Content Area: Math

 

Index: 4.1A Grade 2 CPI 2

 

Standard: 4.1 - Number and Numerical Operations

 

Strand: A - Number Sense

 

Cumulative Progress Indicator: 2 - The student will demonstrate an understanding of whole number place value concepts.

 

Grade: 2

 

Sample Activities:

 

·        Calendar activities at the beginning of the school day incorporate a Daily Count feature where each day another popsicle stick is added to a collection representing all of the days of school to date. Whenever 10 single sticks are available, they are bundled with a rubber band and are thereafter counted as a ten. On the hundredth day of school, the ten tens are wrapped together to make a hundred, and the class celebrates the event with a party.

 

·        Students progress from a proportional and bundle-able base ten model like popsicle sticks to a proportional but not bundle-able model like base-ten blocks to a model that is neither proportional nor bundle-able like pennies and dimes.

 

·        Pairs of students play Race to One Hundred with base ten blocks. Each, in turn, rolls one or two dice and takes that many unit cubes. Whenever there are ten unit cubes in a player's collection, the player must trade for a ten block. The first player able to trade ten ten blocks for a hundred block is the winner.

 

·        Students have 3 dimes and 4 pennies to spend on a variety of items that are displayed in a classroom store. The items have tags ranging from 3 cents to 56 cents and the children are asked: Which of these items can be bought for exactly the amount of money that you have (requiring no change)? Which items can you buy and have some money left over? Which of these items cannot be bought because you do not have enough money? What items are left?

 

·        Student understanding of place value for two-digit numbers is assessed by asking each student to represent a different number using popsicle sticks or base 10 blocks.