2nd Grade Unit Time to Party! - Achieve | Achieve To Party Unit.pdf · 2nd Grade Unit Time to Party! Relating Addition and Subtraction to Length . Christy Sutton 2nd Grade: Relating

Christy Sutton

2nd

Grade Unit

Time to Party! Relating Addition and Subtraction to

Length

Christy Sutton 2nd

Grade: Relating Addition and Subtraction to Length 2

2nd

Grade Unit

Relate Addition and Subtraction to Length

TABLE OF CONTENTS

Overview ..............................................................................................................................3

Standards for Mathematical Content ...................................................................................4

Common Misconceptions…………………………………………………………………..5

Standards for Mathematical Practice ...................................................................................5

Essential Questions ..............................................................................................................5

Background Knowledge ......................................................................................................6

Strategies for Teaching and Learning ..................................................................................6

TASKS……………………………………………………………………………………7

Slippin’ and a Slidin’……………………………………………………………………...8

Let There Be Light….…………………………………………………………………….12

How Lei Can You Go?..………………………………………………………………….21

Around, ‘Round, ‘Round You Go..………………………………………………………32

Line It Up…………………………………………………………………………………39

Light My Path…………………………………………………………………………….46

Hippity Hop………………………………………………………………………………50

Coning Around……………………………………………………………………………54

Game Time………………………………………………………………………………..60

Ready, Set, Go…………………………………………………………………………….68

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OVERVIEW

RELATING ADDITION AND SUBTRACTION TO LENGTH

During this unit, students will use their previous skills of measuring objects with rulers,

yardsticks, meter sticks, and measuring tapes to solve addition and subtraction problems that

involve length. The unit will begin with tasks that require students to use their background

knowledge of addition and subtraction and apply it in a context that involves lengths. The end of

the unit will transition students into applying this new skill with representing whole numbers as

lengths on a number line.

In this unit students will:

Understand that length is the distance between the endpoints of an object

Count spaces on a ruler instead of looking at a ruler as just numerals.

Use equal sized units

Measure lengths of objects using appropriate tools

Solve problems using addition and subtraction

Create tasks for other students to solve

Draw distances on a number line

Determine how much longer/shorter one object is than another

Use drawings and equations to solve problems

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STANDARDS FOR MATHEMATICAL CONTENT

Focus Standards:

2.MD.B.5: Use addition and subtraction within 100 to solve word problems involving

lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers)

and equations with a symbol for the unknown number to represent the problem.

2.MD.B.6: Represent whole numbers as lengths from 0 on a number line diagram with

equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number

sums and differences within 100 on a number line diagram.

Additional Standards:

2.MD.A.1: Measure the length of an object by selecting and using appropriate tools such as

rulers, yardsticks, meter sticks, and measuring tapes.

2.MD.A.4: Measure to determine how much longer one object is than another, expressing

the length difference in terms of a standard length unit.

2. OA.A.1: Use addition and subtraction within 100 to solve one- and two-step word

problems involving situations of adding to, taking from, putting together, taking apart, and

comparing, with unknowns in all positions, e.g., by using drawings and equations with a

symbol for the unknown number to represent the problem.

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COMMON MISCONCEPTIONS

According to the Progressions Document, there are some enduring understandings that students must

have in order to be successful in this unit. One misconception that students may have is that students often

start counting a ruler or number line at 1 instead of the space from zero to one as one. They look at it as

numerals instead of as a space. Students at this age may still not realize that units have to be equal sized.

If using cubes to count, they all need to be centimeter cubes or inch cubes, not a mixture. When solving

addition and subtraction problems that involve length, students can easily lose track of what they are

counting. Students need to focus on counting inches, meters, etc. and not just what operation to use with

the numbers in the problem.

https://commoncoretools.files.wordpress.com/2012/07/ccss_progression_gm_k5_2012_07_21.pdf

STANDARDS FOR MATHEMATICAL PRACTICE

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.

ESSENTIAL QUESTIONS

Which strategies can we use to find how much longer an object is?

How can we use addition and subtraction while measuring?

How can I use a number line to help me add and subtract?

What are important traits of a number line?

What strategies can I use for adding multiple numbers?

How can using a model help me solve problems?

What are the features of a number line?

Why is it important for us to know how to use a number line to add and subtract

https://commoncoretools.files.wordpress.com/2012/07/ccss_progression_gm_k5_2012_07_21.pdf

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BACKGROUND KNOWLEDGE

In order to be successful with this unit, students should already have mastered:

Using a ruler, yardstick, meter stick, and measuring tape

Measuring objects of different lengths

Selecting and using appropriate tools for measuring

Basic rules for addition and subtraction

Expressing lengths in units

This unit will be a foundation for third grade and beyond when students are required to

understand number lines and how it relates to fractions.

STRATEGIES FOR TEACHING AND LEARNING

Example of different types of word problems using addition and subtraction:

Result Unknown Change Unknown Start Unknown

Join Jeff has 5 feet of a

wood board. John has

3 feet of a wood

board. How many

feet do they have

together?

Jeff has 8 yards of

rope. He gets some

more rope to finish

the swings. Now he

has 16 yards of rope.

How much more rope

did Jeff get?

Jeff has some ribbon.

He gets 5 more

inches. Now he has

12 inches of ribbon.

How many inches did

Jeff have to start

with?

Separate Kylie had 36 inches

of a gold chain to

make a necklace. She

cut off 12 inches.

How many inches

does Kylie have

now?

Kylie had 24 inches

of a silver chain to

make a necklace. She

cut some off. Now

her necklace is 18

inches. How much

did she cut off?

Kylie had a long gold

chain. She cut off 30

inches of it. Then she

had 20 inches left.

How much chain did

Kylie have to start

with?

Part Part Whole Whole Unknown:

Lauren had 18 feet of light wood

boards to floor her closet. She had

80 feet of dark wood boards to

floor her bedroom. How many

feet of wood does she have in all?

Part Unknown:

Lauren had 12 feet of tiles for her

bathroom. She got more to floor

the second bathroom. Now she

has 36 feet of tile. How many

more feet did Lauren have to

buy?

Compare Aaron ran 10 miles

on Monday. Ian ran 8

miles on Monday.

How much further

did Aaron run than

Ian?

Aaron ran 9 miles on

Tuesday. Ian ran 2

miles further than

Aaron. How many

miles did Ian run?

Ian ran 7 miles on

Wednesday. This was

5 miles shorter than

what Aaron ran. How

many miles did

Aaron run?

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TASKS

Scaffolding Task Introductions to a skill

Learning Task Tasks that involve learning a new concept or skill

Practice Task Tasks that students practice the new concept/skill

Performance Task Tasks that require students to apply their knowledge in a real world situation

Culminating Task Task that incorporates previous lessons in a final task that can be used as a formative

assessment.

Task Name Task Type

Grouping Strategy Content Addressed

Standard(s)

Slippin’ and a Slidin’ Scaffolding Task

Whole or Small Group

Addition and Subtraction

using Lengths MD.B.5

Let There Be Light

Learning Task

Whole/Small Group and

Partners



How Lei Can You Go?

