2nd Grade - Brockton public schools Math resourcesbrocktonpublicschoolsmath.weebly.com/uploads/6/5/1/... · 2nd Grade Math Journals contains 90 math journal tasks that allow for multiple

2nd Grade Math Journals contains 90 math journal tasks that

allow for multiple entry points and recording techniques,

thereby allowing all students in your class to work at their

individual level of thinking. Content for all tasks is aligned with

the Common Core State Standards.

www.k-5mathresources.com

2nd GradeMATH JOURNALS

Contents

1. What are Math Journals? .................................................................................... 1-6

2. Overview of Tasks ............................................................................................... 7-12

3. Math Journal Task Labels .............................................................................. 13-102

4. Resources ........................................................................................................... 103-108- Numeral Cards (Tasks 17, 18, 30, 32, 46-49)

- Pattern Block Squares (Tasks 22, 85 and 86)

- Blank Clock faces (Task 62)

- Geoboard Recording paper (Tasks 80 and 90)

- Tangram (Tasks 79 and 83)

5. Math Rubric Samples ..................................................................................... 109-113

- Student Copy

- Classroom Display Copy

6. User License ...................................................................................................... 114-115

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What Are Math Journals?

A math journal, or problem solving notebook as they are sometimes referred to, is a book inwhich students record their math work and thinking. Math journals can be used to:

Record the solutions to math problems: When solving problems in a math journal,students are expected to record their strategy and thought processes, as well assolutions.

Write about learning: At times students may be asked to reflect on their math learning.For example, students may be asked to write about "what you already know about ......" atthe beginning of a unit, or "what you did today, what you learned, and any questions youhave", or "the three most important things you learned in this unit and why."

By dating entries a math journal provides a chronological record of the development of astudent’s mathematical thinking throughout the year.

Why Use Math Journals?

While students learn how to "do" math, they must also learn how to articulate what they arelearning. It is important to provide many opportunities for students to organize and recordtheir work without the structure of a worksheet. Math journals support learning because, inorder to get their ideas on paper, students must organize, clarify, and reflect on their thinking.Initially many students will need support and encouragement in order to communicate theirideas and thinking clearly on paper but, as with any skill, the more they practice the easier itwill become.

Math Journals also serve as invaluable assessment resources that can inform classroominstruction. Requiring students to communicate their reasoning processes provides a usefulinsight into what a child understands, how s/he approaches ideas and what misconceptions s/hehas.

What Are The Characteristics of a Good Math Journal Question?

A Good Math Journal Question ….

builds in differentiation by allowing for multiple entry points, strategies, and recordingtechniques thereby allowing all students to work at their individual level of thinking,

provides the opportunity for students to learn by moving beyond what they already knowwhen answering a question, and the teacher to learn about each student from the

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attempt,

may have more than one solution or a variety of possible solution paths that range fromsimple to complex,

requires more than just remembering a fact or reproducing a skill,

provides opportunities for students to represent their mathematical ideas using modelsand written language,

provides opportunities for students to justify their reasoning and evaluate the reasoningof others,

has clear, concise directions.

The most important thing to consider when developing a math journal question is whether thequestion involves significant mathematics. Closed questions such as, “Tom had 15 marbles. helost 8. How many did he have left?” do little to develop mathematical thinking if the student cananswer the question before even getting back to her seat. The student may spend 15 minutesdrawing and coloring marbles but the math thinking is limited. Changing the question from aclosed to an open format such as, “The difference between two numbers is 7. What might thetwo numbers be?" creates greater potential to stimulate mathematical thinking and reasoning.

How Are Math Journal Sessions Structured?

A variety of math journal tasks have been included in this E-book. Some tasks can be used asquick warm up tasks. Others are suitable for independent practice or group work, as a Think-Pair Share, or as homework or assessment tasks. More involved tasks can be as used as themain task during the math block.

When used as the main task during the math block the math journal session would typicallyconsist of three main components: before, during and after. During the before phase, or mini-lesson, the role of the teacher is to mentally prepare students for the task, ensure thatstudents understand the task and establish expectations. In order to prepare students for thetask some teachers like to model a similar problem, in a large class math journal while othersprefer to pose the task right away and then have students brainstorm a list of possible solutionstrategies. If you do decide to model a task it is important that you take care not to underminestudents' thought processes by telling them what to do, or by discouraging them from makingsense of alternative strategies or solutions. To ensure that students understand a task theteacher may discuss certain vocabulary involved in the task or have students explain what theproblem is asking in their own words. Establishing expectations from the outset for mathjournal sessions is crucial. Asking students to record their thinking on paper using diagrams,numbers, or words places an emphasis on process, indicating to students that their thinking is asimportant as the answers.

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In the during, or Student Activity stage, encourage students to use their own ideas. Differentstrategies and recording methods should be valued. This is a time for the teacher to listen andfind out how students are approaching a problem. The teacher may confer with individuals orsmall groups of students and record anecdotal notes, or use questioning to guide studentsneeding extra support.

