Aug. - Septmaximizingmathmentality.wikispaces.com/file/view... · Web viewBuild and Explore Activities (15+ min) Purpose: ... Which strategy will help me solve this problem the best?

2nd Grade Guide to Plan for Success

Monthly Overview...............................................................................................................................................................................................................................................................2

2nd Grade Daily Math Block..............................................................................................................................................................................................................................................3

2nd Grade Standards and Progression...............................................................................................................................................................................................................................4

August.................................................................................................................................................................................................................................................................................12

August Continued..........................................................................................................................................................................................................................................................13

September...........................................................................................................................................................................................................................................................................14

September Continued....................................................................................................................................................................................................................................................15

October...............................................................................................................................................................................................................................................................................16

October Continued........................................................................................................................................................................................................................................................17

November...........................................................................................................................................................................................................................................................................18

November Continued....................................................................................................................................................................................................................................................19

December............................................................................................................................................................................................................................................................................20

December Continued.....................................................................................................................................................................................................................................................21

January...............................................................................................................................................................................................................................................................................22

January Continued........................................................................................................................................................................................................................................................23

February.............................................................................................................................................................................................................................................................................24

February Continued......................................................................................................................................................................................................................................................25

March..................................................................................................................................................................................................................................................................................26

March Continued...........................................................................................................................................................................................................................................................27

April....................................................................................................................................................................................................................................................................................28

April Cont’d...................................................................................................................................................................................................................................................................29

May.....................................................................................................................................................................................................................................................................................30

May Cont’d....................................................................................................................................................................................................................................................................31

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Add and Subtract Within 20 August: Measurement-Graphs and DataSeptember: Geometry-2D and 3D Shapes Aug. - Sept.Addition and Subtraction within 100TimeOctoberAddition and Subtraction within 100Partitioning 2D ShapesNovemberAddition and Subtraction within 100Partition Rectangles into rows and columnsDecember Addition and Subtraction within 1,000MoneyJanuary Addition and Subtraction within 1,000MoneyFebruary Addition and Subtraction within 1,000Measurement with Inches and FeetMarchAddition and Subtraction within 1,000Measurement with Centimeters and MetersApril Addition and Subtraction within 1,000Measure and Represent Data on a Line PlotMay


Monthly Overview

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2nd Grade Daily Math Block

Number Talk (10 min)

Number of the Day (10-15 min)

Problem of the Day (15 min)Upside-Down Teaching

Build and Explore Activities (15+ min)

Purpose: Develop fluency, flexibility with numbers

Place value development and exploration with geometry and measurement

Connecting words and equations (make a model, draw a picture, make an equation)

Independent or cooperative practice of grade-level skills

T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation

T: reveals number of the day S: Solve independently or in pairs (exploring with tools)S: Collaborate, explain, and justifyT: Class discussion (whole group)- questioning students to clarify understanding, elaborate, and extend with all NBT standards in mind

T: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding (elaborate and extend with a Build and Explore activity)

Everyone does the same activity Partners work on the same activity Daily stations Weekly stations “Grab Bag” activities Activity extending from the day’s

skills

As strategies are introduced throughout the year (naturally), build an anchor chart and emphasize vocabulary

Encourage precise vocabulary

Monday & Tuesday- Basic Facts, Two Digit addition and subtraction, three digit addition and subtraction

Wednesday- Three Digit Number Detective

Thursday & Friday- Geometry or Measurement

Adding and Subtracting through 100 with unknown in all positions of each type of word problem.

Word problems involving measurement and money.

One and two-step word problems

Number sense, geometry, and measurement activities all year Task cards Math Games (dice, dominoes,

spinners, cards) Computer station-math websites

Tools Any tool that would help clarify a child’s answer to the rest of the class.Ten frames, rekenreks, number lines, number bonds, bar models, 100s chart, counters

Number line, 100s chart, base ten blocks, snap cubes/connecting cubes, Digit Cards (2 sets per student-make sure zero is included), Mini Ten Frames, place value mat, spinners (ten more, ten less), number cubes (0-5, 1-6, 2-7, 3-8, 4-9); greater than/less than/equal to cards or mat

Journal, whiteboard Anything needed for the game/activity

Which strategy will help me solve this problem the best?Why did my strategy work to solve a problem?What could be another strategy I could have used to solve a problem?Why is place value important when I add and subtract?