Practice Task

Independently and Small

Group



Around, ‘Round, ‘Round

You Go

Practice Task

Independently and Small

Group



Line It Up

Learning Task

Whole and Small

Group/Individual

Using a Number Line MD.B.5

MD.B.6

Light My Path Learning Task

Whole or Small Group Using a Number Line

MD.B.5

MD.B.6

Hippity Hop Practice Task

Whole or Small Group Using a Number Line

MD.B.5

MD.B.6

Coning Around

Practice Task

Whole Group and

Individual

Adding and Subtracting on

a Number Line

MD.B.5

MD.B.6

Game Time Performance Task

Small Group Using a Number Line

MD.B.5

MD.B.6

Ready, Set, Go Culminating Task

Individual


using Lengths

Using a Number Line

MD.B.5

MD.B.6

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SCAFFOLDING TASK: Slippin’ and a Slidin’

APPROXIMATE TIME: ONE CLASS SESSION







T: Provide students with an open ended question with no single solution

S: Persevere through problem solving to find the best slide or combination of slides to fit

within a given space.


T: Helping students assign meaning to the length of slides

S: Representing an idea through a drawing and writing an equation to match it


T: Provides opportunity for all students to construct arguments and critique arguments of

others.

S: Justify and defend all conclusions to peers


T: Provide problem that relates to real life

S: Write an equation to describe a situation

ESSENTIAL QUESTIONS

● Which strategies can we use to find how much longer an object is?

● How can we use addition and subtraction while measuring?

MATERIALS

● Student handout

● Number lines, blocks, counters, square tiles, etc.

GROUPING

Whole/Small Group

BACKGROUND KNOWLEDGE:

This task is a scaffolding task. It can be taught whole group or in a small group setting. Since it is

the introduction lesson, use your judgment as a teacher to scaffold questioning based on how

students are performing with the task.

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TASK:

Tell students that throughout this unit they will be doing tasks that involve planning a party for

their friends. Each day, a different aspect of the party will be designed. Students will use their

knowledge of measurement to solve problems that require addition and subtraction.

Give students the handout.

A party isn’t a party without a water slide!

Trying to decide which water slide(s) you need for your party takes some math, though!

There are 3 main lengths of water slides.

Slide A: 20 Feet

Slide B: 18 Feet

Slide C: 15 Feet

Make a model of each slide. Use your slides to answer the following questions.

*Give students time to make a model of each slide. This can be done any method the student

wishes. Examples: number line, blocks, counters, square tiles

1. Write down what you notice and wonder about the slides.

*This question is one of the most important to pay attention to as a teacher. Give students

adequate time to answer. While students are measuring and investigating with the slides, walk

around and ask questions about what students are doing. Sample questions to ask:

Can you explain what you’ve done so far?

What strategies are you using?

What assumptions are you making?

Why is that true?

Does that make sense?

What would happen if you put two slides together?

What differences do you notice between the slides?

What’s the longest slide you could make?

2. My yard is 40 feet long. Which water slide(s) should I buy? How should they be arranged?

Why? Draw a picture with an equation to match and explain in words. (You can use just one

water slide or put more than one together to make a longer slide.)

*This question has multiple answers. Students must be able to explain their answer correctly.

Once students are finished, have a class discussion about the different answers to number 2. Give

students a chance to ask each other questions as well. Sample questions to ask during this time:

Why did you pick those slides?

What math did you use to get your answer?

How does your equation match your picture?

What models did you create?

How did you organize your information?

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DIFFERENTIATION

Extension

Have students find all the possible combinations of slides possible.

Intervention

Give students premade number lines to use to draw lengths of the slides.

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Name _________________________________________ Date ___________________

Slippin’ and a Slidin’

A party isn’t a party without a water slide!

Trying to decide which water slide(s) you need for your party takes some math, though!

There are 3 main lengths of water slides.

Slide A: 20 Feet

Slide B: 18 Feet

Slide C: 15 Feet

Make a small version of each slide. Use your slides to answer the following questions.

1. Write down what you notice and wonder about the slides.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. My yard is 40 feet long. Which water slide(s) should I buy? How should they be arranged?

Why? Draw a picture with an equation to match and explain in words. (You can use just one

slide or put more than one slide together to make a longer slide.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Christy Sutton 2nd


LEARNING TASK: Let There Be Light

APPROXIMATE TIME: ONE – TWO CLASS SESSION(S)











T: Provides ample time for solving problems and facilitates discussion in problem

solutions

S: Actively engaged and making thinking visible through explanations


T: Provides opportunities for students to make sense of quantities

S: Uses the context of problems to create equations


T: Allows students a chance to go back and critique their own journal writings

S: Changes journals based on new understanding and can critique reasoning of others

through class discussions


T: Provide real life problems

S: Students write equations and draw pictures to model problems


T: Provides opportunities for students to explain reasoning to others

S: Uses mathematical precision when solving questions

ESSENTIAL QUESTIONS

● What strategies can I use for adding multiple numbers?

● How can using a model help me solve problems?

MATERIALS

● Student handout

● Journals

GROUPING

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Whole/Small Group and Partners/Individual


This task is a learning task. It can be taught whole group or in a small group setting. Students

will also do some partner work. Since it is a learning lesson, students will be practicing a new

skill. Yesterday they were introduced to adding and subtracting lengths. Today they will learn

how to solve problems involving lengths.

TASK:

Yesterday’s task had students deciding which water slides they should order for a party. Today

we will be deciding how many feet of string will be needed to put on a porch.

Part One (Individual Journaling)

In journals, students will answer an Always, Sometimes, Never question. Students will read the

sentence and decide if it is always true, sometimes true, or never true. They then have to explain

their answer with examples.

The answer to an equation goes after the equal sign.

This question addresses a major misconception that students have that you are always solving the

left side of a problem and write the answer on the right. Read all students answers to the

questions to give you an idea of who already has background knowledge of this. Students will

have a chance to change and share answers after the task. Tell students that they are going to

have a chance to investigate this question while doing today’s task.

Part Two (Whole Group)

Show students a picture of a porch. Ask students what they know about stairs and porches.

Sample leading questions:

Why do houses have porches? Stairs?

What do you hold on to when you walk up and down stairs?

Are both sides of stairs the same size? What about both sides of a porch? (no)

Why do porches have railings on the sides without stairs?

How could I decorate railings of stairs and a porch?

Tell students that today we are going to figure out how many feet of lights are needed to cover

both sides of a staircase and a porch to light them up.

Do some examples with students first to introduce using symbols in equations:

If the right side of a porch uses 9 feet of lights and I need 17 feet total, how many feet of lights go

on the left side?

Ask students to help you write an equation on the board that represents the problem, by

asking first if they are taking apart, putting together, or comparing the number, then ask

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which part of the problem they are missing. (I am putting two lights together. I am

missing the other number (addend) that I need to add.)

9 + @ = 17 (any symbol will work)

How can I figure out what number the symbol stands for? (Listen to student responses

and try them, correct and incorrect ones.)

Use drawings of rulers for your picture to help explain one method for solving the

problem, there are lots of other methods that students are free to use:

(First, I drew the 9 feet from the right side. Then, I will count up until I get to 17)

Where does my answer go? (after the plus sign)

What will the finished equation look like? 9 + 8 = 17

I opened a box of lights. I took out 7 feet of lights. Six feet of lights were left in the box. How

many feet of lights were in the box to begin with?



which part of the problem they are missing. (I am taking 7 lights away, so it is a

subtraction problem equation. I am missing the starting amount.)

@ - 7 = 6





Where does my answer go? (at the beginning of the equation)

What will the finished equation look like? 13 – 7 = 6

I am wrapping lights on a stair case that is 7 feet long on each side. How many feet of lights do I

need?



which part of the problem they are missing. (I am putting two lights together. I am

missing the total number (sum).)

7 + 7 = @





Where does my answer go? (after the equal sign)

What will the finished equation look like? 7 + 7 = 14

If students still seem to be struggling with this concept, continue to practice together additional

problems.