The after phase, or Share component, is a crucial component of the math journal session whereacademic talk between, and among, students is promoted. Several students may be selected toshare their solutions and justify their reasoning. Selecting students who have used differentstrategies, models, or recording styles will provide models for other students of possible newapproaches to try at another time. The teacher's role in creating an environment wherestudents come ready to think, listen, share, and evaluate both their own and the reasoning oftheir peers is critical. Building this environment takes time, patience, and consistency.Strategies such as moving to a specific location in the classroom to gather for the share, usingappropriate wait time after asking a question, accepting all ideas and answers regardless ofobvious errors, and having students share their work with a partner before the whole classShare all encourage student communication. Early in the year a chart of Math Talk stems canprovide a useful support to scaffold students' interactions during the Share. Possible stemsinclude:

I agree with ___ because ……I disagree with ___ because ……I also noticed ……I’d like to build on what …. said ……I didn’t understand ……I think what …... meant is ……I predict that …..My strategy was …...I think a more efficient strategy would be ....Another possible strategy would be ...Can you say more about … ...?Why do you think that?How do you know that?Can you explain that in another way?Can you prove that?

Can Math Journal Tasks Be Revisited During The Year?

Repeating, or revisiting tasks, allows students to engage with tasks at a deeper level. On thefirst occasion the student may be focused on ‘how to do’ the task. Subsequent visits provide anopportunity for students to communicate their reasoning more clearly. Making slight variationsto an open ended task by changing the numbers or context in the problem or by changing thematerials used to complete a task helps to maintain interest while providing time for studentsto further develop skills and concepts.

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You may decide to provide opportunities for students to revisit tasks by introducing mathjournal tasks to the whole class and then placing similar tasks in centers for students to revisitat other times during the year. Another option is to choose one journal task and repeat itseveral times throughout the year, with slight variations, as a record of the development ofmath skills and understandings for student portfolios.

How Often Should I Use Math Journals in My Class?

This is entirely up to the individual teacher. Some teachers use them several times a week.Other teachers who have more restrictions on their math sessions due to using a mandatedcurriculum set aside one session per week for math journals and then select a journal task thatcorrelates with the current unit of study. You may choose to use some tasks as quick warm ups,or as homework or assessment tasks. The important thing is to ensure that students are beinggiven regular opportunities throughout the year to record their mathematical thinking in a waywhich makes sense to them.

What Type Of Book Should My Students Use As A Math Journal?

At the K-5 level many teachers use a blank notebook as the math journal so that students arenot restricted by lines and have the space to choose whether to use diagrams, numbers, wordsor a combination of these to record their thinking.

Why Do Some of the Math Journal Tasks Use Picture Books?

Math literature provides a context and purpose for the exploration of mathematical languageand allows children to grapple with mathematical concepts in meaningful contexts. As thelanguage of mathematics is a stumbling block for many students, finding a way to bridge the gapbetween informal math language and the formal terminology and symbols of mathematics isimportant. By providing interesting narratives and colorful illustrations picture books can framethe abstractions of math in a way that make them more concrete and approachable. Picturebooks have the potential to develop and reinforce mathematical language and concepts, enhancea child's understanding of mathematics and promote enjoyment of the subject.

The picture books, used in these math journal tasks can be found in many class or schoollibraries. They are also available, through Amazon, from the BookStore on our website (click onthe links below). The picture books used are:

Task 24: 100 Hungry Ants, Elinor J. PinczesTask 7: One Hunter, Pat HutchinsTask 29: Two Ways to Count to Ten: A Liberian Folktale, Ruby DeeTask 52: Measuring Penny, Loreen LeedyTask 83: Grandfather Tang's Story, Ann Tompert

http://astore.amazon.com/k5matteares-20?_encoding=UTF8&node=26



http://astore.amazon.com/k5matteares-20?node=11&page=2




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Content: This E-book contains 90 math journal tasks. Content for all tasks is aligned with theCommon Core State Standards. See the provided tables for an outline of the focus domain andCommon Core Standard for each task.

In addition to the standards that describe content, there are eight Common Core StateStandards focusing on mathematical practice, which are implicit in many of the math journaltasks in this E-book. These are listed below:

Mathematical Practices:1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Different mathematical practices will be brought out in different tasks, depending on how theteacher presents the tasks and approaches student responses. For example, the open-endednature of these tasks require students to make sense of the question before they select astrategy to solve the problem. This will be supported by skillful teaching moves but can beundermined if the teacher removes the demand for student sense making by telling studentshow to solve a problem, or expecting all students to solve the problem in the same way.

Many of the tasks require that students use a mathematical model (drawings, charts, graphs,equations etc.) and/or construct viable arguments by explaining their thinking and justifyingtheir conclusions. Other tasks require students to reason abstractly and quantitatively byattending to the meaning of quantities, not just how to compute them, and knowing and flexiblyusing different properties of operations. Some tasks encourage students to look closely todiscern patterns, structures and mathematical relationships. Students should be expected toattend to precision by communicating precisely using mathematical language and carefullyformulated explanations. If students are given the opportunity to share their solutions andstrategies at the conclusion of the math journal session opportunities arise to critique thereasoning of others. Allowing students to make their own decisions as to which mathematicaltools are appropriate for a given situation is also important. The teacher's role is to ensure thata variety of tools and recording paper are available should students choose to use them, ratherthan telling students which tools to use for a given task.

