Grade 2 Mathematics Module 3, Topic D

children at school

Further building their place value understanding, students count by $1 bills up to $124, repeating the process done in Lesson 6 with bundles. Using bills, however, presents a new option. A set of 10 ten dollar bills can be traded or changed for 1 hundred dollar bill, driving home the equivalence of the two amounts, an absolutely essential Grade 2 place value understanding (2.NBT.1a). Next, students see that 10 bills can have a value of $10 or $1,000 but appear identical aside from their printed labels (2.NBT.1, 2.NBT.3). A bill’s value is determined by what it represents. Students count by ones, tens, and hundreds (2.NBT.2) to figure out the values of different sets of bills. As students move back and forth from money to numerals, they make connections to place value that help them see the correlations between base ten numerals and corresponding equivalent denominations of one, ten, and hundred dollar bills. Word problems can be solved using both counting and place value strategies. For example: “Stacey has $154. She has 14 one dollar bills. The rest is in $10 bills. How many $10 bills does Stacey have?” (2.NBT.2). Lesson 10 is an exploration to uncover the number of $10 bills in a $1,000 bill discovered in great grandfather’s trunk in the attic. (Note that the 1,000 dollar bill is no longer in circulation.)  

Downloadable Resources

Resources may contain links to sites external to the website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content.

Common Core Learning Standards

CCLS State Standard
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Curriculum Map