NBT-Understand+Place+Value.

2.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). 2.NBT.2. Count within 1000; skip-count by 5s, 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. || ===‍‍‍**Anchor Standard/Mathematical Practice(s)**=== __Mathematical Practices__ MP2. Reason abstractly and quantitatively. MP6. Attend to precision. MP7. Look for and make use of structure. MP8. Look for and express regularity in repeated reasoning. || 2.IN.1.2 Summarize appropriate reading strategies when reading for information. 2.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). 2.SE.1.1 Use technology hardware and software responsibly. || ===‍‍‍**Revised Bloom's Level of thinking**=== Level 1 - Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Level 2 - Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Level 3 - Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Level 4 – Analyzed Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Level 5 – Evaluating Present and defend opinions by making judgments about information, validity of ideas, or quality of work based on a set of criteria. Level 6 - Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. ||
 * ===**Common Core Standards**===
 * ===‍‍‍**Information Technology Standard**===

‍‍‍**I can...**

 * **I can choose a number between 100 and 999 and use base ten blocks to show only groups of 100.**
 * **I can choose a number between 100 and 999 and use base ten blocks to show only groups of 100s and 10s.**
 * **I can choose a number between 100 and 999 and use base ten blocks to show only groups of 100s, 10s, and 1s.**
 * **I can read and write numbers to 1000.**
 * **I can count by 5's, 10's, and 100's to 1000.**
 * **I can tell the expanded form of numbers to 1000.**
 * **I can compare numbers to 1000.**

‍‍‍**Sample Assessments**
2.NBT.1 - 2.NBT.4

Place Value 2.NBT.1

Place Value Test

Place Value Test 2

Place Value Test 3

Skip Counting

Sequence of Numbers



Ticket Out the Door

Formative Assessments

Antecdotal Notes

Teacher Observations

Math 3d

‍‍‍**Intervention:**

 * Possible Activities: **

[|Representing 1, 2, and 3 Digit Numbers with Base 10 Blocks]

[|Order Up] (Refer to K-5mathteachcingresource)

Use Large Place Value Chart on the Floor

Classroom Strategies:
 * 1.01 d; B-C **
 * Possible Activities: **

[|Skip Counting Cards]

[|Skip Counting by 2 Cards]

[|Skip Counting by 5 Cards]

[|Skip Counting by 10 Cards]

[|Count by Fives]

[|Count by Fives Gameboard]

[|Count by Tens]

[|Count by Tens Gameboard]

[|Counting Collections] [|www.youtube.com] (Skip Counting Videos)

Classroom Strategies: If students already know this skill I will:
 * 1.01 d; F **

Internet4classrooms Website; Game “Spooky Sequences”

“What Comes In 2’s, 3’s and 4’s” By: B. Karlin Classroom Strategies: 1.01 B


 * Possible Activities: **

[|Number Word Concentration]

[|Representing Numbers in Four Ways]

[|Number Writing Barrier Game]

Roll 3 Digits

[|www.ixl.com]
 * Practice - 2.NBT.4 **
 * Possible Activities: **

Comparing 3 Digit Numbers

[|Place Value Challenge (3 Digits)]

‍‍‍**Enrichment:**
Classroom Indicator:
 * 1.01 d A-D **

Classroom Indicators:

1.01 A & 1.01 B

Have students compare and contrast four digit numbers.

‍‍‍**Instructional Resources**
[|www.k-5mathteachingresource.com]


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 * http://daretodifferentiate.wikispaces.com/Choice+Boards **


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 * earlymath/grades_games_pbs.html **

[|www.naeyc.org] (book titles)

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Teaching Student-Centered MATHEMATICS Grades K-3 By: John A. Van de Walle

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[|www.internet4classrooms.com]

[|http://www.softschools.com]