Math Rubric

A rubric can be a powerful tool for both teaching and assessment. Use of a rubric can improvestudent performance, as well as monitor it, by making teachers' expectations clear and byshowing students how to meet these expectations. The result is often marked improvements in

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the quality of student work and in learning. A sample Math Rubric, suitable for use with math

journal tasks, is included in this E-Book in two sizes. Print the enlarged copy for display in the

classroom and have students paste the smaller copy inside the front cover of their math journal

for easy reference.

Printing the Tasks:The 90 math journal tasks are formatted so that you can print them on

mailing labels (Avery Standard, 5160). Just print and pass out for students to peel and stick

at the top of their math journal page. If you experience any difficulty printing the labels try

the following:

1. Verify that you have a current version of Adobe Acrobat Reader. To

determine the version of Adobe Acrobat, open Adobe from your desktop or

start menu, click on help, and then About Acrobat Reader. Download an

update to your reader from the Adobe Reader download page on Adobe's

website.

2. When in the Preview Labels screen click the Print icon.

3. Under Page Handling make sure Page Scaling is set to None and Auto-

Rotate and Center is not selected.

4. Click OK.

Placing the labels in student journals provides information for parents, teachers and

administrators as to what task the student was working on. The Avery Standard 5160

label is used in order to give students as much blank space on the page as possible to

record their thinking. Teachers may find it useful to write each task on a chart or

whiteboard before introducing it so that students see the task in large print before

beginning work.

Resources have been included for use with the following math journal tasks:

Numeral Cards (Tasks 17, 18, 30, 32, 46-49)

Pattern Block Squares (Tasks 22, 85, and 86)

Blank clock faces (Task 62)

Geoboard Recording Paper (Tasks 80 and 90)

Tangram (Tasks 79 and 83)

In addition, our website offers a wide range of free math center task cards and resources

suitable for use in 2nd Grade classrooms. Please see the pages below as a starting point.

http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html http://www.k-5mathteachingresources.com/2nd-grade-geometry.html http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html http://www.k-5mathteachingresources.com/addition-and-subtraction-activities.html

http://www.adobe.com/

http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html

http://www.k-5mathteachingresources.com/addition-and-subtraction-activities.html

http://www.k-5mathteachingresources.com/2nd-grade-geometry.html

http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.html


1 Operations and

Algebraic Thinking 2.OA1 Joe has 19 toy cars. Sam has 30 toy cars. Who has more? How many more? Explain the strategy you used to

solve this problem.

2 2.OA1 There were 29 books on a shelf. The librarian put some more books on the shelf and then there were 46

books. How many more books did the librarian put on the shelf? Explain. your thinking.

3 2.OA1 On Monday morning a baker made some muffins. By 10 o’clock 25 muffins had been sold and there were 15

left. How many muffins were there to begin with? Explain your thinking.

4 2.OA1 On Monday I baked apple pies for the bake sale. On Tuesday I baked some more and had 15 apple pies in all.

How many apple pies might I have baked each day? Show at least 5 solutions.

5 2.OA1 Tim was blowing up balloons for a party. He blew up 25 red and 24 yellow balloons. Six of the balloons burst

before the party. How many balloons were left?

6 2.OA1 Sara had a collection of stickers. She gave some stickers to her best friend and then she had 12 stickers

left. How many stickers might Sara have started with? How many did she give away?

7 2.OA1 Literature Link: One Hunter - After listening to the story figure out how many animals followed the hunter

altogether. Use pictures, numbers or words to show your thinking.

8 2.OA2 The difference between two numbers is 7. What might the two numbers be? Show as many different

solutions as you can.

9 2.OA2 The sum of two numbers is 20. What might the two numbers be? Show as many different


10 2.OA2 Tom and Jack need to find the missing number in this number sentence: __ + 9 = 15. Jack says the missing

number is 24. Tom says the missing number is 6. Who is correct? Explain your thinking.

11 2.OA2, 2.NBT9 Tom found the sum of 9 and 4 by making ten. Explain what Tom did. Write and solve some other addition

problems using this strategy.

12 Peter wants to find the sum of 6+7 in his head. Explain how he could use a doubles fact to do this. Show

some other problems where you could use this strategy.

13 2.OA2, 2.NBT9 Sam wants to find the difference between 15 and 9. What addition problem can Sam use to check his work?

Explain why.

14 My teacher asked “A number plus 8 equals 17. What is the missing number? “ Explain how you would solve

this problem.

15 My teacher asked, “A number minus 3 equals 15. What is the missing number? “ Explain how you would solve

this problem.

2.OA2

2.OA2

2.OA2

Task Domain Standard Math Journal Task (use Bookmarks tab to navigate to label pages)

16 Operations and

Algebraic Thinking 2.OA2

17 2.OA2 Turn over a numeral card (1-10). Double the number shown on the card and add one more. Record and

repeat.