Part Three (Partner/Individual)

1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft

1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft 1 ft

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Pass out the handouts. Read the problem to the students.

I want to put lights on my porch

so that they will light up when it starts to get dark.

This is a picture of my front porch. We need lights to wrap around both rails of the staircase and

across all the railings on the porch.

Each stair rail is 8 feet long.

The right side of the porch is 16 feet long.

The left side of the porch is 9 feet long.

Work with a partner to decide how many feet of lights we will need to buy.

Draw a picture of rulers to solve your problem and write an equation to match.

Show all your work.

*Pay attention to how students approach this part of the task. Since this problem involves adding

multiple addends, working with a partner may help students arrive at an answer. You may also

encourage students to take it one step at a time and only add 2 numbers at once. Sample

questions to ask as you walk around:




Why is that true?


How did drawing the rulers help?

Which numbers did you add first? Why?

Part Four

Have students do the back (2nd

page) of the handout independently. Use as a formative

assessment to check for understanding.

Part Five

Students should look back at their journal entry from the beginning of this task and decide if they

want to keep, change, or add to their answer. Let students share answers and allow other students

to critique and question responses.

DIFFERENTIATION

Extension

Lights cost $12 a box. Each box has one strand of 10 feet of lights. How much will it

cost to light the porch?

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Intervention

Break the problem apart into steps. Only have students solve one step at a time. Use

actual string to put lengths together and compare lengths. Students can use the ruler to

check their addition and subtraction by measuring the string.

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Name __________________________________________ Date __________________

LET THERE BE LIGHT



This is a picture of my front porch. We need lights to wrap around both rails of the staircase and

across all the railings of the porch.

Each rail is 8 feet long.

The right side of the porch is 16 feet.

The left side of the porch is 9 feet.


Draw a picture of rulers to solve your problem and write an equation to match.

Show all your work.

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The following questions are about 4 different porches.

Write an equation with a symbol for each question. You may draw rulers or another picture if

needed.

1. I decorated one side of stairs with 6 feet of light and used the rest on the right side of the

porch. I used 17 feet total. How many feet of lights were on the right side?

______________________________________________________________________

2. I opened a box of lights. I used 13 feet and had 4 feet left in the box. How many feet of lights

were in the box when I opened it?

______________________________________________________________________

3. I put lights on the left side of the porch and then put 8 more feet of lights on the right side of

the porch. I used 15 feet total. How many feet were on the left side of the porch?

______________________________________________________________________

4. My porch railing is 37 feet long (all sides added together). If I wrap the lights around the rails,

I will need double the amount. How many feet of lights will I need then?

______________________________________________________________________

5. Lights come in boxes of 10 feet. How many boxes will I need to buy to have enough for the

porch described in question 4 (use your answer for question #4)? Explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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ANSWER KEY

LET THERE BE LIGHT



This is a picture of my front porch. We need lights to wrap around both rails of the staircase.

Each rail is 8 feet long.

The right side of the porch is 16 feet.

The left side of the porch is 9 feet.


Draw a picture and write an equation to match.

Show all your work.

8 + 8 + 16 + 9 = 41

41 feet of lights

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The following questions are about 4 different porches.

Write an equation with a symbol for each question, then solve. You may draw rulers or another

picture if needed.

1. I decorated one side of stairs with 6 feet of light and used the rest on the right side of the

porch. I used 17 feet total. How many feet of lights were on the right side?

6 + @ = 17; @ = 9 ft

______________________________________________________________________

2. I opened a box of lights. I used 13 feet and had 4 feet left in the box. How many feet of lights

were in the box when I opened it?

@ - 13 = 4; @ = 17 ft

______________________________________________________________________

3. I put lights on the left side of the porch and then put 8 more feet of lights on the right side of

the porch. I used 15 feet total. How many feet were on the left side of the porch?

@ + 8 = 15; @ = 7 ft

______________________________________________________________________

4. My porch railing is 37 feet long (all sides added together). If I wrap the lights around the rails,

I will need double the amount. How many feet of lights will I need then?

37 + 37 = @; @ = 74 ft

______________________________________________________________________

5. Lights come in boxes of 10 feet. How many boxes will I need to buy to have enough for the

porch described in question 4 (use your answer for question #4)? Explain your answer.

I will need 8 boxes of lights. 7 boxes would be 70 feet and I have need 74 feet, so need another

box. I will end up with 6 feet left over.

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PRACTICE TASK: How “Lei” Can You Go?

APPROXIMATE TIME: 2 - 3 CLASS SESSIONS













T: Facilitate discourse so that students understand the approaches of other students

S: Relate current problems to strategies learned in the past


T: Provide opportunities for students to create their own problems

S: Create representations of the problem


T: Encourage students to justify their answers

S: Question other students and decide if their approach would work better for you


T: Provide opportunities for students to decide which tool is best

S: Choose best tool when cutting string for the necklace


T: Consistently use and have students use mathematical terminology when

communicating

S: Use and understand the meaning of symbols

ESSENTIAL QUESTIONS



MATERIALS

● Student handout

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● Rulers, yard sticks, measuring tape

● Small paper “books” for students to write stories in

● Task Cards

● Recording Sheet

● Scissors

● Glue

● String (40 inches for each student)

● Beads/lei flowers (optional)

GROUPING

Whole/Small Group


This task is a practice task. It can be introduced in a whole group or small group setting. Students

should work independently. While they work, watch for students that need additional assistance

or who are struggling to pull into a small group during Part Two of the lesson.

TASK:

Part One

“Yesterday we found out how to calculate how many feet of lights it would take to decorate a

porch and stairs. Now we are going to learn how to make lei necklaces. Does anyone know what

a lei necklace is? (Allow students a chance to answer) A lei necklace is a necklace from Hawaii

made of flowers that you are given when you arrive and leave as a sign of affection. When you

have a party, do you invite people you like or people you don’t like? (Students will answer) So,

for the party we are planning, we are going to learn how to make different sized lei necklaces to

give our friends at the party.”


Leis come in many

shapes and sizes.

Leis are made by putting

flowers on a string.

There are two most popular sizes for necklaces: 30 inches and 24 inches

Bracelets are usually 8 inches around.

Use this information to answer the following questions. Show your work.

For my party I need 3 necklaces that are 30 inches, 4 necklaces that are 24 inches, and 2

bracelets.

1. How many inches of string will I need to make all 3 large necklaces?

2. How many inches of string will I need to make 4 small necklaces?

3. How many inches of string will I need to make 2 bracelets?

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4. How many inches of string will I need to make everything?

Once you are finished, pick one of the following questions to answer.

If you finish early, answer another one.

You may answer on the back of this paper.

If I want to make both sizes of necklaces, how many inches of string will I need?

Kylie picked the longest necklace. Joanna picked the smallest necklace. How much

longer is Kylie’s necklace than Joanna’s necklace?

If I cut a string that was 31 inches, how much will be left if I make a 24 inch necklace?

Pick a size necklace that you would want. How many inches of string will you need to

make your necklace and a bracelet?

While students working, walk around and ask questions about what students are doing. Sample

questions to ask:




Once students are finished, have a class discussion about the answers to top part of the handout

and how students solved them. Sample questions to ask during this time:

Why did you pick that question?

What was hard about it?

What was easy about it?

How did you solve it?


What models did you create?


After students answer, ask students if anyone would solve their problem a different way or

answer a different question after hearing how their peers solved it and why. This is a good time

to use mathematical vocabulary and have students take a critical look at their own thinking.

