Unit Plan Overview

Grade 2, Module 3
Length of Unit: 25 days
What data are you looking at to inform how you plan for this unit? Student pretest

Priority Content Standards Priority SMPs

2.NBT.1 Understand that the three digits of a MP.2 Reason abstractly and
three-digit number represent amounts of hundreds, quantitatively.
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, MP.3 Construct viable arguments and
and 6 ones. Understand the following as special critique the reasoning of others
cases: a. 100 can be thought of as a bundle of ten MP.6 Attend to precision.
tenscalled a "hundred." b. The numbers 100, MP.7 Look for and make use of
200, 300, 400, 500, 600, 700, 800, 900 refer to structure.
one, two, three, four, five, six, seven. MP.8 Look for and express regularity
2.NBT.2 Count within 1000; skip-count by 5s1 , in repeated reasoning.
10s and 100s.
2.NBT.3 Read and write numbers to 1000 using
base-ten numerals, number names, and expanded
form
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.
2.OA.1 Use addition and subtraction within 100
to solve one- and two-step word problems
involving situations of adding to, taking from,
putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using
drawings and equations with a symbol for the
unknown number to represent the problem.1
Essential Knowledge (Conceptual) What do
students need to KNOW to master the standards?
Students will have to bundle and count ones, tens,
and hundreds to 1,000.
They will count up and down using tens, ones,
and hundreds until 1,000.
Students will learn about money, they will count
up to 1,000 using $1, $10, and $100 bills. They
will know that the value of a number depends on
its place, and also using different ways to say how
much money they have, for example: 127, could
be 12 tens and 7 ones, or one hundred two tens
and seven ones.
They will compare two three-digit numbers using
<, >, and Compare two three-digit numbers using
<, >, and = when there are more than 9 ones or 9
tens.
Students will need to know one, ten and hundred
more or less than a number a number.
Essential Skills (Procedural)
What do students need to be able to DO
to master the standards?
Students need to be able to count by
ones, tens,and hundreds up to 1,000 up
and down.
They will need to understand the value
of numbers in a place value chart,
change 10 ones for 1 ten, or 10 tens for
1 hundred. They will need to use money
to make also those changes for tens, or
hundreds.
Students need to compare numbers in
standard form, expanded form, and in
the form of hundreds, tens, and ones.
Application
How can students apply the standard
to the REAL WORLD?
Students will make connections
using problems like: If you go to the
store and you want to buy a toy. The
toy cost $27 and you have $13. How
many more do you need to buy the
toy? Draw which bills you could
have in $27.
Possible Common/Major Misunderstandings
What are possible misunderstandings and mistakes that you
anticipate? Are they conceptual, procedural, or application
misunderstandings?
*Note the standard that the misconception aligns to*
Major misunderstandings for:
2.NBT.1- 2NBT.2- Conceptual and procedural:
Students may misunderstand counting down by tens. This may occur
when they count from one hundred to the next. For example: when
counting down by 10 from 308 they may get confused because the
hundreds place changed. Students may say ten less is 208 instead of
298.
2NBT.3, Conceptual and procedural:
Students made mistakes in the past when they have to change tens, or
ones for a bigger unit. For example; when you ask them to change a
unit whenever they make a new one, some of them will continue
counting using the same unit. They will count
1,2,3,4,5,6,7,8,9,10,11,12,13,14,15 instead of
counting: 1,2,3,4,5,6,7,8,9,10,20,30,40,50,60,70,80,90,100,200,300...
They might also get confused when you ask them how many tens a
hundred have, some of them will answer 100.
2.NBT.4-Conceptual and Application:
Possible Solutions and Clarifications
What resources and strategies can you use to avoid the
misunderstandings? (Think of manipulatives, standards from
previous years, bridging vocabulary, scaffolding, pre-
teaching, etc.)
Students will need to use manipulatives so they can see what
happens to a number when its change to a different unit.
They will need to start with small numbers and do several
examples so they can try with greater numbers. One key part
will also be vocabulary. Since we want our students to
struggle with the math not with the vocabulary, it will be
important to provide students with visuals to have a better
understanding.
This is a great moment to show students with manipulatives
and money about the reason of changing the units.
Give them a big number and let them think about why we
change small units to big ones. Let them use only ones to
count until a 100, so they have a logical understanding of the
reason of changing the units, eventually they will get tired of
counting by ones and they will ask why don't we use a
greater bill.
Usually students get confused with the symbols of greater and less.

Students get confused when they are exposed to questions such as

this one.

Compare:
123 is ______ 1 ten, 2 hundred, 3 ones (some of them will just see the
numbers and not read the words.)

Students can use the visual and hands on activities to

understand the symbols.

Tell students that before answering a comparing questions

they must represent the numbers with a drawing using
hundreds, tens, and ones or place the numbers in the place
value chart so they can see the difference and realize that
even if the numbers are the same the position might not be
the same.
Unit Essential Questions:
What overarching questions will engage students interest and
support students in discovering patterns, using inductive
reasoning, and interpreting deep understanding? These
questions usually cannot be answered after a single lesson
nor with a brief phrase.
Why is important to add and subtract?
What is the place value of a number?
What is an easy way to add large numbers?
Unit Big Ideas:
Big Ideas are answers to the Essential Questions. This is the
culminating portion of the unit and should be able to be answered
by students at the end. Plan to dedicate time during the end of each
unit having students answering the Essential Questions (in a center,
as a math talk, during the bridge, etc.)
The place value table helps to understand the value of a number.
For example: the number 4 does not have the same value in the
hundreds place as it does in the tens place.