Unit Length and Description:
20 days
All arithmetic algorithms are manipulations
of place value units: ones, tens, hundreds, etc. In Unit 3, students extend
and apply their understanding of place value to read and write numbers to
1000 using baseten numerals, number names, and expanded form. Students will
compare numbers to 1000 by using <, >, and = to record the results of
comparisons.

Standards:
Major
Cluster: NBT – Number and Operation in Base Ten

Understand place value.

2.NBT.1

Understand that the three digits
of a threedigit number represent amounts of hundreds, tens, and ones;
e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following
as special cases:
a. 100 can be thought of as a
bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300,
400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2

Count within 1000; skipcount by
5s1, 10s and 100s.

2.NBT.3

Read and write numbers to 1000
using baseten numerals, number names, and expanded form.

2.NBT.4

Compare two threedigit numbers
based on meanings of the hundreds, tens, and ones digits, using >, =,
and < symbols to record the results of comparisons.

Standards for Mathematical
Practice: Should be evident in every lesson.

MP.2

Reason abstractly and
quantitatively.

MP.3

Construct viable arguments and critique
the reasoning of others.

MP.6

Attend to precision.

MP.7

Look for and make use of structure.

MP.8

Look for and express regularity in
repeated reasoning.

Instructional
Outcomes
2.NBT.1: Understand that the three digits of a
threedigit number represent amounts of hundreds, tens, and ones; e.g., 706
equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special
cases:
a.
100 can be thought of as a bundle of ten tens – called a “hundred.”
b. The numbers 100, 200, 300,
400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six,
seven, eight, or nine hundreds (and 0 tens and 0 ones).
 I
can explain the value of each digit in a 3digit number.
 I
can identify a bundle of 10 tens as a “hundred”.
 I
can represent a three digit number with hundreds, tens , and ones.
(using base ten blocks, place value charts and drawings).
 I
can represent 200, 300, 400, 500, 600, 700, 800, 900 with one, two, three,
four, five, six, seven, eight or nine hundreds and 0 tens and 0 ones.
2.NBT.2:
Count within 1000; skipcount by 5s1, 10s and 100s.
 I
can count within 1000 from any given number.
 I
can skipcount by 5s from any given number.
 I
can skipcount by 10s from any given number.
2.NBT.3:
Read and write numbers to 1000 using baseten numerals, number names, and
expanded form.
 I
can recognize expanded form.
 I
can recognize that the digits in each place represent amounts of
thousands, hundreds, tens or ones.
 I
can read numbers to 1000 using base ten numerals.
 I
can read numbers to 1000 using number names.
 I
can read numbers to 1000 using expanded form.
 I
can write numbers to 1000 using base ten numerals.
 I
can write numbers to 1000 using number names.
 I
can write numbers to 1000 using expanded form.
2.NBT.4:
Compare two threedigit numbers based on meanings of the hundreds, tens,
and ones digits, using >, =, and < symbols to record the results of
comparisons.
 I can name the value of each digit
represented in the threedigit number.
 I can compare two threedigit numbers based
on place value of each digit.
 I can use >, =, < symbols to record
the results of comparisons.


Enduring Understandings:
·
Place
value is based on groups of ten.
·
Place
value allows us to use 10 digits to express numbers up to and beyond 1000
·
The
value of a digit depends upon its place in a number.
·
Numbers
can be represented in many ways, such as with base ten blocks, words,
pictures, number lines, and expanded form.

Essential Questions:
·
How
does the position of a digit in a number affect its value?
·
How can
numbers be expressed, ordered and compared?
·
What is
the difference between place and value?
·
How
does place value help us solve problems?
·
How
does the value of a digit change when its position in a number changes?
·
What
does “0” represent in a number?