Part Two (1 – 2 class sessions)

Today students will work in groups to rotate through 4 stations. During this time the teacher can

pull students to work in a small group or individually on any aspect of the current or previous

lessons that students need assistance with.

o Station One: Task Cards

Print the task cards for students to work through. Students can answer questions

on the recording sheet or in a math journal.

o Station Two: Make a Necklace and Bracelet

Have precut string of 40 inches for each student. Students should make a

necklace and a bracelet of whatever length they would like. They will need to

help each other in order to hold and cut the string correctly. Students have to use

rulers to measure their necklace and bracelet and figure out how much string is

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left over. If you have beads, flowers, etc then students can use them to decorate

their jewelry.

o Station Three: Write a Lei Problem

Students will write and illustrate a short story problem that involves adding or

subtracting lengths of leis.

o Station Four: Too Much, Too Little, Just Right

Students will complete a cut and paste activity to determine if the amount of

string will be too much, too little or just right for the problem.

DIFFERENTIATION

Extension

Have students solve all the questions in number 6 on the handout.

Have students write and solve their own multistep problems involving leis.

Intervention

When measuring, have students use a measuring tape or yard stick since it is longer

and will not require moving the ruler.

Pull students in for a small group time to review during the station activities.

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Name _______________________________________ Date _________________

Which Lei Would You Pick?

Leis come in many

shapes and sizes.







bracelets.

1. How many inches of string will I need to make all 3 large necklaces?

2. How many inches of string will I need to make 4 small necklaces?

3. How many inches of string will I need to make 2 bracelets?

4. How many inches of string will I need to make everything?

If you are finished early, work on the following problems. You may answer them on the back of

this paper.







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ANSWER KEY

Which Lei Would You Pick?

Leis come in many

shapes and sizes.







bracelets.

1. How many inches of string will I need to make all 3 large necklaces? 90 in.

2. How many inches of string will I need to make 4 small necklaces? 96 in.

3. How many inches of string will I need to make 2 bracelets? 16 in.

4. How many inches of string will I need to make everything? 202 in.


30 + 24 = 54 inches



30 – 24 = 6 inches


31 – 24 = 7 inches



38 inches or 32 inches

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Name ___________________________________________ Date ______________

Lei Recording Sheet

Be sure to show your work.

Card A Card B

Card C Card D

Card E Card F

Card G Card H

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Card A

Jeff had a string that was 36 inches long.

He cut off 12 inches. Which lei can

he make?

30 in. 24 in. 8 in.

Card B

Laura put two pieces of string together to make a

necklace. One piece was 18 inches. She made the

30 in. necklace. How long was the second string?

30 in. 12 in. 8 in.

Card C

Brendan was given a string. He had to cut off 18

inches to make a 24 in. lei. How much string was

Brendan given to begin with?

42 in. 24 in. 8 in.

Card D

Liam had a 13 inch string. He cut off 5 inches.

Which lei can he make?

30 in. 24 in. 8 in.

Card E

Brandi had a 15 inch string. She cut off

some of it. She made the 8 in. bracelet. How

much did she cut off?

32 in. 23 in. 7 in.

Card F

Maddie put two pieces of string together to make

a lei. One piece was 14 inches. The other piece

was 16 inches. Which lei did she make?

30 in. 24 in. 8 in.

Card G

Garrett had two pieces of string that were

both 12 inches. If he put them together,

which lei can he make?

30 in. 24 in. 8 in.

Card H

Kevin had a 24 inch lei, but he wanted it smaller.

He ended up with an 8 in. lei. How much

did he cut off?

16 in. 24 in. 8 in.

Christy Sutton 2nd


ANSWER KEY

Lei Recording Sheet

Be sure to show your work.

Card A

36 – 12 = 24 inches

Card B

18 + 12 = 30 inches

Card C

42 – 18 = 24 inches

Card D

13 – 5 = 8 inches

Card E

15 – 7 = 8 inches

Card F

14 + 16 = 30 inches

Card G

12 + 12 = 24 inches

Card H

24 – 16 = 8 inches

Christy Sutton 2nd


25 in.

18 in.

12 in.

12 in.

6 in.

5 in.

17 in.

9 in.

3 in.

7 in.

11 in.

19 in.

7 in.

15 in.

Name __________________________________________ Date ________________

Too Much, Too Little, Just Right

Kylie is using pieces of string to make leis. Read the problems and decide if she will have too

much string or too little string to make the lei she wants to make.

Large Lei: 30 inches Small Lei: 24 inches Bracelet Lei: 8 inches

Large Lei:

Small Lei:

Bracelet:

Large Lei:

Small Lei:

Bracelet:

Large Lei:

Small Lei:

Too Much Too Much Too Much Just Right

Too Little Too Little Too Little Just Right

7 in.

9 in.

Christy Sutton 2nd


25 in.

18 in.

12 in.

12 in.

6 in.

5 in.

17 in.

9 in.

3 in.

7 in.

11 in.

19 in.

7 in.

15 in.

ANSWER KEY

Too Much, Too Little, Just Right

Kylie is using pieces of string to make leis. Read the problems and decide if she will have too

much string or too little string to make the lei she wants to make.

Large Lei: 30 inches Small Lei: 24 inches Bracelet Lei: 8 inches

Large Lei:

TOO MUCH

Small Lei:

JUST RIGHT

Bracelet:

TOO MUCH

Large Lei:

TOO LITTLE

Small Lei:

TOO LITTLE

Bracelet:

TOO MUCH

Large Lei:

JUST RIGHT

Small Lei:

TOO LITTLE

7 in.

9 in.

Christy Sutton 2nd


PRACTICE TASK: Around, ‘Round, ‘Round You Go

APPROXIMATE TIME: 1-2 CLASS SESSIONS







T: Push students to taking concepts to a higher level

S: Make thinking visible through journal entry


T: Ask useful questions to improve student thinking

S: Use strategies shared by peers to improve own strategy


T: Expect precision in communication

S: Express numerical answers with precision

ESSENTIAL QUESTIONS



MATERIALS

● Student handout

GROUPING

Independent


This task is a practice task. It can be introduced in a whole group or small group setting. Students

should work independently. This task also builds on students’ understandings of shapes. In

kindergarten and first grade, students had experience with rectangles, squares and circles. It may

be necessary to review that the opposite sides of a rectangle are the same length, all sides of a

square are the same length, and that a circle is the same distance all the way around.

This task can also be completed two ways. You can do the lesson as a part one and a part two or

use it as a differentiation task. Based on your observation of students over the past few days,

some students may receive the part one task and others the part two task. If you do it in parts,

then it may take 2 days to complete.

Christy Sutton 2nd


TASK:

Our previous lesson involved cutting string to make leis as party favors for our friends. Today

we are going to decorate tables. We will have table cloths for the tops of all the tables, but need

the ribbon skirt to go around it (show picture for clarification).

Part One

Student Handout

For the party, we are going to use different sized tables.

We need to put a ribbon skirt around the perimeter of each table

that will be different colors. Help me match the table skirt to the table.

While students are solving the problems, walk around and ask questions about what students are

doing. Sample questions to ask:




Why is that true?


Once students are finished, have a class discussion about the way different students solved the

problems. Sample questions to ask during this time:

Why did you pick that strategy?

What was hard about it?

What was easy about it?

How did you solve it?



After students answer, ask students if anyone would solve their problem a different way or

answer a different question after hearing how their peers solved it and why. This is a good time

to use mathematical vocabulary and have students take a critical look at their own thinking.

Part Two

Student handout:

For the party, we are going to use

different sized tables.

We need to put a ribbon skirt around the perimeter of each table.

