Essential Questions:
Unit 1 instructional time is focused on these:
Content Standards:
2.NBT.A.1 Understand that the three digits of a threedigit 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).
2.NBT.A.2 Count within 1000; skipcount by 5s, 10s, and 100s.
2.NBT.A.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
2.NBT.A.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
SAMPLE assessment items for 2.NBT.A
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.3 Construct viable arguments and critique the reasoning of others
MP.6 Attend to precision
MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
Foundational Standards:
1.NBT.B.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 How does the place of a digit determine its value?
 The position of a digit determines its value.
 An understanding of place value allows children to compare the numbers. When comparing 73 and 22, for example, 7 tens is greater than 2 tens, therefore, 73 is greater than 22.
Unit 1 instructional time is focused on these:
Content Standards:
2.NBT.A.1 Understand that the three digits of a threedigit 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).
2.NBT.A.2 Count within 1000; skipcount by 5s, 10s, and 100s.
2.NBT.A.3 Read and write numbers to 1000 using baseten numerals, number names, and expanded form.
2.NBT.A.4 Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
SAMPLE assessment items for 2.NBT.A
Mathematical Practices:
MP.2 Reason abstractly and quantitatively
MP.3 Construct viable arguments and critique the reasoning of others
MP.6 Attend to precision
MP.7 Look for and make use of structure
MP.8 Look for and express regularity in repeated reasoning
Foundational Standards:
1.NBT.B.2 Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
 10 can be thought of as a bundle of ten ones — called a "ten."
 The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
 The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
What to teachUnit 3 Outline
Preassessment Spanish Preassessment Reporting Sheet Topic 1: Understanding Place Value Unit of one, Ten and a Hundred

Lesson ideasISBE overall plan
Fluently add to 20 ISBE lesson 1 True False Number Sense activity Math Coach's Math Coach's Place Value Cards Math Coach's Baseball Place Value Go Catch Game Math Coach's Place Value with Large Numbers Place Vale Mat Teaching Channel VideoPlace Value & the Numbers 1119 Virtual ManipulativesBase Ten Blocks Teaching Channel VideoPlace Value Game SMARTboard Equivalent Representations Each Number Has Its Place Lesson 
Student Practice 
Topic 2: ThreeDigit Numbers in Unit, Standard, Expanded, and Word Forms

Topic 3: Modeling Base Ten Numbers within 1000 with money

Topic 4: Modeling Numbers with in 1,000

Topic 5: Comparing threedigit whole numbers using symbols (3 days)

K5 Place Value Challenge
Mr "Great" Number Muncher Virtual Manipulatives teacher's guide Place Value Play (pg 42) Building Base Ten Numbers (pg 66) Capture the Caterpillar (pg 76) Fill the Bucket (pg 85) High Roller (pg 97) Place Value Breakdown (pg 103) 
Topic 6: Finding 1, 10, and 100 More than a Number

Topic 4: Skip Counting (3 days)

Time: To the Nearest 5 Minutes (ongoing)

AssessmentUnit 2: Preassessment Spanish
Unit 2: Preassessment Reporting Sheet Unit 2: Real World Experience Unit 2: Post Assessment Unit 2: Formative Assessment 
Unit ResourcesUnit Vocabulary
vocabulary cards AL Spanish vocabulary cards MZ Spanish 2nd grade CCSS Word List (ENGSPAN) ISBE Unit 4 Illinois TEACH & TALK 2.NBT.6 EngageNY module 3 (PDF) (WORD) Howard County Resources for 2.NBT.A.2 Howard County Resources for 2.NBT.A.3 Howard County Resources for 2.NBT.A.4 Georgia Unit 1 District 2nd grade Fluency Resources addition flashcards: (vertical) (horizontal) (triangle) subtraction flashcards: (vertical) (horizontal) (triangle) 
Learn the MAthFluency Assessment Directions Grade 2
Quarterly Fluency Expectations Common Core Math Fluency Guidelines Georgia 2nd grade Overview Play Math: 20 minutes a day activities Bedtime Math PArent LetterNoticias de los Estándares Estatales Comunes de Matemáticas 