 4 is in the ones, tens, or hundreds place and explain the value of the digit.
Model the value of the 4 with base ten blocks.
2.
Write the number 534 on the board and underline the digit 3. 534
Identify if the 3 is in the ones, tens, or hundreds place and explain the value of the digit.
Model the value of the 3 with base ten blocks.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Directions: Model the value of the underlined digit.
1. Post the number 725, underlining the 2. The students will identify the value of the 2 and support their answer with a drawing.
2. Post the number 534, underlining the 3. The students will identify the value of the 3 and support their answer with a drawing.
Recap today’s lesson with one or more of the following questions: MP2: What did the model of your digit represent? MP7: What concepts or rules helped you solve this problem? MP8: What strategy helped you solve this problem?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Name: ____________________________ Directions: Review. Use the place value chart.
Date: ______________________________
1. What number is shown? Hundreds
Tens
Ones
Hundreds
Tens
Ones
2. What number is shown?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Name: ____________________________ Directions: Review. Use the place value chart.
Date: ______________________________
3. What number is shown? .
Hundreds
4. The value shown is 203. Is this correct?
Tens
Yes
Ones
No
Use the place value chart to demonstrate your reasoning to your homework buddy. Hundreds
Copyright © Swun Math
Tens
Ones
Grade 2 Unit 1 Lesson 3 C TE
MPs * Embedded MP
Conceptual Lesson Grade 2 · Unit 1 · Lesson 3
1
2
3
4
5
6
*
7
8
* *
MC: 2.NBT.1a Student Journal Pages
11-14
Today, I will represent the value of digits in a number.
Vocabulary Number: a symbol or word that represents a value, count, or order. (e.g., two, 16, 1 million)
Digit: the single whole numbers 0 to 9 that we use to create numbers. For example, the number 245 has 3 digits. The digits are 2, 4, and 5.
Value: the amount a digit represents, as determined by where the digit is placed in the number.
example:
245 value of 2 = 200 or 2 hundreds value of 4 = 40 or 4 tens value of 5 = 5 or 5 ones
Copyright © Swun Math
Teacher Resources Considerations: It is important to point out connections between lessons. During your think aloud, make an explicit connection between bundling groups of 10 from the prior lessons and the value of the bundled groups. Making the connection between value and digits will help students to conceptualize place value.
Steps: 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: MP2: What does the model of your digit represent? MP7: What concepts or rules help you solve this problem? MP8: What strategy can help you solve this problem?
Grade 2 Unit 1 Lesson 3 C TE
Answer Key: I/M
SGP
FCU
HW
1. The value of 2 in 725 is 20.
1. The value of 4 in 482 is 400.
1. The value of the 2 in 725 is
1. 346
Illustrate 20 with two ten-
Illustrate 400 with four
20. Illustrate 20 with two
rods.
hundred-squares.
ten-rods.
2. The value of 3 in 351 is 300.
2. The value of 3 in 534 is 30.
2. The value of 3 in 534 is 30.
Illustrate 300 with three
Illustrate 30 with three ten-
Illustrate 30 with three ten-
hundred-squares.
rods.
rods.
2. 428
3. 570
4. Yes
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Read and solve.
1.
Model the value of a specific digit in a number (ones, tens, hundreds).
Write the number 725 on the board and underline the digit 2. 725
Identify if the 2 is in the ones, tens, or hundreds place.
Explain the value of the digit. The 2 is in the tens place therefore the value of the 2 is 20 or 2 tens.
Model the value of the 2 with base ten blocks
To show the value of the 2 you would need 2 ten-rods.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ Directions: Read and solve.
2.
Model the value of a specific digit in a number (ones, tens, hundreds).
Write the number 351 on the board and underline the digit 3. 351
Identify if the 3 is in the ones, tens, or hundreds place.
Explain the value of the digit. The 3 is in the hundreds place therefore the value of the 3 is 300 or 3 hundreds.
Model the value of the 3 with base ten blocks To show the value of the 3 you would need 3 hundred-squares.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
/ Directions: Model the value of the underlined digit.
1
Write the number 482 on the board and underline the digit 4. 482
Identify if the 4 is in the ones, tens, or hundreds place and explain the value of the digit.
Model the value of the 4 with base ten blocks.
2.
Write the number 534 on the board and underline the digit 3. 534
Identify if the 3 is in the ones, tens, or hundreds place and explain the value of the digit.
Model the value of the 3 with base ten blocks.
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Directions: Model the value of the underlined digit.
1. Post the number 725, underlining the 2. The students will identify the value of the 2 and support their answer with a drawing.
2. Post the number 534, underlining the 3. The students will identify the value of the 3 and support their answer with a drawing.
Recap today’s lesson with one or more of the following questions: MP2: What did the model of your digit represent? MP7: What concepts or rules helped you solve this problem? MP8: What strategy helped you solve this problem?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Name: ____________________________ Directions: Review. Use the place value chart.
Date: ______________________________
1. What number is shown? Hundreds
Tens
Ones
Hundreds
Tens
Ones
2. What number is shown?
Copyright © Swun Math
Grade 2 Unit 1 Lesson 3 C TE
Name: ____________________________ Directions: Review. Use the place value chart.
Date: ______________________________
3. What number is shown? .
Hundreds
4. The value shown is 203. Is this correct?
Tens
Yes
Ones
No
Use the place value chart to demonstrate your reasoning to your homework buddy. Hundreds
Copyright © Swun Math
Tens
Ones
Grade 2 Unit 1 Lesson 3 C TE