I started each table, but ran out of ribbon skirt before I finished.

How many more inches of ribbon do I need for each table?

Show your work.

Once students are finished, they are to write a journal entry about the task:

Describe how you solved the problems. What was hard about this task? What was easy about it?

Christy Sutton 2nd


After students finish, give time for them to share their answers and ask students if anyone would

solve their problem a different way or answer a different question after hearing how their peers

solved it and why. This is a good time to use mathematical vocabulary and have students take a

critical look at their own thinking.

DIFFERENTIATION

Extension

Students can create their own problems similar to Part Two.

Intervention

Students can only complete Part One or only do half of Part Two to cut down on the

amount of work.

For Part two, students can only figure out how much ribbon goes on each side instead

of using that to take it to the next level and adding the sides.

Christy Sutton 2nd


24 feet

4 feet

16 feet

20 feet

18 feet

6 feet

18 feet

Name _______________________________________ Date ___________________

Around, ‘Round, ‘Round You Go





8 ft

8ft

4ft 4ft 5 ft

5 ft

5 ft

5 ft

2 ft

2 ft

3 ft

3 ft

6 ft ? ft

7 ft

7 ft

2 ft ? ft

4 ft

4 ft ? ft

4 ft

3 ft

? ft

Christy Sutton 2nd


4 feet

20 feet

6 feet

ANSWER KEY






8 ft

8ft

4ft 4ft 5 ft

5 ft

5 ft

5 ft

2 ft

2 ft

3 ft

3 ft

6 ft ? ft

7 ft

7 ft

2 ft ? ft

4 ft

4 ft ? ft

4 ft

3 ft

? ft

24 feet

16 feet

18 feet

18 feet

Christy Sutton 2nd


Name _______________________________________ Date ___________________







Show your work.

84 in

? in

? in 48 in

48 in

24 in 60 in

48 in

48 in

? in

? in

? in

24 in

? in

? in

36 in

36 in

18 in

36 in

72 in

30 in

? in

? in

? in

? in

48 in

12 in

Christy Sutton 2nd


ANSWER KEY







Show your work.

132 inches

96 inches

24 inches

78 inches

84 inches

36 inches

66 inches

84 in

? in

? in 48 in

48 in

24 in 60 in

48 in

48 in

? in

? in

? in

24 in

? in

? in

36 in

? in

18 in

36 in

72 in

30 in

? in

? in

? in

? in

48 in

12 in

Christy Sutton 2nd


LEARNING TASK: Line It Up

APPROXIMATE TIME: 1-2 CLASS SESSIONS










T: Give students an opportunity to explain their thinking

S: Students must making thinking visible by explaining thought process


T: Provide a problem that allows students to recognize that the number on the number

line represents a space.

S: Connect the space of an extension cord to a written number on a number line.


T: Guide students in critiquing the work of the example students in the problem.

S: Use viable arguments to critique the work presented in Part Two of the lesson.


T: Expect students to use clear and precise language in discussion

S: Use mathematical language when discussing the critiques of Part Two and Three


T: Provide time for students to look for patterns in the creation of a number line

S: Look at the examples of number lines and decide if they meet the structure of a

number line.

ESSENTIAL QUESTIONS



● What are the features of a number line?

MATERIALS

● Sticky notes with numbers 0 – 10 on it

(If you want each student to participate, list numbers 0 through your number of students)

● Projector/Document Camera

● Blank Paper

● Student handout

Christy Sutton 2nd


● Rulers, square tiles, centimeter cubes, etc

GROUPING

Whole/Small Group


This task is a learning task. It can be taught whole group or in a small group setting. Since it is a

learning lesson, students will be practicing a new skill. Yesterday they practice adding and

subtracting numbers that used length. Today they will learn the importance of spacing on a

number line. Spacing on a number line is crucial as a foundation for third grade and beyond.

Starting in third, students will learn how to plot fractions on a number line. Without the

foundation of number lines being a space between two numbers, the concept of fractions being in

that space will be difficult for students to understand.

TASK:

Our last lesson involved putting ribbon skirts around tables. Today we are going to run extension

cords outside to plug in lights and a stereo.

Part One

Start with students gathered on the floor and ask what they know about a number line. Now is

not the time to answer the questions, but just get an idea of what the students already know.

Sample questions to ask:

What is a number line?

What are on number lines?

What number do number lines start on?

What number do they end on?

What do you know about the spaces between the numbers on a number line?

Before we start looking at extension cords, we are going to make our own number line.

What do you think the first step to making a number line would be?

o The line! (Draw a line on the board)

Now we have the line of a number line, what would come next?

o Numbers! (Pass out sticky notes with numbers on them starting at 0)

What should we do with the numbers? How should we place them?

o In order and equally spaced (Have students take turns placing the

sticky notes on the line.)

Look at the number line, should any numbers be adjusted?

o If it is obviously not equally spaced, then bring that to student’s

attention and discuss ideas on how to make each number equally

spaced?

Number lines remind me of something else I’ve seen with numbers on it

spaced equally?

o Rulers!

Let’s practice counting on the number line.

Christy Sutton 2nd


o Start at 0 and draw jumps on the number line to count up.

Part Two

Pose the following problem to students:

I need to connect two extension cords to reach outside. One cord is 4 feet long. The other cord is

3 feet long. Use a number line to show how long both cords are together.

On a blank piece of paper, have students draw what they think the number line would look like.

They may use square tiles, centimeter cubes, or rulers to help draw a number line.

Display the second problem on the board either through a projector or a document camera.

Damion, Carly, and David helped stretch out extension cards to plug in lights. They needed

extension cords that equaled 6 feet long, so had to use two cords put together.

Before taking the extension cords outside, they drew what they planned on doing on a number

line to make sure it would work. This is what they drew:

Damion

Carly

David

While students are looking at the three number lines, ask students what they notice about each

one. Make a list of student responses. Have students decide which one is drawn correctly.

Points to get across:

The number lines should begin with 0 because I am measuring a distance from

0.

Numbers should be equal spaces.

The spaces represent a distance, not just a line with numbers on it.

The space from 0 to 1 is an actual space. Spaces don’t start at 1, but at 0.

Damion’s number line is the only one correct.

Part Three

Pass out the student handout. Students can do this independently as a formative assessment, or

with a partner as practice. They may use rulers, square tiles, or centimeter cubes to help space

lines equally. While students are solving the problems, walk around and ask questions about

what students are doing. Sample questions to ask:

0 ft 1 ft 2 ft 3 ft 4 ft 5 ft 6 ft

1 ft 2 ft 3 ft 4 ft 5 ft 6 ft


Christy Sutton 2nd



How do you know your spaces are equal distances?

Why did you start at 0?



Why is that true?


After discussing the handout, have students look back at their drawing from the beginning of Part

Two and see if they think they need to make any changes. Give students an opportunity to share

why they are making changes to their number lines.

DIFFERENTIATION

Extension

Students can create their own problems similar to Part Three.

Students can find all the possible extension cord combinations if we needed 8 feet of

cord.

Intervention

Keep the list up of what needs to be included in number lines while students work on

Part Three or provide struggling students with a checklist to use with each number

line to make sure they include all the details.

Christy Sutton 2nd


Damion, Carly, and David helped stretch out extension cards to plug in

lights. They needed extension cords that equaled 6 feet long, so had to

use two cords put together.

Before taking the extension cords outside, they drew what they

planned on doing on a number line to make sure it would work. This is

what they drew:

Damion

Carly

David


1 ft 2 ft 3 ft 4 ft 5 ft 6 ft


Christy Sutton 2nd


Name ________________________________________ Date ____________

Damion, Carly, and David helped stretch out extension cards to plug in

lights. They needed extension cords that equaled 6 feet long, so had to

use two cords put together.