Go Math and Teacher Toolbox Corresponding lessons

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http://www.peoriapublicschools.org/Page/21684


2nd Grade Standards and ProgressionOverview of Weekly Focus

Day SkillMonday & Tuesday First half- Add and subtract within 20 and within 100 fluently

Second half- Build the foundation to add and subtract to 1,000 Wednesday Focus on three digit place value understandingThursday & Friday Geometry or Measurement

Mondays and Tuesdays- Sums and Differences

August through September Focus: Fluency to 20 Teacher Notes MAFS.2.OA.1.a : DOK 2Determine the unknown whole number in an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = _____ + 18; ? – 6 = 13 – 4; and 15 – 9 = 6 + ?.

MAFS.2.OA.2.2: DOK 1Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. (will continue throughout the year in Number Talks)

MAFS.2.OA.3.3: DOK 2Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)

Model numbers up to 20 to determine whether it is even or odd (helping to reinforce doubles and doubles plus one facts)

Balancing Equations with unknowns

Strategies:***Facts with a sum of tenOne more, One less, two more, two lessFive and factsMake a ten (addends of 8 and 9)Doubles and doubles plus oneFact families Magical nines 6 + 9 = 15 (1 +5 = 6)

***Very important for students to have this mastered

Give the number of the day through an equation with an unknown.

Examples:

8 + ____ = 15

9 + 6 = ______ + 4

____ – 6 = 13 – 4

37 + 10 + 10 = _____ + 18

15 – 9 = 6 + ____ Even/odd-how do you know?

Try to bring out as many strategies as you can when students are justifying

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http://www.cpalms.org/Public/PreviewStandard/Preview/5331




October through December: Focus: Addition and Subtraction within 100 Teacher Notes MAFS.2.NBT.2.5: DOK 1Fluently add and subtract within 100 using strategies based on place value, properties of operations, and /or the relationship between addition and subtraction. (This is introduced, so you must continue to practice for fluency throughout 2nd grade through solving real-life word problems)

MAFS.2.NBT.2.9: DOK 3Explain why addition and subtraction strategies work, using place value and the properties of operations.

MAFS.2.NBT.2.6: DOK 1Add up to four two-digit numbers using strategies based on place value and properties of operations.

MAFS.2.OA.1.1 DOK 2Use 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.

Developing two digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture to accompany it)

Estimate first

Breaking the number into expanded form to add or subtract tens and tens and ones and ones

Reinforce the inverse operation when the answer is found

Use strategies to add up to four two-digit numbers.

This standard also references composing and decomposing a ten. This work should include strategies such as making a 10, making a 100, breaking apart a 10, or creating an easier problem. The standard algorithm of carrying or borrowing is not an expectation in Second Grade. Students are not expected to add and subtract whole numbers using a standard algorithm until the end of Fourth Grade.

Base ten blocks Hundreds chart Open Number line Digit Cards (2) 0-9 sets per person in

baggiesStrategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

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January through May Focus: Addition and Subtraction within 1,000 Teacher’s NotesMAFS.2.NBT.2.7: DOK 2Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds

Developing three digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture to accompany it)

Estimate first Breaking the number into expanded form to add or subtract hundreds

and hundreds, tens and tens, and ones and ones Reinforce the inverse operation when the answer is found

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per person in

baggiesStrategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

Wednesday: All YearThree Digit Number Detective

Focus Teacher’s NoteMAFS.2.NBT.1.1: DOK 1Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens-called a “hundred”b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900, refer

to one, two three, four five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

MAFS.2.NBT.1.2: Count within 1000; skip-count by 5s, 10s, and 100s. (count nickels, count dimes, count 10 rods) Use the hundred chart and look for and identify patternsMAFS.2.NBT.1.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.MAFS.2.NBT.2.8: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.MAFS.2.NBT.1.4: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones, digits, using >, <, =, symbols to record the results of comparisons.

Identify a bundle of 10 tens as a “hundred”

Explain the value of each digit in a 3-digit number

Show the value of each number with base ten blocks

Skip count by 5s, 10s, and 100s within 1,000

Show 10 more, 10 less, 100 more, 100 less with digit cards and blocks

Write and read numbers in all forms (standard, expanded, word)

Compare three digit numbers using inequalities, justifying how you know

Base ten blocks Hundreds chart Open Number line Digit Cards (2) 0-9 sets per person in baggies

What is the value of each digit? Plot on an open number line What two hundreds is it in-between?

Label the tens to the hundreds Ten more? Ten less? Hundred more? Hundred

less? What's the greatest number you can make with the

three digits? Least?

