**Grade 2 Module 3: ****Place Value, Counting, and Comparison of Numbers to 1,000**

**Place Value, Counting, and Comparison of Numbers to 1,000**

In Module 3, 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.

**Topic A:**The efficiency of place value and base ten numbers comes to life as students repeatedly bundle 10 ones to make 1 ten and subsequently bundle 10 tens to make 1 hundred.**Lesson 1: Bundle and count ones, tens, and hundreds to 1,000.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 1****Topic B:**Students practice counting by ones and skip-counting by tens and hundreds. They start off with simple counting by ones and tens from 90 to 124 and 124 to 220. They then count by ones, tens, and hundreds from 200 to 432 and from 432 to 1,000

**Lesson 2: Count up and down between 100 and 220 using ones and tens.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__

__Video Module 3 Lesson 2__**Lesson 3: Count up and down between 90 and 1,000 using ones, tens, and hundreds.**__Instruction Guide:__This is the link to see what the teachers use for classroom instruction.**Video - Module 3 Lesson 3**

**Topic C:**The teaching sequence opens with students counting on the place value chart by ones from 0 to 124, bundling larger units as possible (2.NBT.1a). Next, they represent various counts in numerals, designating and analyzing benchmark numbers (e.g., multiples of 10) and numbers where they bundled to count by a larger unit (2.NBT.2). Next, students work with base ten numerals representing modeled numbers with place value cards that reveal or hide the value of each place. They represent three-digit numbers as number bonds and gain fluency in expressing numbers in unit form (3 hundreds 4 tens 3 ones), in word form, and on the place value chart. Students then count up by hundreds, tens, and ones, leading them to represent numbers in expanded form (2.NBT.3).**Lesson 4: Count up to 1,000 on the place value chart.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 4**

**Lesson 5: Write base ten three-digit numbers in unit form; show the value of each digit.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 5**

**Lesson 6: Write base ten numbers in expanded form.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 6**

**Lesson 7: Write, read, and relate base ten numbers in all forms.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 7**

**Topic D:**Further building their place value understanding, students count by $1 bills up to $124, repeating the process done in Lesson 6 with bundles. Using bills, however, presents a new option. A set of 10 ten dollar bills can be traded or changed for 1 hundred dollar bill, driving home the equivalence of the two amounts, an absolutely essential Grade 2 place value understanding**Lesson 8: Count the total value of $1, $10, and $100 bills up to $1,000.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 8**

**Lesson 9: Count from $10 to $1,000 on the place value chart and the empty number line.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 9**

**Lesson 10: Explore $1,000. How many $10 bills can we change for a thousand dollar bill?****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 10**

**Topic E:**Students transition to the more abstract number disks that will be used through Grade 5 when modeling very large and very small numbers. The foundation has been carefully laid for this moment since kindergarten when students first learned how much a number less than 10 needs to make ten. The students repeat the counting lessons of the bundles and money, but with place value disks (2.NBT.2). The three representations: bundles, money, and disks, each play an important role in the students’ deep internalization of the meaning of each unit on the place value chart**Lesson 11: Count the total value of ones, tens, and hundreds with place value disks.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 11**

**Lesson 12: Change 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 12**

**Lesson 13: Read and write numbers within 1,000 after modeling with place value disks.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 13**

**Lesson 14: Model numbers with more than 9 ones or 9 tens; write in expanded, unit, standard, and word forms.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 14**

**Lesson 15: Explore a situation with more than 9 groups of ten.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 15**

**Topic F:**Number disks make comparison of numbers very easy. More than and less than lead to the addition and subtraction in the next module. In Lesson 16, students compare using the symbols <, >, and = on the place value chart. Next, students advance to comparing different forms (2.NBT.4), and finally, in Lesson 18, they apply their comparison and place value skills to order more than two numbers in different forms.**Lesson 16: Compare two three-digit numbers using <, >, and =.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 16**

**Lesson 17: Compare two three-digit numbers using <, >, and = when there are more than 9 ones or 9 tens.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 17**

**Lesson 18: Order numbers in different forms.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 18**

**Topic G:**The module closes with questions such as, “What number is 10 less than 402?” and “What number is 100 more than 98?” As students have been counting up and down throughout the module, these three lessons should flow nicely out of their work thus far and provide a valuable transition to the addition and subtraction of the coming module where more and less will be re-interpreted as addition and subtraction of one, ten, and a hundred (2.NBT.8). The language component of this segment is essential, too. Students need to be encouraged to use their words to make statements such as, “452 is 10 less than 462 and 100 less than 562.” This allows for greater understanding of comparison word problems (2.0A.1) wherein the language of more and less is a constant presence.**Lesson 19: Model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 19**

**Lesson 20: Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 20**

**Lesson 21: Complete a pattern counting up and down.****This is the link to see what the teachers use for classroom instruction.**__Instruction Guide:__**Video - Module 3 Lesson 21**