Base 10 Standards

I. Grade Level: Second Grade

II. Topic: Place value and Base Ten

III. Standards

A. Georgia Standard of Learning

MCC2.NBT.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:

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).

MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

B. National Standard (NCTM):

IV. Objective: By using the base ten models, the students will

Then ask the following or similar questions. How many students do we have now? Do we have enough to make a group of ten? Now that we have a group of ten, where should they go?

*if you have a group of ten have them link arms and move to the tens column*

What number is represented now that there are students in the tens and ones column?

Is the number represented the same number of students?

Keep playing the game until all the students are on the chart. As you are playing repeat the questions and have the students explain what is happening and why.

If time allows play the game several times, prompting the students to use the terms Place and Value. Once the game is finished have the students return to their seats. Once they are seated review what was learned in the games then ask the students what would happen if all the second grade classes were to play? How about the entire schools?

each student has eight of the Hundreds blocks, 20 of the tens blocks, and 10 of the ones blocks.

b. Developmental Activities:

1. Instruction:

a. Explain the concept that three digits of a three-digit number represent amounts of hundreds, tens, and ones

b. Show how these three digit numbers should be written in standard and expanded

Also, have the students discuss their findings during their independent practice. Ask if any of the students were able to create bigger numbers than the three digit combinations.

VII. Diversity/Differentiation for Exceptionalities:

The class consists of 12 boys’ ages 10 to 14. All the boys are diagnosed as on the Autism spectrum with other learning differences, such as dyslexia. Based on assessments given at the beginning of the year, all the boys work on a 2nd grade level. They have an understanding of number combinations, place values (tens and ones place) and sequencing. Two of the 14 boys are non-verbal and use a speak pad to communicate. VIII. Evaluation/Assessment:

To supplement the lesson place value worksheets were given out for the students work on at home. Over the course of three days the concept was reviewed at the begging of math class before introducing similar concepts such as adding thousands and ten thousands to the place value work sheets. At the end of the unit the students were given a test that covered

Place