Grade 2 Mathematics Module 3, Topic G

elementary student studying

The module closes with questions such as, “What number is 10 less than 402?” and “What number is 100 more than 98?” As students have been counting up and down throughout the module, these three lessons should flow nicely out of their work thus far and provide a valuable transition to the addition and subtraction of the coming module where more and less will be re-interpreted as addition and subtraction of one, ten, and a hundred (2.NBT.8). The language component of this segment is essential, too. Students need to be encouraged to use their words to make statements such as, “452 is 10 less than 462 and 100 less than 562.” This allows for greater understanding of comparison word problems (2.0A.1) wherein the language of more and less is a constant presence.

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