Unit 4: Applying Base Ten Understanding (Place Value, Money, and Time)
Unit Overview
In this unit students will:
be represented by five tens and three ones; four tens and thirteen ones; three tens and twenty-three ones; etc.).
Standards:
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.
MCC2.NBT.7 - Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
MCC2.NBT.8 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
MCC2.MD.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MCC2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
MCC2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and c-[ompare problems using information presented in a bar graph.
Unit Overview
In this unit students will:
- continue to develop their understanding of and facility with addition and subtraction.
- add up to 4 two-digit numbers.
- use a variety of models (base ten blocks- ones, tens, and hundreds only; diagrams; number lines; place value strategies; etc.) to add and subtract within one thousand.
- become fluent with mentally adding or subtracting 10 or 100 to a given three-digit number.
- demonstrate fluency with addition and subtraction.
- understand the relationship between addition and subtraction (inverse operations).
- represent three digit numbers with a variety of different models (base ten blocks- ones, tens, and hundreds only; diagrams; number lines; place value strategies; etc.).
- recognize and use place value to manipulate numbers.
- continue to develop their understanding of, and facility with, money.
- count with pennies, nickels, dimes, and dollar bills.
- represent a money amount with words or digits and symbols (either cent or dollar signs).
- represent and interpret data in picture and bar graphs.
- use information from a bar graph to solve addition and subtraction equations.
- Tell time to the nearest five minutes.
- Understand the relationship of hours and days.
be represented by five tens and three ones; four tens and thirteen ones; three tens and twenty-three ones; etc.).
Standards:
MCC2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.
MCC2.NBT.7 - Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
MCC2.NBT.8 - Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
MCC2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
MCC2.MD.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.
MCC2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
MCC2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and c-[ompare problems using information presented in a bar graph.