Unit 1.

The Number System

Grade 2
 Unit 1. The Number System

Concepts Covered
1. The Number System

 Numbers 1 to 99 and their number names

 Read and write 3 digit numbers up to 999

 Place value and face value of three digit numbers

 Expanded form

 Comparison of numbers

 Sequencing/ordering numbers

 Odd and Even numbers

Grade 2
 Unit 1. The Number System

At the end of the lesson you will be

 Identify, Write and Read Numbers from 100 - 999
 Read and Write Number Names from 100-999
 The value of Numbers.(Place & Face value)

Pre-Knowledge Activity
Fill in the boxes (revise 1 to 100)

Write the missing numbers

Activity 1: in class

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 Unit 1. The Number System
Activity 2:@ home
Circle the incorrect number in the sequence 1 - 80
1 2 3 5 4 6 7 9 8 11
10 12 13 14 16 17 15 18 19 20
21 23 24 22 25 26 27 29 28 30
32 33 31 35 34 36 37 38 39 40
41 42 43 44 46 45 47 48 50 49
51 53 52 52 54 55 56 58 57 59
60 61 62 63 65 66 67 68 69 64
71 72 73 74 76 75 77 78 79 80

Activity 3: in class
Write in order:

55 54 46

79 77 73 70

37 28

60 51

26 20 17

99 90

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 Unit 1. The Number System
Activity 4: @ home

Write the numerals for the given number names. 11-50

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 Unit 1. The Number System
Activity 5:@ home
Write the number name for the given numerals

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 Unit 1. The Number System
Revise the numbers from 101 to 100.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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 Unit 1. The Number System
New Learning Numbers 100 to 999
We had learnt in last year 0-9 will have only one digit and are written in one’s column.

T O T O
1 0 is written in two columns as 1 tens and 0 ones. 9 9

3 – Digit number
 need three places – Hundreds, Tens, Ones
 Numbers 100 – 999 are called 3 – digit numbers.
Let’s Understand
H T O Number Names
1 0 0 One Hundred
1 0 1 One Hundred and One
1 0 2 One Hundred and Two
1 0 3 One Hundred and Three
1 0 4 One Hundred and Four
1 0 5 One Hundred and Five
1 0 6 One Hundred and Six
1 0 7 One Hundred and Seven
1 0 8 One Hundred and Eight
1 0 9 One Hundred and Nine
1 1 0 One Hundred and Ten
1 1 1 One Hundred and Eleven

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 Unit 1. The Number System
Numbers from 100 to 1000
We had earlier learnt that 10 ones = 1 ten and 10 tens = 1 hundred
100 means, 1 hundred, 0 tens, 0 ones.
We know 100 is 1 more than 99.
100 and 1 more is 101, we read it as one hundred and one.
101 and 1 more is 102, we read it as one hundred and two.
102 and 1 more is 103, we read it as one hundred and three.
Counting in this way, we can count and read till 110.
110 and 1 more is 111, we read as one hundred and eleven.
111 and 1 more is 112, we read as one hundred and twelve.
Counting in this way, we can count and read till 199
199 and 1 more is 200, read as two hundred.
200 and 1 more is 201, read as two hundred and one.
Counting in this way, we can count and read till 999.
999 and 1 more is 1000, we read it as one thousand.
 To read a 3 digit number first read the hundreds digits and then read the last
two digits together. Like

Grade 2
 Unit 1. The Number System
Read aloud and complete the number sequence from 101 to 200
101 102 104 106 108 110

112 115 117 119 120

121 126 129

133 136 138

144 146 147 150

151 155 159 160

163 164 168

172 177 180

181 185 190

194 197 199

Write the number words for the following numbers:

150 –

160 –

170 –

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 Unit 1. The Number System
Number Names
As we know number 25 is read as twenty – five.
Therefore the numeral 225 is read as Two hundred and twenty - five.

H T O

2 2 5

100 100 10 10 5

Numbers Number Names Numbers Number Names

100 One Hundred 600 Six Hundred
200 Two Hundred 700 Seven Hundred
300 Three Hundred 800 Eight Hundred
400 Four Hundred 900 Nine Hundred
500 Five Hundred

As seen above the digit gets its value from the position it is in.
Short form of 225 = 2 hundreds + 20 tens + 5 ones

Do you know the biggest three digit number is 999

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 Unit 1. The Number System
Activity 1: Do it in class work book
Write the place value headings and write numbers from 1 to 100 in the notebook.

Activity 1A: Do it in class

Write numerals from 101 – 200

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 Unit 1. The Number System

Activity 1: Do it in class

Write number words. 101 – 130

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 Unit 1. The Number System

Activity 1A: Do it at home

Write the number words for the following number.