18 2.OA2 Turn over a numeral card (1-10). Double the number shown on the card and subtract one. Record and

repeat.

19 2.OA3 Take a scoop of counters. Group the counters in pairs. How many counters do you have? Is this an even or an

odd number? How do you know? Repeat with other scoops.

20 2.OA3 Is 14 an odd or an even number? Prove your answer.

21 2.OA3 Mr. Jones has 19 students. He wants to put them into pairs but thinks there will be one left over. Is Mr.

Jones correct? Explain how you know.

22 2.OA4, 2.G2 Make 5 different rectangular arrays using square tiles. Record a diagram and use repeated addition to show

the total number of square tiles in each array.

23 2.OA4 Choose one of these numbers: 16, 18, or 24. How many different rectangular arrays can you make and record

for the number you chose? Write an equation for each array.

24 2.OA4 Literature Link: 100 Hungry Ants - Suppose 12 ants were going to a picnic. How many different ways could

they arrange themselves in equal rows? Draw an array and write an equation for each way you find.

25 Number and

Operations in Base

Ten

2.NBT1 Choose a two-digit number between 20 and 60 that has a 5 in the ones place. How many different ways can

you represent this number with base ten blocks?

26 2.NBT1 Jack made a number using four base ten blocks. What might the number be?

27 2.NBT2 Tom counted from 0 to 50 by 5s. Lia counted from 0 to 50 by 10s. What numbers did they both say?

Explain your thinking.

28 2.NBT2 Choose a number between 1 and 10. Show what the next five numbers will be if you skip count by 5s from

this number. Repeat with other starting numbers.

29 2.NBT2 Literature Link: Two Ways to Count to Ten - Suppose the king wanted to use the number 50 for the

contest. How many different ways could the animals count to 50? Record.

30 2.NBT3 Turn over 3 numeral cards to make a 3-digit number. Record the number. Write the number you made in

word form and expanded form. Repeat with other 3-digit numbers.

What is the missing number in the number sentence: 13- ? = 7. Explain how you found your answer.


31 Number and

Operations in

Base Ten

2.NBT3 Lisa wrote the number 249 in expanded form. She wrote 2 + 4 + 9. Is Lisa correct? Explain your thinking.

32 2.NBT4 Turn over 6 numeral cards to make two three-digit numbers. Write two different ways to compare the numbers

using the symbols < , >, or =. Repeat with other pairs of three-digit numbers.

33 2.NBT5 Todd picked 28 apples. After lunch he picked some more and then he had 52 apples in his basket. How many

apples did Todd pick after lunch? Explain.

34 2.NBT5 Dad had a basket of 45 strawberries. He ate some and then he had 16 left. How many strawberries did dad eat?


35 2.NBT5 Emma wants to find the sum of 18 and 51. Show two different strategies she could use.

36 2.NBT5 Jack wants to find the difference between 89 and 47. Show two different strategies he could use.

37 2.NBT5, 2.NBT9 Lia and Paul are adding numbers. Lia adds 31 + 55. Paul adds 55 + 31. Do they both find the same sum? Why?

38 2.NBT5, 2.NBT9 To find the sum of 45 + 34 Jack adds 40 + 30 + 5 + 4. Will this strategy work? Explain your thinking.

39 2.NBT6 On Saturday a bakery sold 37 chocolate muffins, 23 raspberry muffins, 25 vanilla muffins, and 25 blueberry

muffins. How many muffins did they sell in all?

40 2.NBT6, 2.NBT9 Miguel adds 18 + 22 + 10. Mary adds 22+ 10 + 18. Will Miguel’s answer be more, less, or the same as Mary’s

answer? Explain your thinking.

41 2.NBT7

42 2.NBT7 Jack wants to find the difference between 489 and 297. Show two different strategies he could use.

43 2.NBT7 Tom found the sum of 199 and 236 by making a hundred. Explain what Tom did. Write and solve three more

addition problems using this strategy.

44 2.NBT7 I added two 3-digit numbers. The sum was close to 610. What might the two numbers have been? Show 3

possible solutions.

45 2.NBT7 I subtracted a 3-digit number from another 3-digit number. The difference was close to 120. What might the

two numbers have been? Show 3 possible solutions.

Emma wants to find the sum of 234 and 523. Show two different strategies she could use.


46 Number and

Operations in

Base Ten

2.NBT8 Turn over two numeral cards (1-9) to make a 2-digit number. Add 10 to this number. Record. Repeat with other

2-digit numbers.

47 2.NBT8 Turn over two numeral cards (1-9) to make a 2-digit number. Subtract 10 from this number. Record. Repeat with

other 2-digit numbers.

48 2.NBT8 Turn over three numeral cards (1-9) to make a 3-digit number. Add 100 to this number. Record. Repeat with


49 2.NBT8 Turn over three numeral cards (1-9) to make a 3-digit number. Subtract 100 from this number. Record. Repeat

with other 3-digit numbers.

