Math lesson plan · 2nd grade (Year 3 in England) · 60 minutes
Read and write number words to 1000
Number sense
CCSS 2.NBT.A.3England: Y2 Number and place valueEngland: Y3 Number and place value
Objective and success criteria
Students will: Read and write number words to 1000.
- 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: Read and write number words to 100; Hundreds, tens and ones
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 · 6 min
- Quick retrieval from earlier learning (Read and write number words to 100; Hundreds, tens and ones). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Write "sixty-four" in digits. → 64Prompt: The first part of the word tells the tens.
- Which is the word for 52? (sixty-two / fifty / twenty-five / fifty-two) → fifty-twoPrompt: 52 has 5 tens. Find the word that starts with that tens word.
- Write "eighty" in digits. → 80Prompt: The first part of the word tells the tens.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Read and write number words to 1000. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Write "one hundred seventy-nine" in digits.
- Step 1: "one hundred seventy-nine" = 179
- Answer: 179
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Write "nine hundred twenty-five" in digits. → 925Prompt: Find the hundreds word first.
- Which number is "nine hundred five"? (905 / 95 / 9005 / 950) → 905Prompt: There is no tens word. What goes in the tens place?
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which is the word name for 685? (six hundred eighty-five / eight hundred sixty-five / seven hundred eighty-five / six hundred fifty-eight) → six hundred eighty-fivePrompt: Read the hundreds, then the tens, then the ones.
- Write "five hundred eighty-two" in digits. → 582Prompt: Find the hundreds word first.
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: Read and write number words to 100.
- 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