VoE/UP: NeST Template, Grade 2, Unit 1

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Table of Contents
Unit Overview
VoE - Topic 1, Topic 2
Unit Plan
Assessment PDF

Unit Overview
Unit Summary
Students focus on place value and composing and decomposing numbers, building deep fluency with the idea of a hundred unit. They also practice skip
counting, mentally finding 10 or 100 more or less than a number based on place value strategies. Students also begin working with money, working with
pennies, dimes and dollars during this unit to complement place value.

Topic 1 - Place Value with Ones, Tens, and Hundreds

Essential Understandings
A digit's place determines its value
Ten tens makes a single group of a hundred. A group of a hundred is made up of ten tens.
Numbers can be renamed in many ways in order to make problems simpler
Comparison symbols help us show which numbers are greater and which numbers are lesser than other numbers

CCSS Standards
2.NBT.A.1 - Understand that the three digits of a three-digit 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:
2.NBT.A.1.A - 100 can be thought of as a bundle of ten tens called a "hundred."
2.NBT.A.1.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.A.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results
of comparisons.
2.MD.C.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.**

**Dollars, dimes & pennies only to connect with place value and renaming base-10

Topic 2 - Adding & Subtracting Groups of 5, 10, and 100

Essential Understandings
We can only represent up to 9 units in any place
If we want to represent 10 units, we have to bundle and rename them as a larger unit
When we find more or less of any unit, we're adding or subtracting by that unit
Addition means giving more to a number
Addition is a way to count parts to find a whole amount
VoE/UP: NeST Template, Grade 2, Unit 1
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Subtraction means taking away from a number

CCSS Standards
2.NBT.A.2 - Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.B.8 - Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Unit Thinking Job Questions

What's the value of each digit?

How many hundreds? How many loose tens? How many loose ones?
Do we need to regroup to add or subtract?
Would it be helpful to rename any numbers?

Key Manipulatives for the Unit

Place value discs

Base-10 blocks
Place value strips

Unit Love of Math Questions:

- In your opinion, whats the most conceptual, coolest problem-solving strategy or structure students will learn in this unit?
- Zoo transfer project
- Decomposition of numbers
- Songs, Excitement,m and repetition
- What math will students already know that connects to this content?
- Counting by ones, tens, and hundreds (skip counting)
- Adding with 10
- Knowing the value of a digit and where it lies on a place value chart.
- What real-world schema will students have that can be used to help them understand the content?
- Money
- Counting groups of things
- Preparation for multiplication
- Regouping
- Fact Fluency
- How does this content set them up for the next grade level?
- Students will be able to have a stronger sense of multiplication.
- Students can connect addition to perimeter and regroup when necessary.
- Students will also have strong number sense to read write and compare numbers when up to the hundred thousands place.
VoE/UP: NeST Template, Grade 2, Unit 1
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Unit Content Internalization Questions:

- How many different ways can you build the number 245 with base-10 blocks? How do you know you have found all the ways? What strategy did you use
to make your list?
- 2 hundreds, 4 tens, 5 ones
- 1 hundred, 14 tens, 5 ones,
- 24 tens, 5 ones
- 2 hundreds, 45 ones
- 2 hundreds, 3 tens, 15 ones

- Summer started on 205.

- If she counted by 100s, is 6,808 in her pattern? Explain how you know.
- No the ones place would not change only the hundreds place would change.
- If she counted by 10s, is 2,075 in her pattern? Explain how you know.
- Yes, because when you add ten more to 5 the ones place does not change because the 0 in 10 is a placeholder or is carried over.
- If she counted by 2s, is 10,764 in her pattern? Explain how you know.
- When counting by 2s you digit in the ones place is going to change constantly. However, the digit in the tens place will change as the
number needs to be regrouped.

- When I subtract 10 from 107, I get 97. I started with zero tens and ended with nine tens. I must have done something wrong because when I subtract
my number should get smaller so I shouldnt end with more than I started with. How would you address this misconception?
- I would let the student know that when you have the the 0 in the tens place it is considered a place holder.