50 Measurement and

Data 2.MD1 Find 3 objects in the classroom that are shorter than your ruler. Order your objects from shortest to

longest. Measure each object to the nearest inch. Record your findings.

51 2.MD1 How many objects can you find that are longer than 10cm but shorter than 25cm? Record.

52 2.MD1 Literature Link: Measuring Penny - After listening to the story choose an object in the classroom and measure

it in as many different ways as you can. Record.

53 2.MD2 Measure 3 objects to the nearest inch and the nearest cm. Explain why the number of units are not the same.

54 2.MD3 Look at your ruler to see how long one inch is. Estimate the length of an object in your desk. Measure the object.

How close was your estimate? Repeat with other objects.

55 2.MD4 Measure the length of two objects. What is the difference in length between the two objects? Record and

repeat with another two objects.

56 2.MD4 Measure the length of a gummy worm. Stretch the worm as far as you can without breaking it and measure again.

What is the difference in length between the original and stretched worm? Record.

57 2.MD5 Josh had a 60cm piece of string. He cut it into two pieces. One piece was 35cm long. How long was the other

piece? Explain your thinking.

58 2.MD5 The shortest snake at the zoo was 12cm long. The longest snake at the zoo was 58cm long. What was the

difference in length between the shortest and longest snake? Explain your thinking.

59 2.MD5 I cut a 42cm ribbon into two pieces that were not equal. What length might the two pieces be? Show at least

three different solutions.

60 2.MD5, 2.MD6 Mrs. Jones had 40 meters of fabric. She used some and had 27 meters of fabric left. How much fabric did Mrs.

Jones use? Represent your thinking on a number line diagram.


61 Measurement and

Data 2.MD5, 2.MD6 I measured the height of two sunflowers and found that one was 42cm tall and the other was 19cm tall.

What was the difference in height of the two sunflowers? Represent your thinking on a number line

diagram.

62 2.MD7 Stamp or paste 3 clock faces on your page. On your clocks show one o’clock time, one quarter past time, and

one half past time. For each clock write the time it would be one hour earlier and one hour later.

63 2.MD8 Sam has 30 cents in his pocket. What coins might he have? Show as many different solutions as you can.

64 2.MD8 I bought a box of crayons for 45 cents. Show different coin combinations that I could have used to pay for

the crayons.

65 2.MD8 I bought something and got 5 cents change. What did I buy, how much did it cost, and how much did I give

the cashier? Show 5 different solutions.

66 2.MD8 Megan has 10 cents more than her brother. What coins might Megan and her brother each have? Show at

least 5 solutions.

67 2.MD8 How many different ways can you make one dollar? Use pictures, numbers, or words to show your thinking.

68 2.MD8 I have 3 coins in my pocket. How much money might I have in my pocket? Show as many different solutions

as you can.

69 2MD8 Tom had two quarters, four dimes, and two pennies in his coin jar. His dad gave him 3 dimes, four nickels,

and three pennies. How much money did Tom have in all? Explain.

70 2.MD8 I received 25 dollars in bills for my birthday. What bills might I have received? Show as many different

combinations of bills that equal 25 dollars as you can.

71 2.MD9 Measure 10 objects in your desk to the nearest inch. Display your data on a line plot. Which length had the

most objects? How do you know?

72 2.MD9 Measure 10 objects that are shorter than your ruler to the nearest cm. Record your measurements on a line

plot. Write three facts about your data.

73 2.MD10 Sort the objects in your cup. Create a picture graph to show your data. Include a title and a key. Write 3

facts about the data in your picture graph.

74 2.MD10 Bob, Sean and Rick ate cookies as they worked on their homework. Bob ate 8 cookies. Sean ate 6 cookies.

Rick ate 4 cookies. Make a bar graph to show the number of cookies each boy ate. Write 3 facts about the

data in your bar graph.

75 2MD10 Jack, Ben and Tom collect stamps. Jack has 20 stamps, Ben has 40 and Tom has 35. Create a picture graph

to display the data. The symbol on your key must equal 5 stamps. Explain how you knew the number of

symbols to use for each boy.


76 2.MD10 Sort a handful of buttons. Create a bar graph to show your data. Your bar graph must have a title and labels

on each axis. Write 3 facts about the data in your bar graph.

77 Geometry 2.G1 How many different quadrilaterals can you draw? Name each quadrilateral and describe its properties.

78 2.G1 I took three shapes out of a box. Each shape had five sides. What might the three shapes have looked like ?

79 2.G1 Work with a partner. Using a tangram set make a triangle from a) the 3 smallest pieces, b) the 5 smallest

pieces, and c) all 7 pieces in the set. Record.

80 2.G1

81 2.G1 I took a 3-dimensional shape out of a box and traced around one of its faces. The shape I drew was a

square. What 3D shape might I have taken out of the box?

82 2.G1 Choose two 3-dimensional shapes. Draw and label your shapes. How are your shapes alike? How are they

different?

83 2.G1 Literature Link: Grandfather Tang’s Story - Create one of the animals from the story using tangram pieces.

Name and describe the shapes you used.

