Math lesson plan · 2nd grade (Year 3 in England) · 30 minutes
Hundreds, tens and ones
Number sense
CCSS 2.NBT.A.1CCSS 2.NBT.A.3England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Hundreds, tens and ones.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Tens and ones
Leads to: Compare three-digit numbers; Round to the nearest 10 or 100; Place value to one million
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Tens and ones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 31 = 3 tens and how many ones? → 1Prompt: In a two-digit number, the left digit tells the tens and the right digit tells the ones.
- What number is 7 tens and 7 ones? → 77Prompt: What is 7 tens worth?
- 79 = 7 tens and how many ones? → 9Prompt: In a two-digit number, the left digit tells the tens and the right digit tells the ones.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Hundreds, tens and ones. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the value of the digit 8 in 861?
- Step 1: 8 is in the hundreds place.
- Step 2: 800
- Answer: 800
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is the value of the digit 3 in 936? → 30Prompt: Which place is the digit in: hundreds, tens or ones?
- Write as a number: 300 + 9 → 309Prompt: Each part fills one place: hundreds, tens, ones.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Write as a number: 200 + 90 + 3 → 293Prompt: Each part fills one place: hundreds, tens, ones.
- What is the value of the digit 9 in 963? → 900Prompt: Which place is the digit in: hundreds, tens or ones?
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Tens and ones.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Compare three-digit numbers; Round to the nearest 10 or 100; Place value to one million.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-2.
Free lesson plan from eurekami.com/lesson-plan-builder