Before taking the extension cords outside, they drew what they

planned on doing on a number line to make sure it would work. Please

help them draw them correctly.

Damion: 4 feet orange, 2 feet blue

Carly: 3 feet red, 3 feet green

David: 2 feet blue, 4 feet brown

Explain how you knew you drew the number lines correctly.

_____________________________________________________

_____________________________________________________

_____________________________________________________

Christy Sutton 2nd


ANSWER KEY

Damion, Carly, and David helped cover the food tables with table

cloths. They used two different table cloths on each table so the

tables would be different colors. All the food tables were 6 feet long.

Before beginning, they wanted to draw their plans on a number line to

make sure it would work. Please draw them correctly.

Damion: 4 feet orange, 2 feet blue

Carly: 3 feet red, 3 feet green

David: 2 feet blue, 4 feet brown




Christy Sutton 2nd


LEARNING TASK: Light My Path











T: Provide open middle question with no obvious solution path that students must take

S: Be actively engaged in the problem


T: Provide an opportunity for students to create representations of the problem

S: Take a pattern and provide numerical value to it on a number line


T: Encourage students to prove their answers through a number line

S: Prove that their pattern fits the rules


T: Allow students to make their own number line with precision

S: use precision in constructing a number line with equally spaced points


T: Give students the freedom to create any pattern they desire with the lanterns

S: Use the patterns created to relate it to jumps on a number line

ESSENTIAL QUESTIONS

● How can I use a number line to help me add and subtract?

● What are important traits of a number line?

MATERIALS

● Student handout

● Rulers, Square tiles, Centimeter cubes

GROUPING

Whole/Independent


Christy Sutton 2nd


This task is a learning task. It can be taught whole group or in a small group setting. Since it is a

learning lesson, students will be practicing a new skill. Yesterday they learned how to construct a

number line. Today they will learn how to use a number line to model addition and subtraction.

TASK:

Yesterday’s task had students connecting extension cords on a number line, today they will use

number lines to track the diameter of lanterns.

Begin with students gathered together to use yesterday’s task as a lead in for today. Draw a blank

number line on the board.

Tell students, “Yesterday we connected extension cords to end up with 6 feet. One strand

of lights is far away and I need to use three cords. I have a 4 ft, 3 ft, and 5 ft cord. I need to see if

that is far enough to reach the 10 feet distance. Instead of drawing bars, to see if that equals 10

feet, I want to draw jumps. Drawing jumps helps me keep track of which number I am counting

by.” Ask a student to try to draw jumps. “Jumps are just like the bars from yesterday, but can

make counting easier. Today we will pick out which lanterns to use in different parts of the

yard.”


There are so many choices when picking out paper lanterns!

I want to hang lanterns on the back of the house.

I hung a string across the back porch that is 20 feet long.

There are two types of lanterns:

Lantern Choices:

Choice 1: Large lanterns that are Choice 2: Small lanterns that are

2 feet across. 1 foot across.

Create a pattern with the lanterns to fill the whole 20 feet of string. Once your pattern is drawn,

prove that it fits the 20 feet by showing jumps on a number line.

Students may use rulers, square tiles, or centimeter cubes to help with spacing.

*Pay attention to how students approach the task. Look for if students start at 0 or 1. Watch how

they make their “jumps” on the number line. Walk around and ask questions about what students

are doing. Sample questions to ask:




Christy Sutton 2nd


Why is that true?


Why did you start with that number?

What do you notice about the line spaces?

How did the two lanterns compare?

Once students are finished, give them an opportunity to share their pattern and number line.

Once students start to understand how a number line works, have students begin on the second

page. Again, walk around and ask the same questions as before.

DIFFERENTIATION

Extension

Have students find the cost of the lanterns if the large ones cost $3 each and the small

cost $2.

Have students create a different pattern.

Christy Sutton 2nd


Name __________________________________________ Date __________________

Light My Path

There are so many choices when picking out paper lanterns!

I want to hang lanterns on the back of the house.

I hung a string across the back porch that is 20 feet long.

There are two types of lanterns:

Lantern Choices:

Choice 1: Large lanterns Choice 2: Small lanterns

2 feet across. 1 foot across.

Create a pattern with the lanterns to fill the whole 20 feet of string.

Once your pattern is drawn, prove that it fits the 20 feet by showing

jumps on a number line.

Christy Sutton 2nd


PRACTICE TASK: Hippity Hop

APPROXIMATE TIME: 1 CLASS SESSION










T: Ask probing questions to check for understanding while students work

S: Apply past lessons to independently complete today’s lesson


T: Guide students in understanding that number lines can be used as a representation of

math problems

S: Create a representation (number line) for an addition problem


T: Provide opportunity for students to use precision in creating additional number lines

S: Create equally spaced number lines

ESSENTIAL QUESTIONS

● How can we use a number line to add and subtract?

MATERIALS

● Student handout

GROUPING

Whole Group/Individual


This task is a practice task. The past few days have been introductions to a number line. Today

students will use those introductions to practice adding and subtracting on a number line as well

as drawing number lines with evenly spaced numbers. You can begin to encourage students to

“eyeball” this equal space. If students still feel the need to use a tool, allow it.

TASK:

Christy Sutton 2nd


We have finally finished decorating for our party! Now, it is time to design the games!

Pass out handout.

The Hippity Hop race will start

with my friends in 2 lines. Each person will have a bouncy ball to sit on.

They will have to bounce to the end and back before the next person can go.

Each bounce goes about one foot.

My brother, my sister, and I decided to play before the party started. We wrote down what

happened. Record our information on the number lines to make sure we each made it 20 feet (10

feet down and 10 feet back).

William: 7 hops then fell, 3 hops and turned around, 8 hops and fell, 2 more hops

Madison: 4 hops then fell, 5 hops and turned around, 10 more hops

Me: 8 hops then fell, 2 hops and turned around, 9 hops and fell, 1 more hop

On the back, draw 3 more number lines and decide on 3 more possible ways to get to 20 jumps.


doing. Sample questions to ask:






Why is that true?


Once students are finished, give them time to share their answer to the last question that they did

on the back of their paper. Ask questions such as:

How did you know that would equal to 20?

What strategy did you use?

How did you add your numbers?

Is there a different way you could have done it?

DIFFERENTIATION

Extension

Students can find all the possible combinations of ten to put together to come up with

all the ways you could finish the hippity hop race.

Intervention

Reduce the number line to 10, so students are only adding 2 numbers while drawing

the number lines.

Christy Sutton 2nd


Name _______________________________________________ Date _____________

HIPPITY HOP


with 2 lines of my friends. Each one will have a bouncy ball to sit on.









William:

Madison:

Me:


Explain how the number line helps you prove your answer.

Christy Sutton 2nd


ANSWER KEY

HIPPITY HOP


with 2 lines of my friends. Each one will have a bouncy ball to sit on.









William:

Madison:

Me:


0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 12ft 13ft 14ft 15ft 16ft 17ft 18ft 19ft 20ft

0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 13ft 14ft 15ft 16ft 18ft 19ft 20ft

0 ft 1ft 2ft 3ft 4ft 5ft 6ft 7ft 8ft 9ft 10ft 11ft 13ft 14ft 15ft 16ft 18ft 19ft 20ft

12ft 17ft

12ft 17ft

Christy Sutton 2nd


PRACTICE TASK: Coning Around











T: Provide students with an open ended problem

S: Relate current task to previous lessons


T: Provide opportunities for students to make sense of numbers through context

S: Assign a quantity an symbol and solve for that symbol


T: Encourage students to represent numbers through various models

S: Model numbers through equations and number lines


T: Use mathematical language and encourage students to do the same

S: Use precision in solving equations

ESSENTIAL QUESTIONS

● How can I use a number line to help me add and subtract?