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Thursdays and Fridays- Geometry or MeasurementAUGUST

Standard Focus Teacher’s NotesMAFS.2.MD.4.10: DOK 2Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Recognize and identify picture graphs and bar graphs. Identify and label the components of a picture graph and bar graph. Make comparisons between categories in the graph using more than, less

than, etc. Solve problems relating to data in graphs by using addition and subtraction. Draw a single-unit scale picture graph to represent a given set of data with

up to four categories. Draw a single-unit scale bar graph to represent a given set of data with up to

four categories.

First grade data with three categories.

Create graphs with class data

SEPTEMBERStandard Focus Teacher’s NotesMAFS.2.G.1.1: DOK 1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

2D and 3D shape attributes (angles, sides, faces, vertices, edges) Triangles, quadrilaterals (squares, rectangles, and trapezoids), pentagons,

hexagons and cubes Identify, draw, and compare shapes based on their attributes

Shapes should be regular and irregular.

Pattern blocks, plane shapes, mini solids

OCTOBERStandard Focus Teacher’s NotesMAFS.2.MD.3.7: DOK 1Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Tell, write, and identify time using analog and digital clocks to the nearest five minutes.

2 cycles of 12 hours with a.m. and p.m.

Common time phrases include the following: quarter till ___, quarter after ___, ten ‘til ___, ten after ___, and half past ___.

Pay attention to hour hand location.Practice skip counting by 5s on the clock

Reinforce fractions of a circle with a clock to equal the minutes out of the whole hour. (Click on picture for activity)

NOVEMBER7

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http://teacherblogspot.com/?p=2907


Standard Focus Teacher’s NotesMAFS.2.G.1.3: DOK 1Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Identify two, three, and four equal shares of a whole.Describe equal shares using vocabulary: halves, thirds, fourths, quarters, half of, third of, etc. Describe the whole as two halves, three thirds, or four fourths, four quarters.Justify why equal shares of identical wholes need not have the same shape.

Pattern blocks Color tiles- Connecting the portioning with fractions by making rectangles that are ¼, ½, or 1/3 of the colors Example: blue is ½ of the rectangle

Cuisenaire rods -make one of the longer lengths the whole-what is a fourth? Third? Half?Example: If purple is the whole? What is ½?

¼ of an inch rulerDECEMBER

Standard Focus Teacher’s NotesMAFS.2.G.1.2: DOK 1Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

MAFS.2.OA.3.4 DOK 1Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Define partition. Identify a row. Identify a column. Count to find the total number of same-size

squares. Determine how to partition a rectangle into same-

size squares.

Use color tiles to create equal rows that form rectangles of different sizes.

How did we make this rectangle? (Goal-repeated addition of rows or columns)

Use square/rectangle outlines for students to estimate how many color tiles they think will fit and then fill it.

Beginning development of area of rectangles.

JANUARY AND FEBRUARY

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https://cuisenairefair.wikispaces.com/Introduction+to+Cuisenaire+Rods



Standard Focus Teacher’s NotesMAFS.2.MD.3.8: DOK 2Solve one and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal group situations. Ex: The cash register shows that the total for your purchase is 59cents. You gave the cashier three quarters. How much change should you receive from the cashier? a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar.c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have? d. Relate the value of pennies, nickels, dimes, and quarters to other coins and the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).

Identify coins and values (new and old coins); identify dollars (singles, fives, tens, twenties)

Using $ and ¢ symbols appropriately Solve one and two-step word problems-word problems

may involve addition, subtraction, and equal group situations. (making change)

Combinations of coins (within a dollar) or dollars Different ways to make a the same amount

“Dollar bills” should include denominations up to one hundred ($1.00, $5.00, $10.00, $20.00, $100.00).

Decimal form is not an expectation

MARCH Standard Focus Teacher’s NotesMD.1.1, MD.1.2, MD.1.3, MD.1.4 (U.S. Customary), MD.2.5MAFS.2.MD.1.1: DOK 1Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape

Using both customary (inches and feet) and metric (centimeters and meters) units, Second Graders select an attribute to be measured (e.g., length of classroom), choose an appropriate unit of measurement (e.g., yardstick), and determine the number of units (e.g., yards). As teachers provide rich tasks that ask students to perform real measurements, these foundational understandings of measurement are developed:

Understand that larger units (e.g., yard) can be subdivided into equivalent units (e.g., inches) (partition). Understand that the same object or many objects of the same size such as paper clips can be repeatedly used to

determine the length of an object (iteration). Understand the relationship between the size of a unit and the number of units needed (compensatory principal).