Part I: Vision of Excellence & Assessment Cover Page

Topic 1 - Place Value with Ones, Tens, and Hundreds
VoE/UP: NeST Template, Grade 2, Unit 1
Pink = Centrally pre-populated; Green = T does as pre-work, White = done during meeting, B = during meeting or post-meeting
CCSS Standards

2.NBT.A.1 - Understand that the three digits of a three-digit 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:
2.NBT.A.1.A - 100 can be thought of as a bundle of ten tens called a "hundred."
2.NBT.A.1.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.A.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.A.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of
comparisons.
2.MD.C.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.**

**Dollars, dimes & pennies only to connect with place value and renaming base-10

Aligned CCSS from below grade level and required background knowledge: Commented [1]: Focus for VoE meeting

1.NBT.B.2 - Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2.A - 10 can be thought of as a bundle of ten ones called a "ten."
1.NBT.B.2.B - The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2.C - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.C.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6 - Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.
1.NBT.B.3 - Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MAP Skills

50th Percentile - Aligned to CCSS within this unit
Reads and writes whole numbers within 1,000 as hundreds, tens, and
ones.
Represents whole numbers within 1,000 with models
Understands the value of a digit in whole numbers within 1,000
75th Percentile - Aligned to CCSS within this unit
Reads and writes whole numbers within 10,000 as thousands, hundreds,
tens, and ones
Understands that the same digit, moved one place to the left, now
represents 10 times the value

50th Percentile - Extension - Beyond scope of CCSS within this unit
Reads and writes whole numbers within or greater than 1,000,000 in
word form
Reads and writes whole numbers within 100,000 in expanded form
Understands the value of a digit in whole numbers within or greater
than 1,000,000
75th Percentile - Extension - Beyond scope of CCSS within this unit
Reads and writes whole numbers within 1,000,000 in expanded form
Reads and writes whole numbers within 10,000 as thousands,
hundreds, tens, and ones
Compares whole numbers greater than 10,000 using terms
VoE/UP: NeST Template, Grade 2, Unit 1
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Compares whole numbers within 10,000 using terms
Compares whole numbers within or greater than 10,000 using symbols

New Vocabulary for this Topic

Ones - we have one of something
Tens - bundles or groups of 10 ones
Hundreds - are bundles or groups of 100 ones. We can also say they are groups of 10 tens.
Regroup or Bundle or Rename - means to group 10 smaller units into one larger unit and rename it as 1 of that larger unit
Expanded form - a way to represent numbers that shows the value of each digit
Standard form - a way to represent numbers that hides the value of each digit. The way we normally write numbers everyday.
Digit - a math symbol, 0 through 9, that we use to represent numbers.
Word form - a way to represent numbers by spelling them out with letters and words.
Compare - to see how two or more numbers are the same or different. To find which number is greater and which is smaller.
> - Greater than symbol - tells us that the value to the left of the symbol is greater than the value to the right
< - Less than symbol - tells us that the value of the left of the symbol is less than the value to the right

Dreambox: Frontrow:
Place Value to 500 2.NBT.1
Place Value to 1,000 2.NBT.1A
Possible OLP
Compare Numbers up to 500 2.NBT.1B
Assignments
Compare Numbers up to 1,000 2.NBT.3
Assessing Equality 2.NBT.4
FInding Equal Expressions

Unit Assessment Analysis - Topic 1

Topic 1 Priority Questions from Unit Important Understandings & What is most common
Assessment: Thinking Job Questions: distractor or mistake?
What misconceptions would
students have if they chose
this?
How would students show
work on this problem? High
students, medium students,
lower students?
What manipulatives align
to this question and how
will you use them to
teach students the
important
understandings?