● What are important traits of a number line?

MATERIALS

● Student handout

GROUPING

Whole/Independent


This task is a practice task. It can be introduced whole group or in a small group setting. Since it

is a practice lesson, students should be able to conduct it independently. This could be taken as a

formative assessment/independent check. Yesterday they practiced adding number line starting

Christy Sutton 2nd


at zero. Today they will learn how to use a number line to model addition and subtraction with

different starting points. Since the focus of today’s lesson is to add and subtract on a number

line, the number line will already be drawn for them to save time, since it is dealing with larger

numbers.

TASK:

Yesterday’s task had students using a number line to add. Today they will use the placement of

cones to add and subtract on a number line within 100.

Begin with students gathered together to use yesterday’s task as a lead in for today.

Tell students, “Yesterday used a number line to add numbers for the Hippity Hop. Today,

we are going to use the placement of cones to add and subtract on a number line.”

Where have you seen cones at before?

o PE, the road, parking lot

Why would you use cones in a race?

o To mark the beginning, end, and/or where to turn around

Display the problem for students.

I set up cones for the 20 yard dash.

Then, my little brother moved one of the cones for each row!

I need to go back and fix the cones so that each row has a distance of 20 yards.

Use the number line to add or subtract to find the answer.

Write an equation to match the problem.

1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many

more yards should I move the cone at 16 yard line to get to the 20 yard line?

2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where

should it be place?

3. The second cone is at the 62 yard line. If the distance needs to be 20 yards, where should the

start cone be?

4. The first cone is placed at 42 yards. The second cone is placed at 74 yards. How should I

move the cones so that there is a distance of 20 yards?

5. Look at the picture. What do you think the question is? Answer the question by drawing a

number line. *Pay attention to how students approach the task. Watch how they make their “jumps” on the

number line. Walk around and ask questions about what students are doing. Sample questions to

ask:




Why is that true?


7 yards 32 yards

Christy Sutton 2nd


Why did you start with that number?

Why do you think that is the question? (#5)

DIFFERENTIATION

Extension

Have students create their own problems for a 50 yard dash.

Christy Sutton 2nd


Name ______________________________________ Date ___________________

I set up cones for the 20 yard dash. Then, my little brother moved one of the cones for each row!

I need to go back and fix the cones so that each row has a distance of 20 yards. Use the number line to add or subtract. Write an equation to match the problem.

1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many more yards should I move the cone at the 16 yard line to get to the 20 yard line?

2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where should it be place?

3. The second cone is at the 42 yard line. If the distance needs to be 20 yards, where should the start cone be?

4. The first cone is placed at 17 yards. The second cone is placed at 46 yards. How should I move the cones so that there is a distance of 20 yards?

Christy Sutton 2nd


5. Look at the picture. What do you think the question is? ___________________________________________________________________ ___________________________________________________________________ Answer the question by drawing a number line.

7 yards 32 yards

Christy Sutton 2nd


Answer Key

I set up cones for the 20 yard dash. Then, my little brother moved one of the cones for each row!

I need to go back and fix the cones so that each row has a distance of 20 yards. Use the number line to add or subtract. Write an equation to match the problem.

1. The first cone is placed at the 0 yard line. The second cone is at the 16 yard line. How many more yards should I move the cone at 16 yard line to get to the 20 yard line? 16 + __ = 20; 16 + 4 = 20

2. The first cone is placed at the 3 yard line. I need the second cone to be 20 yards further. Where should it be place? 3 + 20 = __; 3 + 20 = 23

3. The second cone is at the 42 yard line. If the distance needs to be 20 yards, where should the start cone be? ___ + 20 = 42; 22 + 20 = 42

4. The first cone is placed at 27 yards. The second cone is placed at 44 yards. How should I move the cones so that there is a distance of 20 yards? 27 + 20 = __; 27 + 20 = 47, 44 + __ = 47; 44 + 3 = 47

Christy Sutton 2nd


PERFORMANCE TASK: Game Time!











2.MD.A.4: Measure to determine how much longer one object is than another, expressing

the length difference in terms of a standard length unit.



T: Provide opportunities to connect concepts to “their world”.

S: Be actively engaged in solving problems


T: Provide a range of mathematical situations

S: Relate a quantity to an object (length to distance a cotton ball is blown


T: Encourage students to represent numbers various ways

S: Represent quantities through a number line


T: Make numerous measuring tools available

S: Decide on which measuring tool would make the job easier


T: Expect students to use mathematical language when communicating with partner

S: Be precise when measuring distances

ESSENTIAL QUESTIONS

● How can we use a number line to add and subtract?

MATERIALS

● Student handout

Christy Sutton 2nd


● Cotton balls

● Crayons

● Inch/Cm Rulers, yard sticks, meter sticks

GROUPING

Whole/Small Group


This task is a performance task. Students will use all the past lessons to independently solve

problems. This task would work best with students working with a partner so that there is an

extra set of hands to help with measurements of jumps and steps. You could set it up like stations

for students to rotate through or have each set of students work through the activities in their own

space. You can begin to encourage students to “eyeball” this equal space. If students still feel the

need to use a tool, allow it. They also do not have to write every number in the number line.

They can skip count by 2s, 5s, etc. as long as they show the correct amount. Students will also be

measuring larger amounts with this activity, so using yard sticks would be helpful. This would

also be a good time for students to use common sense when deciding which unit to use. For

example, when measuring two jumps, they should probably measure with feet instead of

centimeters. While students are working in groups, you may use this time to pull students into a

small group with you to work on any skills they are still struggling with.

TASK:

Today we will practice some of the party games! Each game will involve doing something twice

and showing the two amounts on a number line to find your total.

o Cotton Ball Blow: Students will stand behind a table, row of desks, or even on

the floor and blow a cotton ball with one breath. They will measure the

distance and record it on a number line. Then they or their partner will then

blow it back and record jumping back on the number line to see if they can

make it back to zero.

o Hop To It: Students will take one jump (partners can decide on feet together

or feet apart) and then measure it. From that point, they will jump again. Both

end points should be recorded on the number line to find the total number of

units jumped.

o Jumping Jacks: Students will jump with their legs out as far as they can. Their

partner will measure how wide their stance is. They will then repeat it. Both

end points should be recorded on the number line to find the total number of

units they can spread their feet.

o Grab It: Students will take a handful of crayons from a container. Next, they

will draw a ruler showing the length of the crayon.


doing. If you are working with a small group, then have a class discussion after. Sample

questions to ask:

Christy Sutton 2nd







Why is that true?


DIFFERENTIATION

Extension

Students can repeat a station but use a different unit.

Intervention

Have students only pick up 3 crayons instead of more than 3 to reduce the amount of

adding.

Model with students how to count backwards on a number line.

Christy Sutton 2nd


COTTON BALL BLOW

1. Get a cotton bowl.

2. With one breath blow it as far as you can.

3. Get a ruler and measure how far you blew it.

4. Record it on a number line.

5. You or your partner stand at the cotton ball and try to blow it back in

one breath.