131

132

133

134

135

136

137

138

139

140

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 Unit 1. The Number System
Activity 2A: Do it in class

Write the missing numbers from 201 to 300 and read aloud.

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 Unit 1. The Number System
Activity 2b : Do it at home
Circle the Correct Spelling

201 = Two hundred and one 202 = Two hundred and two

Too handred and one Too handred and too

203 = Too hundred and tree 204 = Two hundred and far

Two hundred and three Two hundred and four

205 = Two hundred and five 206 = Two handered and sic

Two hundred and favie Two hundred and six

207 = Two hundered and saven 208 = Two hundred and eight

Two hundred and seven Too hundred and aigt

209 = Two hundred and nine 210 = Too hundred and ten

Twoo huandrad and nain Two hundred and ten

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 Unit 1. The Number System
Activity 3: Do it @ home
Unscramble the number names and rewrite. Also write the corresponding numbers in
the space given.
Wot dredhun tyiff ______________________________________ _____________

Owt dredhun venseyt ixs _______________________________________ _____________

hrtee dredhun eniytn neo _______________________________________ _____________

rheet ddhunre gheity Nnie _______________________________________ _____________

Rthee dredhun itysx rtehe _______________________________________ _____________

Rthee dredhun wnteyt ievf _______________________________________ _____________

Rthee dredhun ifytf _______________________________________ _____________

Activity 4: Do it in class
Read the number names and write the number

a) Four hundred and ninety three

b) Five hundred and sixty six

c) Six hundred and eleven

d) Seven hundred and eight

e) Eight hundred

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 Unit 1. The Number System
Complete the following
a) The largest 3 – digit number is _____________________________
b) The smallest three digit number is _________________________
c) In ta three digit number, three places are there __________________________ place, tens place
and ______________ place.

d) 800 is read as __________________________________________________ in word.

e) 531 is read as __________________________________________________ in word.

Complete the number charts. 301 - 350

351 - 370

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 Unit 1. The Number System
471 - 500

531 - 550

610 - 650

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 Unit 1. The Number System
Activity 4A: Do it @ home /or in class work
712 - 721

813 – 823

851 – 860

950 - 999

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 Unit 1. The Number System
New Learning
Face Value and Place Value
Place _ Value:
 The position of a digit in the number determines its value.
 If a digit moves towards its left, its value increases 10 times.
 If the digit moves towards its right, its value decreases 10 times

Face - Value:
 Face value of a digit is the same as the digit itself.
 Face value of a digit doesn’t change with its changing position in a number.

 Therefore, the value of an individual digit is called its face value.

Ex: Find the place value and face value of the digits in the number 2 4 1.

2 is in the hundreds place.

The place value of 2 is 2 hundreds = 200.
The face value of 2 is 2.
4 is in the tens place.
The place value of 4 is 4 tens = 40.
The face value of 4 is 4.
6 is in the ones place.
The place value of 1 is 1 ones = 1.
The face value of 1 is 1.

Grade 2
 Unit 1. The Number System
Activity 1 in class
Write the Place value and Face value of the highlighted number in the space given. One
is done for you.
Place Value Face Value
9 2 4 20 2

3 6 8

8 7 3

7 7 1

652
New learning
Standard form and Expanded form
Standard form: Is the short form of a number which is formed by writing the face value of
each digit in the correct places.
Expanded form: Is the sum of the place values of all the digits in a given.
As we are aware, expanded form means we break up a number according to their place value
and expand it to show the value of each digit.
One is done for you: 335 = 300 + 30 + 5
short form/ standard form expanded form

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 Unit 1. The Number System
Activity 1: Expanded form in class

143 hundred tens Ones

157 hundred tens Ones

205 hundred tens Ones

633
hundred tens Ones

701
hundred tens Ones

hundred tens Ones

541

Write the standard form of the numbers given below

100 + 20 + 9 600 + 70 + 7

200 + 10 + 7 700 + 00 + 5

900 + 90 + 9 200 + 50 + 5

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 Unit 1. The Number System
Activity 2: Expanded form (600 – 850) @ home

Write in expanded form and in standard form.

Expanded Form:
Hundreds Tens Ones

659

673

779

784

826

849

850

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 Unit 1. The Number System
Activity 3: Do it in class
Write the numbers shown on the abacus

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 Unit 1. The Number System
Comparing Numbers
As we had learnt in last year that comparing two numbers means finding out which one is greater
than the other.
We already know that a 3 – digit number is greater than 2 – digit number…
New Learning
Comparing numbers with Greater than > sign

 When the digits at the hundreds place are different.