2.NBT.1 Knowing the value of a Students: Labeling the base ten

#4 - number and its place May think that a blocks
on a place value chart digit in the Visual Visual Word
VoE/UP: NeST Template, Grade 2, Unit 1
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and ordering. hundreds place is representations Charts
Connections the same as the Place value
10 ones = 1 tens place. High: decompose numbers Chart
ten May not know that mentally Base ten blocks
10 tens - 100
10 tens =100
Not realizing that a Medium: use place value
How many groups do
group of 10 is ten chart but use visual
we have? ones representations
What place value am I
looking at? Lower: count to 400 from 1
by ones Commented [2]: One way that really helps me break
down this section for high, med, lows is to solve the
Specifically break
problem various ways myself, then look back and
down hundreds intro thinking about the various strategies I used and the
groups of ten 400 = 4 level of thinking it took. Or the type of supports I might
use if certain thinking isn't solid.
groups of 10 ten rods
Ways to represent
hundreds/numbers
(place value, pictures,
number sentences)
Understandings:
Knowing and
understanding word
form
Knowing that ten of
something can be
grouped to the next
place value to the
left.
2.NBT.4 Greater than less than Students may do High:
#13 - Understand the from least to may isolate and Visual Word
vocabulary of most greatest identify the ones Charts
and fewest Properly knowing place and order from Place value
that question is least to greatest Chart
The value and place of
asking for objects identify quick Base ten blocks
a digit
and not the number numberlines Greater than less
Digits 0-9 and the Being attentive to Medium: than cut outs
hierarchy order of a the ones place to Use a number line
VoE/UP: NeST Template, Grade 2, Unit 1
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digit see digit Using base ten
The greater value is differences blocks (drawings)
what should be
focused on first when Low:
comparing numbers.
Students may count
on fingers

Draw pictures from
the given number
Understand:

The larger number is going to

be the greatest place value

Topic 2 - Counting On and Back within 1,000

CCSS Standards
2.NBT.A.2 - Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.B.8 - Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Aligned CCSS from below grade level and required background knowledge:

1.NBT.C.5 - Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6 - Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written
method and explain the reasoning used.

MAP Skills

50th Percentile - Aligned to CCSS within this unit 75th Percentile - Aligned to CCSS within this unit
Counts backward by 100s within 1,000 n/a
Counts by 100s within 1,000
Counts by 10s within 1,000
Counts by 5s within 100
Counts by 1s within 1,000
Recognizes skip-counting patterns in 100s charts

50th Percentile - Extension - Beyond scope of CCSS within this unit 75th Percentile - Extension - Beyond scope of CCSS within this unit
VoE/UP: NeST Template, Grade 2, Unit 1
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n/a
Recognizes skip-counting patterns in 100s charts

New Vocabulary for this Topic

Count on - to add by starting at one number and counting up
Count back - to subtract by starting at one number and counting down

Dreambox: Frontrow:
Possible OLP Hundreds Charts to 500 2.NBT.2
Assignments Hundreds Chats to 1,000 2.NBT.8
Making Jumps of 10

Unit Assessment Analysis - Topic 2

Topic 2 Priority Questions from Unit Important Understandings & What is most common
Assessment: Thinking Job Questions: distractor or mistake?
What misconceptions would
students have if they chose
this?
How would students show What manipulatives align
work on this problem? High to this question and how
students, medium students, will you use them to
lower students? teach students the
important
understandings?

2.NBT.8 What place value With a 9 in the tens High: Place Value Chart:
will change place adding 10 Decompose the To helps students
#12 - What is 10 more than 596? Knowing that the more more may number into place order and
highest digit in a have students think value and regroup regroup numbers Commented [6]: yes! via expanded form!
a. 5106 place value is 9 to add an extra (expanded form) Number lines: Commented [3]: Yes, and that, that 9 really represents
b. 506 Knowing the digit in place value. Medium: Having students 90, therefore when another 10 is added, the place
c. 606 the tens place is 10 Forgetting to add Add 10 and regroups count 10 more value changes to 100s.
d. 616 groups of that the 100 to the digit standard algorithm between 2 Commented [4]: What larger understanding around
number in the hundred Low: different hundred place value would you want students to walk away
with?
Student would need place Count on fingers to numbers)
to know depending add 10 more Base Ten Blocks: Commented [5]: I truly appreciate this feedback
on the place value of Draw pictures How hundred
a digit the digit adding ten more digits change and
means 100, 10 or 1. increase
Knowing that the
VoE/UP: NeST Template, Grade 2, Unit 1
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value of 2 digits
change when you
have add 10 more
Decompose the
number into
expanded form
When adding 100
more to make a
hundred students
should understand
expanded form,
place value, and
digit value. .

