Grades 2 to 3 - Number (Number Concepts)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will develop a number sense for whole numbers from 0 to 1000 and common fractions to tenths.

It is expected that students will:

estimate and then count an increased number of objects in a set, and compare the estimate with the actual number
skip count forward and backward by 2s, 5s, 10s, 25s, and 100s to 1000, using starting points that are multiples; and skip count forward using random starting points
recognize, build, compare, and order sets that contain 0 to 1000 elements
round numbers to nearest 10 and 100
read and write number words to 100 and numerals to 1000
use ordinal numbers to 100
explore, represent, and describe numbers to 1000 in a variety of ways, including the use of calculators and computers
demonstrate place-value concepts concretely and pictorially to give meaning to numbers 0 to 1000
demonstrate whether a number is even or odd
recognize and explain whether a number is divisible by 2, 5, or 10
demonstrate and explain in a variety of ways an understanding of halves, thirds, fourths, fifths, and tenths as part of a region or a set

To view the prescribed learning outcomes for Number (Number Concepts) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

As students progress through the primary grades, they continue to consolidate their understanding and use of numbers to describe real-world situations. Many measurement, geometry, and data analysis situations provide contexts for students to use numbers in meaningful ways. With experience, students begin to feel comfortable working with increasingly large numbers and learn to use a wider variety of ways to represent their understanding of numbers. It is important to give students interesting questions to explore, suitable materials with which to investigate the questions, and a climate that encourages them to discuss ideas.

Have the children estimate the number of beans, blocks, or beads in a container. After they have estimated the number, have them count using a place-value mat to display 10s and 1s. Provide them with record sheets that include the following:
- Estimate: I think there are _______ beads in the jar.
- Count: There are _______ beads in the jar.
Have students use materials to represent or demonstrate number ideas in activities like the following:
- Build a 1000 display using ten bowls of cereal containing 10 baggies, each with 10 pieces of cereal.
- Construct a 1000 line from Unifix/Multilink materials.
- Represent a given number by cutting and gluing place-value pictures of 100s, 10s, and 1s.
Have students write about and illustrate their understanding of ordinal numbers in their math journals.
Divide an apple among four children. Discuss the process of cutting the apple and how to determine how much each student gets. Ask: If two students combine their portions, how much of the apple do they have? Have students create similar situations such as dividing a length of yarn among groups of three, five, or ten students. Explore fractional concepts by asking questions like:
- Are all of the pieces equal in size?
- What fraction or part of the whole do you have?
- One piece is what fraction of the whole?

SUGGESTED ASSESSMENT STRATEGIES

Encourage students to talk and write about what they have learned about numbers. Their paper and pencil recordings should be a direct extension of their exploration of numerical relationships using manipulatives. You can also obtain evidence of students' number sense by observing and talking to them as they organize and use objects and by looking over collections of their work. As students are increasingly able to communicate using the written word and numerical equations, this too can give you a clearer sense of what they understand.

Observe

As children are engaged in estimating activities, notice who is participating and listen in on their conversations. For clues to their understanding, listen to how they use words that represent quantity (e.g., longer instead of heavier ).

Question

Pose questions that require visualization. For example: How many toes do four children have?
Ask students to explain how they would teach a younger brother or sister to understand the meaning of 100s, 10s, and 1s in place value.
As students work with models for numbers, probe their understanding and the processes they are using by asking questions such as:
- Why does this show 125?
- What are other ways to show this number?
- Is there a pattern?

Collect