Place Value

I love teaching math in second grade. We cover so many different things! We talk about clocks, place value, addition, subtraction, fractions, money, measurement, graphs, geometry, finance, and even multiplication and division.

Last week we were all about CLOCKS. One of the most important thing to remember about clocks is the importance of being able to skip count! I want 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60... to roll of my students' tongues. Teaching time is so complicated. There's two hands, and the second hand counts the minutes, not the seconds. The hour hand usually is between two numbers, but it's always the lower number. The minute hand involves multiples of five. Oh, and it's all on base twelve, instead of base ten.
The funny thing is, most adults I know just look at their cell phone to find out the time.
Too bad! Still need to teach my kiddos time. After all, some day I expect my students to be doctors and lawyers and be looking at their Rolex watches, and Rolex only makes analog!

I like to start off my place value unit with an exciting, attention-grabbing activity.
I got my idea off of Abby. You can read her description here.

From the TEKS:
4. (A)  Students develop an understanding of the base-10 place value system and place value concepts. The students' understanding of base-10 place value includes ideas of counting in units and multiples of thousands, hundreds, tens, and ones and a grasp of number relationships, which students demonstrate in a variety of ways.

(2)  Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:

(A)  use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones;

(B)  use standard, word, and expanded forms to represent numbers up to 1,200;

(C)  generate a number that is greater than or less than a given whole number up to 1,200;

(D)  use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =)

... and just for fun I like to look at what Common Core says about second grade place value.

CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

• CCSS.Math.Content.2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a “hundred.”

• CCSS.Math.Content.2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s. CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.