6. Measure how far you blew it back.

7. Record it on the number line by going backwards toward zero.

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HOP TO IT

1. Lay down a pencil or paper for a starting point.

2. Jump as far as you can in one jump.

3. Lay something down to mark where you landed.

4. Measure how far you jumped and record it on a number line.

5. Start where you landed and jump again.

6. Lay something down to mark where you landed.

7. Measure how far you jumped and record it on the same number line.

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JUMPING JACKS

1. Stand with your feet together and do one jumping jack.

(Jump with your feet out to your sides.)

2. Stay there while your partner measures how far apart your feet are.

3. Record the measurement on a number line.

4. Put your feet back together and do another jumping jack.

5. Stay there while your partner measures how far apart your feet are.

6. Record the measurement on another number line.

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GRAB IT

1. Grab one handful of crayons.

2. Measure each crayon.

3. Draw a ruler that shows the length of each crayon.

4. Compare ruler drawings with someone else. What did you notice?

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Name _____________________________________________ Date ______________

GAME TIME

Cotton Ball Blow

Hop To It

Jumping Jacks

Grab It

What do you notice?

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CULMINATING TASK: Ready, Set, Go











T: Provide open beginning and open middle problems

S: Relate current task to previous tasks and use knowledge to answer questions


T: Emphasize attending to the meaning of quantities

S: Use symbols to represent quantities and solve for those symbols


T: Provide problems that relate to every day life

S: Represent numbers through equations, drawings, and number lines


T: Expect precision and accuracy.

S: Answer mathematical questions accurately

ESSENTIAL QUESTIONS

● Why is it important for us to know how to use a number line to add and subtract?

MATERIALS

● Student handout

● Blank paper

● Crayons/markers

● Rulers to help draw straight lines

GROUPING

Whole/Small Group (Individual Task)


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This task is the culminating task. It can be used as the assessment for the unit. Students should

complete this task independently and allowed the freedom to create any type of race track as they

can think of. A rubric is attached for grading purposes. One of the requirements is for the race

track to equal 100 yards. Students are not expected to draw 100 marks on their number lines.

They are free to count by fives or tens to make the task easier. Leave the option to them of how

they want to organize their number lines.

TASK:

The final task is two parts:

Part One

Students will answer questions about a race track/obstacle course.

Here are the directions for completing the obstacle course above. Some of the measurements are

not complete and need your help!

1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3

yard line.

Draw a ruler to show how many inches all three beanbags together would be.

2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at

the 17 yard cone.

3. Turn left to do the Hippity Hop race.

Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7 yards and

fall, then 3 more yards. How many yards did I jump total?

4. Stop when you get back to the 17 yard cone.

How far is it to the next cone if the next cone is at the 38 yard line? Write an equation and solve.

5. At the cone on the 38 yard line, jump over 4 beanbags that are each 7 inches long.

Draw a ruler to show how long this would be.

6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.

You are at the last cone. What yard line are you at if you will have to run back 37 yards

to get to the 3 yard line cone? Write an equation and solve.

Part Two

Students will design their own race track/obstacle course for the party. The race track must be

100 yards total and must have at least one turn. Draw a number line for the track that shows the

different paths (turns) taken by using a different color for each path. For example, if your track

goes straight for 20 yards and then turns left for 40 yards, your number line jumps should be one

color for 20 yards and then a different color for 40 more yards.

There is a rubric for grading. A proficient score is recommended at 11-12 points.

DIFFERENTIATION

Extension

Students can create additional race tracks.

3yd 17yd

10yd

38yd

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Students can include parts of a track where they have to go backwards to include

subtracting.

Intervention

Instead of the race tracks all equaling 100 yards, make the number smaller.

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Name __________________________________________ Date _______________

Ready, Set, Go!

Here are the directions for completing the obstacle course above. Some of the measurements are not complete and need your help!

1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3 yard line. Draw a ruler to show how many inches all three beanbags together would be. 2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at the 17 yard cone. 3. Turn left to do the Hippity Hop race. Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7 yards and fall, then 3 more yards. How many yards did I jump total?

4. Stop when you get back to the 17 yard cone. How far is it to the next cone if the next cone is at the 38 yard line? Write an equation and solve.


3yd 17yd

10yd

38yd

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Draw a ruler to show how long this would be. 6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.

You are at the last cone. What yard line are you at if you will have to run back 37 yards to get to the 3 yard line cone? Write an equation and solve.

7. On a separate sheet of paper, draw your own race track. Your track must:

Equal 100 yards total

Be labeled; each section or path of the track should show how many yards it is long.

Have at least one turn Draw a number line below that proves that your track is 100 yards by using a different color for each section or path of your track.

Christy Sutton 2nd


Answer Key

Ready, Set, Go!

Here are the directions for completing the obstacle course above. Some of the measurements are

not complete and need your help!

1. First, jump over 3 beanbags that are each 7 inches long. Then, run to the first cone at the 3

yard line.

Draw a ruler to show how many inches all three beanbags together would be.

2. Write an equation and solve it to show how far you should run from the 3 yard cone to be at

the 17 yard cone.

3 + @ = 17 yds; @ = 14 yds

3. Turn left to do the Hippity Hop race.

Draw a number line to show the jumps of the Hippity Hop if I jump 10 yards, then 7

yards and fall, then 3 more yards. How many yards did I jump total?

4. Stop when you get back to the 17 yard cone.

How far is it to the next cone if the next cone is at the 38 yard line? Write an equation

and solve.

17 + @ = 38 yards; @ = 21 yards


3yd 17yd

10yd

38yd

Christy Sutton 2nd


Draw a ruler to show how long this would be.

6. Now, go to the next cone, turn around, and get ready to run back to the cone at the 3 yard line.

You are at the last cone. What yard line are you at if you will have to run back 37 yards

to get to the 3 yard line cone? Write an equation and solve.

@ - 37 = 3 yards; @ = 40 yards

7. On a separate sheet of paper, draw your own race track. Your track must:

Equal 100 yards total

Be labeled; each section or path of the track should show how many yards it is

long.

Have at least one turn

Draw a number line below that proves that your track is 100 yards by using a different color for

each section or path of your track.

Christy Sutton 2nd


Student Name _______________________________________ Date ______________

Ready, Set, Go Rubric

Requirements

1 point

Not Meeting

Standards

2 point

Progressing Towards

Standards

3 point

Meeting Standards

2.MD.B.5

Use addition and

subtraction within 100

to solve word

problems in lengths

by using drawings

Incorrectly answers

#1 and #5

Correctly answers

either #1 or #5

Correctly answers #1

and #5

2.MD.B.5

Write and solve

equations with a

symbol for the

unknown to represent

the problem.

Correctly writes and

answers 1 or less from

#2, #4, and #6


answers at least 2

from #2, #4, and #6


answers #2, #4, and

#6

2.MD.B.6

Represent whole

numbers as lengths

from 0 on a number

line diagram with

equally spaced points.

Incorrectly draws

and/or labels number

lines for #3 or #7

without equally

spaced points.

Correctly draws and

labels a number line

for #3 or #7 with

equally spaced points

Correctly draws and

labels number lines

for #3 and #7 with

equally spaced points

2.MD.B.6

Represent whole

number sums and

differences within 100

on a number line

diagram.

Incorrectly answers

#3 and the number

line for #7 does not

show paths that equal

100 yards


or the number line for

#7 correctly shows

paths that equal 100

yards


and the number line

for #7 correctly shows

paths that equal 100

yards

Total:

Teacher Comments:

Documents

2nd Grade Unit Time to Party! - Achieve | Achieve To Party Unit.pdf · 2nd Grade Unit Time to Party! Relating Addition and Subtraction to Length . Christy Sutton 2nd Grade: Relating