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Grade 2 · unit review

Review: Build and Read Numbers to One Thousand

Use hundreds, expanded form, comparisons, and skip-counting through 1000.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. A model contains 15 tens. How many ones does it represent?
Need a hint?
  • Label every tens group with its value of ten.
  • A count of tens must be multiplied by ten to name the whole value.
2. Write the number represented by 6 hundreds, 3 tens, and 7 ones.
Need a hint?
  • Keep a place-value chart beside the numeral.
  • Three tens means thirty, not three.
3. Which is greater: 461 or 459?
Need a hint?
  • Align matching places before comparing.
  • Do not choose a number only because its ones digit is larger.
4. Start at 340 and take three jumps of 10. Where do you stop?
Need a hint?
  • Write the step size beside each arrow.
  • Crossing a place-value boundary does not change the counting rule.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Write 508 in expanded form and compare it with 580. Explain what each zero holds open.

Work on paper or in your own document. Explain the choices you made.

  • Draw or label the numbers or shape features the task gives you.
  • Say why each calculation or shape choice follows the ideas in this unit.
  • Check that your answer fits the story or drawing in the task.
Compare with a model response

508=500+8 and 580=500+80. Both have five hundreds; eight tens is greater than zero tens, so 580>508. Zeros preserve the correct positions.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.