Common Core Mathematics Unit Lesson Sequence
2nd Grade Unit 1: Place Value
Disclaimer:
The following sample unit is intended to provide an example of a possible flow of instruction. Consider this a work in progress. As a sample
instructional plan, it should invite discussion and development. It is not intended to be prescriptive, only suggestive. It may provide ideas and
guidance in the development of conceptual understanding through a sample sequence of lessons. This UNIT can be adapted, modified,
expanded, delivered as-is, or not used at all. Lessons are not time bound and may extend beyond a day. It simply provides an example unit of
instruction which incorporates:
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Integration of the 8 Mathematical Practices
Investigative tasks
Formative assessment and performance assessments
In this unit, you will find that specific standards are NOT listed within each lesson, as lessons integrate multiple standards to better address
conceptual understanding.
Previous Concepts
Students have learned to work with numbers to
gain a foundation for place value.
Grade Level Standard(s)
Central to Lesson
Students will understand: 3 digits represent ones,
tens, and hundreds; count within 1,000 using
various groupings; read and write numbers to
1,000 using various forms; compare two 3-digit
numbers using inequality symbols.
Upcoming Concept
Students will learn to use place value
understanding and properties of operations to
add and subtract.
Common Core Mathematics Unit Lesson Sequence
2nd Grade Unit 1: Place Value
Lesson
Number
1
2
Title of Lesson & Description
Introduce and review place value:
Form groups of 10 – line up students and group 10s, 1s
Question: what would happen if we had 10 groups of 10?
Grouping coins – pennies, dimes, $1
Direct Instruction: ones, tens, hundreds (see Progression)
Day 1: enVision 4-1
Day 2: enVision 4-2
3
4
5
6
Number Lines and Task
Direct instruction, reading, modeling – have groups model the number of
fish on their number lines and/or base ten blocks and/or arrow cards
and/or place value cards
Count within 1,000: using number lines and skip counting (10s, 100s, 5s,
2s)
Day 1: enVision 4-8
Day 2: Four in a Row Game
Day 3: Skip Counting Cards activity
Assessment – 2NBT1,2
Writing Task
Read and write numbers to 1,000 using base-ten numerals, number
names, and expanded form
Day 1: enVision 4-3
Day 2: Continue
Daye 3: Task: M and M Base Ten/Place Value
Resources
kActivity: Pico, Fermi, Bagel (number guessing game)
http://www.math.washington.edu/~mathcircirle/mmc/mmc2010/
PicoFermiBagel.pdf
Exit ticket: Name 2 ways I could draw 12 cents
Why is the number 43 different from the number 34?
Base 10 blocks, interlocking blocks, coins
Place value mats, place value cards/holder, arrow cards
enVision 4-1, Quick check master, HW p. 41-2
enVision 4-2, Models for Hundreds, Tens, and Ones – worksheet
Writing prompt: Quick Check Master p. 45, rubric TE p. 106A
Teaching the Number Line – see resources
Task – Pipkin Fishes for 100s
How Big is a Million book, read to hundreds place
4-8: Interactive Learning, TE 127, Guided Practice, Independent
Practice 129-130 (partner), Quick Check Master, rubric TE 130A,
HW: Enrichment Master, p. 84
Four in a Row Game, create 2 spinners (1-8 spaces)
Skip Counting Cards Activity
Writing Task
4-3: Interactive Learning, TE p.107, Independent practice p. 109110 with partner, HW p. 53
Quick Check Master, p. 51, Representing Numbers in 4 ways
M and M Activity
Common Core Mathematics Unit Lesson Sequence
2nd Grade Unit 1: Place Value
Lesson
Number
7
Title of Lesson & Description
Compare two 3-digit numbers using inequality symbols to record results
of comparisons
Day 1: enVision 4-4, 4-5
Day 2: enVision 4-6
Day 3: enVision 4-7
8
Review
Resources
4-4, 4-5: Interactive Learning TE p. 111, 115 – use Independent
Practice as Guided Practice p. 113, Use Independent Practice p.
117-118 with partner, HW p. 66 Enrichment Master
4-6: Interactive Learning, TE p. 119, Guided Practice p. 120,
Independent Practice p. 121-122 (partner/group), HW Set A7
Independent Worksheet 1, Journal Write: Write a story about the
number that uses the words before, after, and between. Use
rubric in TE 122A
4-7: Interactive Learning TE p. 123, Guided Practice p. 124,
Independent Practice p. 125-126 (partner, group), HW Set A7,
Worksheet 2-problems 3 (p. A7.14)
Interactive Learning pgs. TE 131, 135
HW: Free Response Test, p. 101-102
enVision 4-9, 4-10
9
Performance Task
Carol’s Numbers – task and all supporting documents
http://insidemathematics.org/index.php/number-and-operations-in-baseten-nbt
Carol’s Numbers