84 2.G2 I built a rectangle with 3 rows of 4 squares. How many different ways can you build a rectangle with the

same number of squares as the one I built?

85 2.G2 How many different rectangles can you make using 16 square pattern blocks or color tiles? How many rows

did you make in each rectangle? How many squares were in each row?

86 2.G2 Use color tiles or pattern block squares to make different sized squares. For each square show how many

squares you used in each row and how many you used in all.

87 2.G3 Mike built a rectangle with 2 rows of 6 squares. Sam built a rectangle with the same number of squares but

a different number of rows. What might Sam’s rectangle look like?

88 2.G3 Josh says a rectangle with 2 rows of 5 squares is the same as a rectangle with 5 rows of 2 squares. Is Josh

correct? Explain your thinking.

89 2.G3 Use your ruler to draw a square. Each side of the square should measure 6cm. Show different ways to

partition a square of this size into two equal parts.

90 2.G3 Make a rectangle on a geobaord. How many different ways can you divide a rectangle of this size into

a) 2 equal parts, b) 3 equal parts, c) 4 equal parts? Record each way you find and label the parts.

How many different triangles can you make on a geoboard? Record the triangles you make on geoboard

paper. What is the same about your triangles? What is different?


Joe has 19 toy cars. Sam has 30 toy

cars. Who has more? How many more?

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There were 29 books on a shelf. The librarian

put some more books on the shelf and then

there were 46 books. How many more books

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your thinking.





your thinking.





your thinking.





your thinking.

On Monday I baked apple pies for the bake sale.

On Tuesday I baked some more and had 15 apple

pies in all. How many apple pies might I have

baked each day? Show at least 5 solutions.





















































































































Tim was blowing up balloons for a party. He

blew up 25 red and 24 yellow balloons. Six

of the balloons burst before the party.

How many balloons were left?





















































































































Sara had a collection of stickers. She gave

some stickers to her best friend and then

she had 12 stickers left. How many

stickers might Sara have started with?





















































































































Literature Link: One Hunter - After listening

to the story figure out how many animals

followed the hunter altogether. Use pictures,

numbers or words to show your thinking.





















































































































The difference between two

numbers is 7. What might the two

numbers be? Show as many

different solutions as you can.





















































































































The sum of two numbers is 20. What

might the two numbers be? Show as

many different solutions as you can.
























































































Tom and Jack need to find the missing

number in this number sentence: __ + 9 = 15.

Jack says the missing number is 24. Tom says

the missing number is 6. Who is correct?



















































































































































Tom found the sum of 9 and 4 by

making ten. Explain what Tom did.

Write and solve some other addition






















































































































Peter wants to find the sum of 6+7 in his

head. Explain how he could use a doubles

fact to do this. Show some other problems

where you could use this strategy.





















































































































Sam wants to find the difference

between 15 and 9. What addition

problem can Sam use to check his

work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.




work? Explain why.

My teacher asked, “A number plus 8

equals 17. What is the missing

number? “ Explain how you would

solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.

My teacher asked, “A number minus

3 equals 15. What is the missing


solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.




solve this problem.

What is the missing number in the

number sentence: 13- ? = 7.

Explain how you found your answer.
























































































Turn over a numeral card (1-10).

Double the number shown on the

card and add one more. Record and

repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.



card and subtract one. Record and

repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.




repeat.

Take a scoop of counters. Group the counters

in pairs. How many counters do you have? Is

this an even or an odd number? How do you

know? Repeat with other scoops.





















































































































Is 14 an odd or an even number?

Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.


Prove your answer.

Mr. Jones has 19 students. He wants to

put them into pairs but thinks there will

be one left over. Is Mr. Jones correct?

Explain how you know.





















































































































Make 5 different rectangular arrays

using square tiles. Record a diagram and

use repeated addition to show the total

number of square tiles in each array.





















































































































Choose one of these numbers: 16, 18, or 24.

How many different rectangular arrays can

you make and record for the number you

chose? Write an equation for each array.





















































































































Literature Link: 100 Hungry Ants -Suppose 12

ants were going to a picnic. How many

different ways could they arrange themselves

in equal rows? Draw an array and write an

equation for each way you find.


















































































































































Choose a two-digit number between 20 and

60 that has a 5 in the ones place. How

many different ways can you represent

this number with base ten blocks?





















































































































Jack made a number using four base

ten blocks. What might the number

be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?



be?

Tom counted from 0 to 50 by 5s.

Lia counted from 0 to 50 by 10s.

What numbers did they both say?






















































































































Choose a number between 1 and 10. Show

what the next five numbers will be if

you skip count by 5s from this number.

Repeat with other starting numbers.





















































































































Literature Link: Two Ways to Count to Ten -

Suppose the king wanted to use the number

50 for the contest. How many different ways

could the animals count to 50? Record.





















































































































Turn over 3 numeral cards to make a 3-digit

number. Record the number. Write the

number you made in word form and expanded

form. Repeat with other 3-digit numbers.





















































































































Lisa wrote the number 249 in

expanded form. She wrote 2 + 4 + 9.