Unit Performance Tasks

Priority Performance Tasks Important understandings: Possible strategies students might use? High students, medium
students, low students?

Day 5 - Boxes and Cartons of Pencils Understanding that 100 is 10 groups of ten KWL Chart
items Pictures
What does the word all together mean?
Additions - parts coming together to make a High:
whole Mentally work through each component of the problem
Decomposing a numbers to the hundreds place
based on place value Medium:
Understanding how to put 10 sets of tens into 1 Use base ten blocks
group of 100
Understanding that each means all together Low:
How to decompose a word problem (CUBES) Draw pictures for each component

Part II: Unit Plan

Manipulatives for this Unit
Manipulative Do I have it or do I need to find/make it? What routines and systems need to be in place to use this manipulative?
VoE/UP: NeST Template, Grade 2, Unit 1
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Place value discs Have them Students need to know the rules and regulations of using manipulatives

Base-ten blocks Have them May need to assign students roles for gathering manipulatives

Place value strips (for Have to double check Did not find the manipulatives yet, but I can print them out online. Also,
expanded form) students will be asked to work in pairs to use place value strips.

Chants & Anchor Chart Resources to Make for this Unit:

Unit Plan - Core Lesson

VoE/UP: NeST Template, Grade 2, Unit 1
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Day & Lesson Type (plus link) Objective Common Language & Bottom Line for this Lesson Notes and Resources
Definitions

1-E SWBAT understand that groups -Tens are bundles or groups of There are 10 tens in a 100 Day 1 contains a Supporting
of 100 are composed of ten 10 ones Lesson Ticket; if students earn
KEY tens. -Hundreds are bundles or 100%, they should engage in
groups of 10 tens alternative learning activities
-To regroup or bundle means
for Days 2-3, apart from
to rename 10 smaller units as a
larger unit
teacher-led instruction during
the core lesson.

2-E SWBAT explain what the -The hundreds place shows us There are 10 tens in a 100 Optional task:
hundreds place represents and how many groups of 100 are in a
SUPPORTING how it connects to bundling number Ten $10s Make $100
tens. -The tens place shows us how
many loose 10s are in a number

3 - DI SWBAT represent 3-digit
numbers as hundreds and
SUPPORTING loose tens and ones using
base-10 blocks and place value
discs.
-To rename a number means to A digits place determines its
represent the same value as a value
different combination of
hundreds, tens, and/or ones.

4-E SWBAT to rename 3-digit -Tens are bundles or groups of Numbers can be renamed in
numbers in multiple ways. 10 ones many different ways
KEY -Hundreds are bundles or
groups of 10 tens
-To regroup or bundle means
to rename 10 smaller units as a
larger unit

5 - Task SWBAT to rename 3-digit See above Numbers can be renamed in

numbers in multiple ways. many different ways
KEY

6- FLEX

7 - DI SWBAT represent numbers in -Expanded form is one way to Expanded form shows the Day 7 contains a Supporting
VoE/UP: NeST Template, Grade 2, Unit 1
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expanded form. represent numbers that shows the value of each digit Lesson Ticket; if students earn
KEY value of each digit 100%, they should engage in
-Standard form is another way to alternative learning activities
represent numbers that hides the for Days 8-9, apart from
value of each digit
teacher-led instruction during
the core lesson.