Thus, the smaller the unit, the more units it will take to measure the selected attribute. MAFS.2.MD.1.2: DOK 2Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Ex. Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.MAFS.2.MD.1.3: DOK 1Estimate lengths using units of inches, feet, centimeters, and meters.MAFS.2.MD.1.4: DOK 1Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. MAFS.2.MD.2.5 DOK 2Use 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.

Estimate lengths in units of inches, feet, centimeters, and meters

Name standard length units Compare lengths of two objects. Determine how much longer one object

is than another in standard length units Know strategies for estimating length Recognize the size of inches, feet,

centimeters, and meters Determine if an estimate is reasonable Identify tools that can be used to

measure length Determine which tool is most

appropriate to use to measure the length of an object

Measure the length of objects, using appropriate tools

U.S. Customary for these two months-Inches, feet, yards

Use rulers divided into fourths

Iterate Color tiles, then measure

Pattern blocks-all are exactly an inch

APRIL Standard Focus Teacher’s Notes

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http://www.timvandevall.com/rulers/12-inch-printable-ruler/










MD.1.1, MD.1.2, MD.1.3, MD.1.4 (Metric), MD.2.5MAFS.2.MD.1.1: DOK 1Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tape

Using both customary (inches and feet) and metric (centimeters and meters) units, Second Graders select an attribute to be measured (e.g., length of classroom), choose an appropriate unit of measurement (e.g., yardstick), and determine the number of units (e.g., yards). As teachers provide rich tasks that ask students to perform real measurements, these foundational understandings of measurement are developed: Understand that larger units (e.g., yard) can be subdivided into equivalent units (e.g., inches) (partition).

Understand that the same object or many objects of the same size such as paper clips can be repeatedly used to determine the length of an object (iteration).

Understand the relationship between the size of a unit and the number of units needed (compensatory principal). Thus, the smaller the unit, the more units it will take to measure the selected attribute. MAFS.2.MD.1.2: DOK 2Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Ex. Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.MAFS.2.MD.1.3: DOK 1Estimate lengths using units of inches, feet, centimeters, and meters.MAFS.2.MD.1.4: DOK 1Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. MAFS.2.MD.2.5 DOK 2Use 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.


Name standard length units Compare lengths of two objects. Determine how much longer one object is

than another in standard length units Know strategies for estimating length Recognize the size of inches, feet,

centimeters, and meters Determine if an estimate is reasonable Identify tools that can be used to measure

length Determine which tool is most appropriate

to use to measure the length of an object Measure the length of objects, using

appropriate tools

Metric for these two months-centimeters and meters

Cuisenaire Rods-increments of 1 cm from the white rod equaling 1 cm to the orange rod equaling 10 cm

Activity example: Roll the dice five times and get the corresponding rod each time. Make a train. What is the value?

Meter sticks

MAY 10

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Standard Focus Teacher’s NotesMAFS.2.MD.4.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

MAFS.2.MD.2.5 DOK 2Use 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.

Represent measurement data on a line plot. Measure lengths of several objects to the

nearest whole unit (METRIC AND CUSTOMARY)

Measure lengths of objects by making repeated measurements of the same object.

Create a line plot with a horizontal scale marked in whole numbers using measurements.

¼ inch ruler and centimeter rulersCuisenaire Rods- Activity Example: Grab two handfuls. Measure your rods with your metric ruler. Plot your results in a line plot.

Place a bunch of objects on each table. Each table measures the objects and creates a line plot.

AugustNumber Talks (Document says September, but do

Focus Teacher Notes Number of the DayFocus

Teacher Notes Problem of the Day

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http://www.timvandevall.com/rulers/printable-ruler-with-centimeters/





in August) Mondays: Dot Images

Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)





Different ways of recording the answer to show:

balanced expressions

commutative property

fact families related facts facts to ten

How many do you think will be in each row? How do you know?

