Math lesson plan · 2nd grade (Year 3 in England) · 45 minutes
Build a number from hundreds, tens and ones in any order
Number sense
CCSS 2.NBT.A.3England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Build a number from hundreds, tens and ones in any order.
- 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: Write three-digit numbers in expanded form
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Write three-digit numbers in expanded form). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- 147 = __ + 40 + 7 → 100Prompt: Expanded form shows what each digit is worth.
- Which is 403 in expanded form? (400 + 3 / 400 + 30 / 4 + 0 + 3 / 40 + 3) → 400 + 3Prompt: 403 has 0 tens.
- Lucia wrote 415 = 4 + 1 + 5. What should the first part, the hundreds, be? → 400Prompt: Does 4 + 1 + 5 really add up to 415?
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Build a number from hundreds, tens and ones in any order. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: 500 + 60 + 2 = ?
- Step 1: 562
- Answer: 562
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- 800 + 70 + 1 = ? → 871Prompt: Write the hundreds digit, then the tens digit, then the ones digit.
- 900 + 5 + 50 = ? → 955Prompt: The parts are mixed up. Find the hundreds part first.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 80 + 600 + 1 = ? → 681Prompt: The parts are mixed up. Find the hundreds part first.
- 8 + 500 = ? → 508Prompt: Some places have no parts. Which place is empty?
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: Write three-digit numbers in expanded form.
- 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
- 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