8 - DI SWBAT read and write -Numerals are the math symbols, Numbers can be represented
numbers with numerals and in 0 through 9, that we use to with numerals or with words
SUPPORTING written form. represent numbers

9-E SWBAT represent numbers in See above definitions of number Numbers can be represented in Optional activity:
multiple forms. forms many different forms
SUPPORTING Base Ten Concentration
-Word form is a way to represent
numbers by spelling them out
with letters and words

10 - FLEX Optional task:

11 - E SWBAT compare two 3-digit -To compare means to see how Place value can help us
numbers based on place value two or more numbers are the compare numbers
KEY using words and math symbols. same or different
-The greater than symbol tells
us that one number is more than
another number

-The less than symbol tells us

that one number is less than
another number

12 - DI SWBAT compare three 3-digit
numbers based on place value
KEY using words and math symbols.
See above Place value can help us
compare numbers
Day 12 contains a Supporting
Lesson Ticket; if students earn
100%, they should engage in
alternative learning activities
for Day 13, apart from teacher-
led instruction during the core
lesson.

13 - E SWBAT order a set of 3-digit See above Place value can help us Optional task:
VoE/UP: NeST Template, Grade 2, Unit 1
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numbers based on place value
SUPPORTING using words and math symbols.
14 - FLEX
15 - Task SWBAT count on and back by
10s and 100s within 1,000
Key and explain patterns in the
digits.
Carlys Counting Conundrum
16 - DI SWBAT find 10 more or 10 less
and 100 more or 100 less than
KEY a given number, with
regrouping.
17 - E SWBAT count on and back by
10s and explain why
SUPPORTING regrouping can occur when
counting.
18 - Task SWBAT count on and back by
5s and explain patterns
KEY related to bundling.
19 - E
SWBAT count on and back by
SUPPORTING 5s and explain patterns
related to bundling.
compare numbers
-To count on means to add by Counting changes the digit that
starting at one number and shows the units were adding
counting up or subtracting
-To count back means to subtract
by starting at one number and
counting down
See above Counting changes the digit that
shows the units were adding
or subtracting
See above If we want to represent 10
units, we have to bundle and
rename them as a larger unit
See above There are two groups of five in
every group of ten
See above There are two groups of five in
every group of ten
Order Up!
Optional task:
Carols Numbers
Without regrouping
With regrouping
Supporting lesson for students
who have not yet mastered the
concept of regrouping when
related to counting.
Day 18 contains a Supporting
Lesson Ticket; if students earn
100%, they should engage in
alternative learning activities
for Day 19, apart from teacher-
led instruction during the core
lesson.
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20 - FLEX Optional tasks/lessons:

Row Past 100 Problem

Find 100 more or less than a

given number and explain
reasoning used.

21 - Assessment

How will you incorporate manipulative use into this Misconceptions and thinking job prompts:
lesson?

Priority Lesson #1

Day 12: SWBAT compare three 3-digit numbers based

on place value using words and math symbols.

Priority Lesson #2

Day 16: SWBAT find 10 more or 10 less and 100 more

or 100 less than a given number, with regrouping.

Priority Performance Tasks Which strategies will you pull to highlight or discuss, How will students interact with the task through
and in what order? peer-to-peer discourse, manipulatives, etc.?

Day 5 - Boxes and Cartons of Pencils

Differentiation/Modification Notes for this Unit

VoE/UP: NeST Template, Grade 2, Unit 1
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Unit Centers Resources and Activities:

Resource: Brief description:

More Use to show numbers in different number forms. Students choose 3 cards that were face-down, then represent the
More Notes number in different forms (see notes).

Base-10 Concentration Use for representing numbers in both standard and base-10 form. Students flip 1 card, use a sentence stem card to
articulate how many of each unit theyll need to have a match, and flip over a second card in search for a pair.

Knock em Down Use for ordering numbers or finding 10/100 more or less. Students roll dice to create 3-digit numbers. Then use a
Knock em Down Notes recording sheet to have them order the num. from greatest to least or vice versa.

Building Numbers to Show Value Use for decomposing numbers. Students pull numeral cards to create a number; students then use hundred, tens, and ones
cards (thousands for above GL push) to show how many of each unit are inside a number