$Unit 3, Lesson 1, Grade 2 icon$

Unit 3, Lesson 1

Bundle and count ones, tens, and hundreds to 1,000

EngageNY 60 min(s)Support for English Language Learners

In this lesson, students are led to suggest that bundles of 10 would make it much easier to count and recount the giant pile of straws. Students skip-count and experience that 1 hundred is equal to both 100 ones and 10 tens and that 1 thousand is equal to both 100 tens and 10 hundreds.

You must log inorsign upif you want to:*

*Teacher Advisor is 100% free.

Other lessons from Unit 3 in Grade 2 by EngageNY

Next Lesson

Unit 3, Lesson 2

Count up and down between 100 and 220 using ones and tens

60 min(s)

Other lessons similar to this one

Unit 1, Lesson 1

Counting Objects by Groups

48 min(s)

North Carolina Department of Public Instruction

Unit 1, Lesson 8

Place Value, Greater Than, Less Than

55 min(s)

1 Content Standard is aligned with this lesson

2.NBT.A.1

Major StandardsSupporting StandardsAdditional Standards

Standard 2.NBT.A.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:

Part of Major Cluster 2.NBT.A

2.NBT.A.1.A

100 can be thought of as a bundle of ten tens - called a "hundred."

2.NBT.A.1.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).

1 Math Practice Standard is aligned with this lesson

Standard MP.3

Construct viable arguments and critique the reasoning of others.

Prerequisites for 2.NBT.A.1

1st Grade

1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.B.2.A

10 can be thought of as a bundle of ten ones - called a "ten."

1.NBT.B.2.B

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT.B.2.C

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).

2nd Grade

2.NBT.A.2

Count within 1000; skip-count by 5s, 10s, and 100s.

Upcoming Standards for 2.NBT.A.1

2nd Grade

2.NBT.A.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.A.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and

2.NBT.B.6

Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.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.

2.NBT.B.8

Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

3rd Grade

3.NBT.A.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

4th Grade

4.NBT.A.1

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.