Is Lisa correct? Explain your

thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.

Turn over 6 numeral cards to make two

three-digit numbers. Write two different

ways to compare the numbers using the

symbols < , >, or =. Repeat with other pairs of

three-digit numbers.


















































































































































Todd picked 28 apples. After lunch he

picked some more and then he had 52

apples in his basket. How many apples did

Todd pick after lunch? Explain.





















































































































Dad had a basket of 45 strawberries.

He ate some and then he had 16 left.

How many strawberries did dad eat?






















































































































Emma wants to find the sum of 18

and 51. Show two different

strategies she could use.
























































































Jack wants to find the difference

between 89 and 47. Show two

different strategies he could use.
























































































Lia and Paul are adding numbers. Lia

adds 31 + 55. Paul adds 55 + 31. Do

they both find the same sum? Why?
























































































To find the sum of 45 + 34 Jack

adds 40 + 30 + 5 + 4. Will this

strategy work? Explain your

thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.


adds 40 + 30 + 5 + 4. Will this


thinking.

On Saturday a bakery sold 37 chocolate

muffins, 23 raspberry muffins, 25 vanilla

muffins, and 25 blueberry muffins. How

many muffins did they sell in all?





















































































































Miguel adds 18 + 22 + 10. Mary adds

22+ 10 + 18. Will Miguel’s answer be

more, less, or the same as Mary’s











































































































































































































































































































making a hundred. Explain what Tom did.

Write and solve three more addition






















































































































I added two 3-digit numbers. The sum

was close to 610. What might the two

numbers have been? Show 3 possible

solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.




solutions.

I subtracted a 3-digit number from another

3-digit number. The difference was close to

120. What might the two numbers have been?

Show 3 possible solutions.





















































































































Turn over two numeral cards (1-9) to

make a 2-digit number. Add 10 to this

number. Record. Repeat with other

2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.


make a 2-digit number. Subtract 10

from this number. Record. Repeat with






















































































































Turn over three numeral cards (1-9) to



2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.




2-digit numbers.

























































































































Find 3 objects in the classroom that are

shorter than your ruler. Order your objects

from shortest to longest. Measure each

object to the nearest inch. Record your

findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.





findings.

How many objects can you find

that are longer than 10cm but

shorter than 25cm? Record.
























































































Literature Link: Measuring Penny - After

listening to the story choose an object in the

classroom and measure it in as many

different ways as you can. Record.





















































































































Measure 3 objects to the nearest

inch and the nearest cm. Explain why

the number of units are not the

same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.




same.

Look at your ruler to see how long one inch

is. Estimate the length of an object in your

desk. Measure the object. How close was

your estimate? Repeat with other objects.





















































































































Measure the length of two objects.

What is the difference in length

between the two objects? Record and






















































































































Measure the length of a gummy worm.

Stretch the worm as far as you can without

breaking it and measure again. What is the

difference in length between the original and

stretched worm? Record.


















































































































































Josh had a 60cm piece of string. He cut

it into two pieces. One piece was 35cm

long. How long was the other piece?






















































































































The shortest snake at the zoo was 12cm long.

The longest snake at the zoo was 58cm long.

What was the difference in length between

the shortest and longest snake? Explain your

thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.





thinking.

I cut a 42cm ribbon into two pieces that

were not equal. What length might the

two pieces be? Show at least three

different solutions.





















































































































Mrs. Jones had 40 meters of fabric. She

used some and had 27 meters of fabric left.

How much fabric did Mrs. Jones use?

Represent your thinking on a number line

diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.





diagram.

I measured the height of two sunflowers and

found that one was 42cm tall and the other

was 19cm tall. What was the difference in

height of the two sunflowers? Represent your

thinking on a number line diagram.


















































































































































Stamp or paste 3 clock faces on your page.

On your clocks show one o’clock time, one

quarter past time, and one half past time.

For each clock write the time it would be one

hour earlier and one hour later.


















































































































































Sam has 30 cents in his pocket.

What coins might he have? Show as

























































































I bought a box of crayons for 45 cents.

Show different coin combinations that I

could have used to pay for the crayons.
























































































I bought something and got 5 cents change.

What did I buy, how much did it cost, and

how much did I give the cashier? Show 5






















































































































Megan has 10 cents more than her

brother. What coins might Megan

and her brother each have? Show at

least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.




least 5 solutions.

How many different ways can you

make one dollar? Use pictures,

numbers, or words to show your

thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.




thinking.

I have 3 coins in my pocket. How

much money might I have in my

pocket? Show as many different






















































































































Tom had two quarters, four dimes, and two

pennies in his coin jar. His dad gave him 3

dimes, four nickels, and three pennies. How

much money did Tom have in all? Explain.





















































































































I received 25 dollars in bills for my birthday.

What bills might I have received? Show as

many different combinations of bills that

equal 25 dollars as you can.





















































































































Measure 10 objects in your desk to the

nearest inch. Display your data on a line

plot. Which length had the most

objects? How do you know?





















































































































Measure 10 objects that are shorter

than your ruler to the nearest cm.

