Longview ISD
2nd Grade Unit 3
TAKS Objectives:
Page 1
Place Value
Suggested Time Frame:
TEKS:
1, 2
11 days
2.1A, 2.1B, 2.1C, 2.5B
Unit Overview
Write, describe, order and read the value of numbers is important indeed. The place that a digit is located in will tell us the value
and determine who wins.
Enduring Understandings
 All numbers have value.
 Any number can be written using the digits
0-9.
 The place that a digit is in tells the value of
the digit.
Essential Questions
 How can the place of a number
determine its value?
 How can place value help to order and
compare numbers?
 How can understanding place value
help in real world situations?
Facts
 All numbers have value
 Digits 0-9 are used to write numbers.
 The place of a digit in a number
determines its value.
Relationships and/or Connections that
should emerge
 All numbers have value
 Discover and understand that place
value can help determine amounts of
money
 A written two-digit math problem utilizes
place value
Mathematics Skills/Process
2.12
2.12A
2.12B



Products students will develop
 Class Counting Strip,
Investigations; Mathematical
Thinking, pg.24
 Math Story
Investigations; “Putting Together and
Taking Apart”
pg.96
Language of Instruction
digit
digito
equal to
igual a
fewer
menos que
greater than
mayor que
greatest
el mas grande
hundreds
centenas
least
mas pequeño
less than
menor que
mats (hundreds)
tabla de cien
ones
unidades
order
orden
place value
valor relativo
strips (tens)
decenas
tens
decenas
units (ones)
unidades
value
valor
Tools
 Base Ten Pieces
 Items such as straws, toothpicks, Q-tips
bundled in tens and hundreds
8/27/2007
Mathematical Connections to Literature
12 Ways to Get to11
By Eve Merriam
The Wolf’s Chicken Stew
By Keiko Kasza
Use manipulatives to represent
problem situations.
Encourage different ways to solve a
problem.
Have students verbalize
observations.
2.12C

Underlying processes and
mathematical tools. The
student applies Grade 2
mathematics to solve problems
connected to everyday
experiences and activities in
and outside of school. The
student is expected to:
identify the mathematics in
everyday situations;
solve problems with guidance,
that incorporates the process of
understanding the problem,
making a plan, carrying out the
plan, and evaluating the
solution for reasonableness
select or develop an appropriate
problem-solving plan or strategy
including drawing a picture,
looking for a pattern, systematic
guessing and checking, or
acting it out in order to solve a
problem
Encourage different ways to solve a
problem
2.12D
use tools such as real objects,
manipulatives, and technology
to solve problems.
2.13
Underlying processes and
mathematical tools. The
student communicates about
Grade 2 mathematics using
informal language. The student
is expected to:
explain and record observations
using objects, words, pictures,
numbers, and technology; and
relate informal language to
mathematical language and
symbols.
One Hundred Hungry Ants
By Elinor Pinczes
2.13A
The 100th Day of School
By Angela Sheaf Medearis
2.13B
2.14
2.14A
Underlying processes and
mathematical tools. The
student uses logical reasoning.
The student is expected to
justify his or her thinking using
objects, words, pictures,
numbers, and technology.
(Ask: “How do you know that
is the answer? If someone
said they didn’t think it was
right, how could you convince
them?”)
DRAFT 3
Longview ISD
2nd Grade Unit 3
TAKS Objectives:
Page 2
Place Value
Suggested Time Frame:
TEKS:
1, 2
11 days
2.1A, 2.1B, 2.1C, 2.5B
Unit Overview
Write, describe, order and read the value of numbers is important indeed. The place that a digit is located in will tell us the value and
determine who wins.
Text Resources
Investigations
Mathematical Thinking at Grade 1
“Putting Together and Taking Apart”
Technology & Electronic Resources
 http://atschool.eduweb.co.uk/toftwoo
d/100hunt2.html
(100’s chart)
Math Learning Center
Volume 2
 http://www.aaamath/com/B/g21b_pxl.
htm
Silver Burdett Ginn
 http://www.ictgames.com/partition.ht
ml
Motivation Math
Math Essentials
Vocabulary Adventure
Other (i.e., Speakers, Field Trips)
Method(s) of Assessment
Observation
Teacher Checkpoint:
 Counting 20
 Seven Peas and Carrots
 Representations of How We Got to
School
 Survey representations
A Observation evaluated by peers
B Students engaged in learning activities
C Direct questioning
D Observation of performance or process
Constructed Response
I. TEKSCheck
Assessment Sourcebook: End-Of
Unit Assessment Tasks 1-4
II. Open-ended
III. Essay
IV. Research Paper
V. Log / Journal
VI. Story / Play / Poem
VII. Model / Map / Video
VIII. Oral / Visual / Multimedia
Presentation
Selected Response
1 Fill-in-the-blank test
2 Matching test
3 Multiple choice test
4 True/False test
Collaborative Student Explorations
8/27/2007
DRAFT 3
Longview ISD
Page 3
Second Grade Mathematics Unit 3 Overview
In this brief summary, the days will fluctuate according to your
students, calendar, and special events.
Change
Unit Three: Place Value
Suggested 11 days

8/27/2007
Compare, order, read, write, and describe numbers to 999.
DRAFT 3