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2-N-1-1

Page history last edited by Tashe Harris 6 years, 2 months ago

2.N.1.1 Read, write, discuss, and represent whole numbers up to 1,000. Representations may include numerals, words, pictures, tally marks, number lines and manipulatives.

In a Nutshell

This objective covers developing understanding of place value, the base ten number system, and the relationships among the different representations which lays the foundation of mathematics. Students enter second grade with a basic understanding of place value up 100. They will expand their understanding of numbers up to 1,000 and express those numbers in various ways. In future grades, they will continue to apply these strategies up to the millions.

Student Actions	Teacher Actions
Develop the ability to make conjectures, model, and generalize base ten number system understanding up to 1,000. Develop mathematical reasoning on the relationships among various representations. Develop a deep and flexible conceptual understanding of the base ten number system.	Pose purposeful questions to help students justify their thinking about a variety of ways of representing whole numbers up to 1000 (e.g., Can you represent 512 in a different way?). Implement mathematical tasks where students explore the connections between a number and its representation up to 1,000. (The digit ‘8’ represents eight objects.) Facilitate meaningful discourse around a variety of representations of numbers using manipulatives, such as base-ten blocks up to 1,000. Use and connect a variety of number representations to deepen understanding of place value. Elicit and use evidence of student thinking about the base ten system such as when students explain place value and digit relationships (e.g., Why is the number 12 represented by the digits 1 and 2?).
Key Understandings	Misconceptions
Ten digits are used to symbolically represent numbers (0-9). “10” represents one bundle or group of ten. “100” represents ten bundles or groups of ten, called a “hundred”. “1000” represents ten bundles or groups of one hundred, called a “thousand”. There are multiple ways to represent numbers.	Numbers can only be represented only one way (e.g., the number 502 could be represented by 5 hundreds and two ones, 50 tens and two ones, etc.).