Record your measurements on a line plot.

Write three facts about your data.





















































































































Sort the objects in your cup. Create a

picture graph to show your data. Include

a title and a key. Write 3 facts about

the data in your picture graph.





















































































































Bob, Sean and Rick ate cookies as they worked

on their homework. Bob ate 8 cookies. Sean ate

6 cookies. Rick ate 4 cookies. Make a bar graph

to show the number of cookies each boy ate.

Write 3 facts about the data in your bar graph.


















































































































































Jack, Ben and Tom collect stamps. Jack has 20

stamps, Ben has 40 and Tom has 35. Create a

picture graph to display the data. The symbol on

your key must equal 5 stamps. Explain how you

knew the number of symbols to use for each boy.


















































































































































Sort a handful of buttons. Create a bar graph

to show your data. Your bar graph must have

a title and labels on each axis. Write 3 facts

about the data in your bar graph.





















































































































How many different quadrilaterals

can you draw? Name each

quadrilateral and describe its

properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.




properties.

I took three shapes out of a box.

Each shape had five sides. What

might the three shapes have looked

like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?




like ?

Work with a partner. Using a tangram

set make a triangle from a) the 3

smallest pieces, b) the 5 smallest pieces,

and c) all 7 pieces in the set. Record.





















































































































How many different triangles can you make

on a geoboard? Record the triangles you

make on geoboard paper. What is the same

about your triangles? What is different?





















































































































I took a 3-dimensional shape out of a box

and traced around one of its faces. The

shape I drew was a square. What 3D shape

might I have taken out of the box?





















































































































Choose two 3-dimensional shapes.

Draw and label your shapes. How are

your shapes alike? How are they

different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?




different?

Literature Link: Grandfather Tang’s

Story - Create one of the animals from

the story using tangram pieces. Name

and describe the shapes you used.





















































































































I built a rectangle with 3 rows of 4

squares. How many different ways can

you build a rectangle with the same

number of squares as the one I built?





















































































































How many different rectangles can you make

using 16 square pattern blocks or color tiles?

How many rows did you make in each

rectangle? How many squares were in each

row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?





row?

Use color tiles or pattern block squares to

make different sized squares. For each

square show how many squares you used in

each row and how many you used in all.





















































































































Mike built a rectangle with 2 rows of 6

squares. Sam built a rectangle with the same

number of squares but a different number of

rows. What might Sam’s rectangle look like?





















































































































Josh says a rectangle with 2 rows of 5

squares is the same as a rectangle with

5 rows of 2 squares. Is Josh correct?






















































































































Use your ruler to draw a square. Each

side of the square should measure 6cm.

Show different ways to partition a

square of this size into two equal parts.





















































































































Make a rectangle on a geobaord. How many

different ways can you divide a rectangle of

this size into a) 2 equal parts, b) 3 equal

parts, c) 4 equal parts? Record each way you

find and label the parts.


















































































































































Pattern Block Squares

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

7x7 Geoboard Paper

Tangram

I solved the problem correctly using an efficient strategy. I showed all my work and labeled my answer.

I used a drawing or diagram, graph, chart or equation to model the problem in a very clear and organized way.

My explanation is very clear. I used math vocabulary effectively.

I solved the problem correctly. I showed all my work and labeled my answer.

I used a drawing or diagram, graph, chart or equation to model the problem.

My explanation is clear. I used some math vocabulary appropriately.

I solved part of the problem correctly.

I tried to use a drawing or diagram, graph, chart or equation to model the problem.

My explanation is unclear or incomplete.

I did not solve the problem correctly or I did not finish my work.

I did not use a drawing or diagram, graph, chart or equation to model the problem.

My explanation is missing or cannot be understood by others.

My work shows that I have a thorough understanding of the math in this task.

My work shows that I have a good understanding of the math in this task.

My work shows some understanding of this math in this task.

My work shows that I need more help to understand the math in this task.

I solved the problem correctly using an efficient strategy. I showed all my work and labeled my answer.

I used a drawing or diagram, graph, chart or equation to model the problem in a very clear and organized way.

My explanation is very clear. I used math vocabulary effectively.

My work shows a thorough understanding of the math in this task.

I solved the problem correctly. I showed all my work and labeled my answer.

I used a drawing or diagram, graph, chart or equation to model the problem.

My explanation is clear. I used some math vocabulary appropriately.

My work shows a good understanding of the math in this task.

I solved part of the problem correctly.

I tried to use a drawing or diagram, graph, chart or equation to model the problem.

My explanation is unclear or incomplete.

My work shows some understanding of the math in this task.

I did not solve the problem correctly or I did not finish my work.

I did not use a drawing or diagram, a graph, chart or equation to model the problem.

My explanation is missing or cannot be understood by others.

My work shows that I need more help to understand the math in this task. math in this task.

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Documents

2nd Grade - Brockton public schools Math resourcesbrocktonpublicschoolsmath.weebly.com/uploads/6/5/1/... · 2nd Grade Math Journals contains 90 math journal tasks that allow for multiple