The numbers that have more hundreds is greater.
Ex: 298, 576 ( 298 = 200 + 90 + 8 ; 576 = 500 + 70 + 6 )
As 576 have more hundreds than 298 So, 576 > 298.

 When the digits at hundreds place are same.

The numbers that has more tens is greater.
Ex: 214, 244 (214 = 200 + 10 + 4; 244 = 200 + 40 + 4 )
As 244 have more tens than 214 So, 244 > 214
 When the digits at the hundreds and tens place are same.
The numbers that has more ones is greater.
845 has more ones than 841
Ex: 845, 841 ( 845 = 800 + 40 + 5; 841 800 + 40 + 1)
So, 845 > 841
 When the numbers of the digits are different.
 The number with more digits is bigger than the other number

Grade 2
 Unit 1. The Number System

Activity 1: Do it in class

1. Put the correct sign ( <, >, = )

a) 729 719 b) 671 675 c) 116 119
d) 994 984 e) 623 686
2. Observe the position of the specified numbers on the number line to answer the
questions. Compare using > or <

a) Does 158 lie on the right of 161 b) Does 160 lie on the left of 163?
Yes No Yes No

c) 161 158 d) 160 163

a) Does 216 lie on the right of 214? b) Does 210 lie on the left side of 214
Yes No Yes No

c) 212 216 d) 216 214

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 Unit 1. The Number System
Before, After and in between numbers

Before After

In between

The number which comes just before a number is called the predecessor of that number.
To get the before number or predecessor you need to subtract 1 from the number
Like here, the predecessor of 213 is 213 – 1 = 212
The number which comes just before a number is called the Successor of that number.
To get the after number or successor you need to add 1 to the given number
Like here, the Successor of 213 is 213 + 1 = 214

Activity 1: Do it @ home
Compare the numbers and place the correct operator (<, >, =)

Grade 2
 Unit 1. The Number System
Ordering Numbers
Ascending and Descending Order
We have learnt last year that to arrange numbers in ascending order, we start from
the smallest number to largest number. And for descending order we start with
largest number to smallest.
Activity 1: Do it in class
Arrange the numbers in ascending order
a) 807, 762, 920, 374, 653

b) 352, 368, 259, 548, 122

c) 648, 413, 235, 563, 485

Arrange the numbers in descending order

a) 125, 789, 564, 321, 999

b) 996, 890, 989, 984, 988

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 Unit 1. The Number System
Even Numbers
Numbers which can be written in groups of 2 are called Even Numbers.
Example:

Here Ritu has 10 balls. She wanted her friends too play with her. As they don’t have balls with
them she gives each friend of her 2 balls and left with none.
That means 10 = 2 + 2 + 2 + 2 + 2

Activity 1: Even Number

Colour the Even number apples.

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 Unit 1. The Number System

Activity 2: Even Number

Make an Even number chart by filling in the numbers in the space given below

102

126

150

174

198

204

226

252

276

282

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 Unit 1. The Number System
Odd Numbers
Numbers which cannot be written in groups of 2 are called Odd Numbers.
Example:

Here Ritu has 9 balls. She wanted her friends too play with her. As they don’t have balls with
them she gives 4 of her friends 2 balls and left with one.
That means 9 = 2 + 2 + 2 + 2 + 1 . Hence we cannot make groups of 2 with number 0.

Colour the odd

Activity numbers
1: Odd Number

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 Unit 1. The Number System

Activity 3: Odd Number

Make an Odd number chart by filling in the numbers in the space given below

101 105 111

121 129 133

141 143 147 155 157 159

169 179

181 185 1

201 209 213

221 225 231 237

243 251 259

261 267 271

281 287 291

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 Unit 1. The Number System

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 Unit 1. The Number System

Play sheet 1

Read the number and write the number name.

a) 478 b) 673

c) 880 d) 999
Read the number name and circle the number.
a) Eight hundred and three b) Six hundred and twenty five c) Nine hundred and nine

8003 803 625 652 909 919

Write what comes after

Write what comes before

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 Unit 1. The Number System
Write what comes in between

Write the numbers in descending order

221 228 215 217 300 325 330 335

Write the numbers in ascending order

613 717 520 819 812 902 416 714

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 Unit 1. The Number System
Play sheet 2
I. Write in the space by counting of 100’s.

