Grade 2 - Number
Standard 2.N.7 - Solve the equation by regrouping hundreds, tens, and ones.
Included Skills: Number Properties, Addition
Illustrate, concretely and pictorially, the meaning of place value for numerals to 100. • Achievement Indicators • Students who have achieved this outcome(s) should be able to: - Explain and show with counters the meaning of each digit for a given 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). - Count the number of objects in a given set using groups of 10s and 1s, and record the result as a 2-digit numeral under the headings of 10s and 1s. - Describe a given 2-digit numeral in at least two ways, e.g., 24 as two 10s and four 1s, twenty and four, two groups of ten and four left over, one ten and 14 ones and twenty four ones. - Illustrate using ten frames and diagrams that a given numeral consists of a certain number of groups of ten and a certain number of ones. - Illustrate using proportional base 10 materials that a given numeral consists of a certain number of tens and a certain number of ones. - Explain why the value of a digit depends on its placement within a numeral. - Represent one unit if shown a pre-grouped model representing ten (e.g., what would one look like if this is ten?).