Math Games

Grade 2 - Number

Standard 2.N.1 - Visualize the numbers in relation to each other on the hundred chart. Use the chart to help count up or down from a given number.

Included Skills:

Demonstrate understanding of whole numbers to 100 (concretely, pictorially, physically, orally, in writing, and symbolically) by:
• representing (including place value)
• describing
• skip counting
• differentiating between odd and even numbers
• estimating with referents
• comparing two numbers
• ordering three or more numbers.
• Describe the patterns related to quantity and place value of adjacent digit positions moving from right to left within a whole number.
• Describe the meaning of quantities to 100 by relating them to self, family, or community and explain what effect each successive numeral position has on the actual quantity.
• Pose and solve problems that explore the quantity of whole numbers to 100 (e.g., a student might wonder: "How many pets would there be if everyone in the class brought their pets to class").
• Represent quantities to 100 using proportional materials (e.g., tallies, ten frames, and base ten blocks) and explain how the representation relates to the numeral used to represent the quantity.
• Represent quantities to 100 using non-proportional materials (e.g., stir sticks and popsicle sticks, and coins) and explain how the representation relates to the numeral used to represent the quantity.
• Identify whole numbers to 100 stated as a numeral or word form in everyday situations and read the number out loud (e.g., 24 on the classroom door would be read as twenty-four, and read out loud "seventy-three" when found in a piece of writing being read in class).
• Create different decompositions for a given quantity using concrete manipulatives or pictures and explain orally how the different decompositions represent the original quantity.
• Write numbers to twenty in words when said out loud or given as a numeral.
• Analyze a sequence of numbers in order to describe the sequence in terms of a skip counting strategy (by 2s, 5s, or 10s as well as forward and backward) and extend the sequence using the pattern.
• Analyze an ordered number sequence (including a hundred chart) for errors or omissions and explain the reasoning.
• Sort a set of personally relevant numbers into odd and even numbers.
• Hypothesize and verify strategies for skip counting by 10s beginning at any whole number from 0 to 9 (e.g., in a hundred chart, the skip counted numbers always lie on a vertical line; using base ten blocks, skip counting by 10s always increases the number of rods by one; or using numerals, the tens place value always increases by 1 (meaning 10) when skip counting by 10s forwards).
• Order a set of personally relevant numbers in ascending or descending order and verify the resulting sequence (e.g., using a hundred chart, number line, ten frames, or place value).
• Analyze a number relevant to one's self, family, or community to determine if it is odd or even and verify the conclusion by using concrete, pictorial, or physical representations.
• Estimate a quantity from one's life, family, or community by using a referent (known quantity), including 10, and explain the strategies used.
• Select a referent for determining a particular quantity and explain the choice.
• Critique the statement "A referent for 10 is always a good referent to use".
• Represent a 2-digit numeral using ten frames or other proportional base ten materials.
• Create representations of different decompositions of the same quantity and explain how the representations represent the same amount.
• Explain, using concrete or pictorial representations, the meaning of each digit within a 2-digit numeral with both digits the same (e.g., for the numeral 22, the first digit represents two tens - twenty counters - and the second digit represents two ones - two counters).
• Defend the statement "The value of a digit depends on its placement within a numeral"
• Demonstrate how to count objects using groupings of 10s and 1s and explain how those groups help in the writing of the 2-digit number that represents the quantity of objects.