1. 100, 200, 300 ,

2. 400, 600, 700,

II. Colour the greatest number red and smallest number yellow in each butterfly.

III. Fill in the boxes

547 is just before 687 is between and
798 is just after 199 is between and
900 is just before 575 is between and
222 is just before 510 is between and

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 Unit 1. The Number System
Play sheet 3 @ home

1) Colour the largest number red and smallest number yellow in each row.
637 963 348 736 673
132 124 472 125 324
222 341 888 234 745
333 852 269 951 410
689 401 201 253 692
110 459 547 962 520
105 369 231 140 434
100 122 376 736 758

2) Observe the pattern and complete it in your note book. One is done for you.
820, 825, 830, 835, 840, 845
105, 110, 115, _____ _____ _____
409, 411, 413 _____ _____ _____
346, 446, 546 _____ _____ _____
646, 650, 654 _____ _____ _____
321, 331, 341 _____ _____ _____
725, 737, 749 _____ _____ _____
109, 209, 309 _____ _____ _____
814, 820, 826 _____ _____ _____

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 Unit 1. The Number System
Play sheet 4 in class
I. Make the greatest and the smallest 3 – digit numbers using the digits only once.

Digits Greatest Smallest

7, 4, 9

2, 8, 6

4, 9, 1

6, 2, 3

II. Using the given digits only once, make all the possible 3 – digit numbers and arrange them in
descending and ascending order.
5, 4, 1 _______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
8, 2, 3 _______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
0, 8, 5 _______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

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 Unit 1. The Number System
Analysis Report - 01

Foundational Skills – Learning how to read and write T1 T2

Shows understanding of early math concepts
Reads texts at grade level with accuracy
Can interlink thoughts and action with concept
Reads fluently
Visual logic: Understanding pattern as information
Can design a pattern of Quantity and its understanding
Examines number construction and elements to increase understanding
chooses flexibility from multiple strategies to understand new strategies
Chooses to work independently
Number and Operations
can count up to 999, starting with any number less than 999
Reads and writes numbers up to 999
Uses Place value to understand the number system
Effectiveness and problem solving
Uses knowledge of place value concepts to accurately compare two are more
two-digit numbers.
Effectively uses supports such as number lines, ten frames, etc to solve
mathematical problems independently.
Language –Speaking & Writing
Uses standard English Grammar and usage when speaking and writing
Provides written justification of thinking and points to evidence to prove that
an answer is correct.
Solving Actions

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 Unit 1. The Number System
Consistently applies grade-level problem-solving strategies independently when
presented with unfamiliar problems.
Compare sets using basic math operation
Models and counts tens and ones using manipulative
Listening and Speaking
Listens actively, takes turns and contributes ideas , speaking clearly
Effort in Mathematics

Indicators
P: - The student shows proficiency in the grade level expectations consistently and
independently.
Pr: - The student is progressing towards proficiency in the grade level expectations.
N: - The student is not yet demonstrating consistent progress towards the grade
level expectations.
NA:- The student is Not Assessed.

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 Unit 1. The Number System
Lesson plan
Teacher’s Name: Date:
Grade: 2 Duration:
Subject/Unit: Maths/ Lesson 1
Topic: The Number System (Understanding Base 10 systems)
Aim of the Lesson: Developing number sense up to 999
Learning Objectives: Developing number sense up to 999
Assumed Prior Knowledge: Basic number knowledge and understanding about numbers.
Counting random numbers with up .999 and saying number names
Complete number sequences of counting.. Read and write number and number name 851 to
899
Resources: Number cards/chart, Place value chart, Dice, Whiteboard, Marker; hand-outs;
Number name cards, PowerPoint presentation, Play sheets, ice cream sticks, straws.
Differentiation (addressing all learners’ needs): Visual- PowerPoint presentation & hand-outs;
Auditory –listening & speaking in pairs & class discussion: Targeted Questions like: What is the
number before, after middle… What is the number name of the particular number? How do
we write these numbers…..?
Key skill addressed: Communication/Literacy: Analysing information from above questions.
Helping the child the understanding of place value and applying it.
Application: Activity:
Give each group of learners a pile of ice cream stick and straws (about 100 to 30 in each
pile) to count.
They should each count several different sets of bottle tops. Note if learners count in ones
or tens.
Read and write the number symbols 1-100?
Divide the learners in a set of group and allow them to count and be prepare with number of
objects they have in ones and tens form. Provide them a task by giving them random numbers
Grade 2
 Unit 1. The Number System
and ask them to sort it in ones and tens format in teams.
Ask learners random number names from 101 – 999 and let them write it on the board. Also
random number can be asked in the teams and let them come up and write down on the
boards.
Healthy discussions among the groups and a competitive spirit always boost the student’s
confidence. Make sure each of the team member is been asked and have got the chance to
perform
Use of number cards and charts makes it handy for students to understand the concept in
better manner.
Assessment: Play sheets as well make them to practice in the math notebook.

Grade 2