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Mathematics - Elementary Curriculum Mathematics Grade 2
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Strand: NUMBER AND OPERATIONS IN BASE TEN (2.NBT)

Understand place value (Standards 2.NBT.1–4). They use place value understanding and properties of operations to add and subtract (Standards 2.NBT.5–9).

Standard 2.NBT.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.

  • Comparisons 1
    This task requires students to compare numbers that are identified by word names and not just digits. The order of the numbers described in words are intentionally placed in a different order than their base-ten counterparts so that students need to think carefully about the value of the numbers.
  • Comparisons 2
    The comparisons here involve sums and differences - not primarily to provide an opportunity to calculate, but rather in order to stimulate students’ thinking about the magnitudes of the base-ten units of which numbers are composed.
  • Digits 2-5-7
    This task asks students to use all the digits 5, 7, and 2 to create different 3-digit numbers.
  • Grade 2 Math Module 3: Place Value, Counting, and Comparison of Numbers to 1,000 (EngageNY)
    In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana-1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.
  • Grade 2 Unit 1: Extending Base Ten Understanding (Georgia Standards)
    In this unit, students will understand the value placed on the digits within a three-digit number, recognize that a hundred is created from ten groups of ten, use skip counting strategies to skip count by 5s, 10s, and 100s within 1,000 and represent numbers to 1,000 by using numbers, number names, and expanded form, compare two-digit number using >, =, <.
  • Number and Operations in Base Ten (2.NBT) - Second Grade Core Guide
    The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Second Grade Mathematics - Number and Operations in Base Ten (2.NBT)
  • Number Line Comparisons
    The purpose of this task is for students to use the number line to make comparisons between 3-digit numbers. The task is designed, in part, to help students understand how the number line works and that numbers on the right of the number line are greater than numbers on the left.
  • Ordering 3-digit numbers
    In this task each number has at most 3 digits so that students have the opportunity to think about how digit placement affects the size of the number. Each group also contains a two-digit number so that students have to do more than just compare the first digit, the second digit, etc.
  • Using Pictures to Explain Number Comparisons
    The purpose of this task is for students to compare three-digit numbers and explain the comparisons based on the meaning of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.


UEN logo http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialists - Trish  French or Molly  Basham and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer  Throndsen.

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.