Students make a pictures and write a matching equation to express the answer (doubles vs doubles plus one)

3 +3

4 +3

Monday and Tuesday:Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in first grade)






Examples:

8 + ____ = 15

9 + 6 = ______ + 4

____ – 6 = 13 – 4

37 + 10 + 10 = _____ + 18



Basic Facts:

Addition and subtraction with 5 types of word problems

Multistep

NOD/POD Flipchart

Tuesdays: Double Ten Frames

Wednesdays: Add ‘Em Up

Number strings with expressions

Wednesday: Three Digit Detective Review of 2 digit numbers to make sure they

understand the value of each (first grade skill) Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit

number Show the value of each number with base ten

blocks Skip count by 5s, 10s, and 100s within 1,000

Show 10 more, 10 less, 100 more, 100 less with digit cards and blocks

Write and read numbers in all forms (standard, expanded, word)

Compare three digit numbers using


baggies


Lab

el the tens to the hundreds Ten more? Ten less? Hundred more?

Riddle with a three-digit number

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https://maximizingmathmentality.wikispaces.com/file/view/Aug.Sept%20NOD%20and%20POD%20to%2020.flipchart/613601377/Aug.Sept%20NOD%20and%20POD%20to%2020.flipchart




inequalities, justifying how you know Hundred less?What's the greatest number you can make with the three digits? Least?

August ContinuedNumber Talks Focus Teacher Notes Number of the Day

FocusTeacher Notes Problem of

the DayThursdays: RekenreksDecomposing numbers

Thursday and Friday: Graphs and Data Recognize and identify picture graphs and bar graphs. Identify and label the components of a picture graph

and bar graph. Make comparisons between categories in the graph

using more than, less than, etc. Solve problems relating to data in graphs by using

addition and subtraction. Draw a single-unit scale picture graph to represent a

given set of data with up to four categories.Draw a single-unit scale bar graph to represent a given set of data with up to four categories.

First grade data with three categories.

Create graphs with class data

Story problems requiring students to read, construct, and answer questions about graphs.

Fridays: Guess The answer is….

Decomposing numbers Doubles/doubles plus one

Standards: OA.2.2, OA.3.3 OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.4.10Go Math (GM) and Teacher Toolbox (TT) Correlations and (HW and Independent Activities)

GM Chapter 1- Number ConceptsGM Chapter 3-Basic Facts and Relationships

August:Monday & Tuesday-GM Chapter 1, GM Chapter 3 TT Unit 1 Lesson 1-4Wednesday- GM Chapter 2, TT Unit 2 Lesson 10-13, Thursday and Friday- GM Chapter 10, TT Unit 3 Lesson 23

Resources

SeptemberNumber Talks*Click to get the flipchart from the Wikispace



Mondays: Doubles and Near Doubles

Basic Fact Strategy: Doubles and

After students have given their strategies represent it visually to help ALL students understand

Monday and Tuesday:Basic Fluency to 20 with fact strategies (extending and reinforcing strategies learned in


Basic Facts:

Addition and 13

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https://maximizingmathmentality.wikispaces.com/file/view/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart/611067603/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart


near doubles

3 +3

4 +3

first grade)





Examples:

8 + ____ = 15

9 + 6 = ______ + 4

____ – 6 = 13 – 4

37 + 10 + 10 = _____ + 18



subtraction with 5 types of word problems

Multistep

NOD/POD Flipchart

Tuesdays: Making Tens

Basic Fact Strategy: Making a ten

Ten and some more Associative property

Commutative property

Find addends that equal the sum of ten first and then some more

Students should come up with this strategy on their own.

September ContinuedNumber Talks*Click to get the flipchart from the Wikispace



Wednesdays: Making Landmark or

Basic Fact Strategy: making

Students should come up with this strategy on their own.

Wednesday: Three Digit Detective Review of 2 digit numbers to make sure they

understand the value of each (first grade skill)

Base ten blocksHundreds chart Open Number line

Riddle with a three-digit number

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https://maximizingmathmentality.wikispaces.com/file/view/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart/611067603/2nd%20Grade%20September%20Number%20Talks%20Flipchart.flipchart




Friendly Numbers

landmark or friendly numbers

How close is it to the nearest ten?

How must the other addend be adjusted to get the sum?

Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit


blocks Skip count by 5s, 10s, and 100s within 1,000 Show 10 more, 10 less, 100 more, 100 less with

digit cards and blocks Write and read numbers in all forms (standard,

expanded, word) Compare three digit numbers using inequalities,

justifying how you know

Digit Cards (2) 0-9 sets per person in baggies

What is the value of each digit?Plot on an open number line What two hundreds is it in-between?

Lab

el the tens to the hundreds Ten more? Ten less? Hundred more?

Hundred less? What's the greatest number you can make

with the three digits? Least?Thursdays: Subtract from Ten

Basic Fact Strategy: Subtract from ten

Students use the visual image of the ten frame to recognize how many spaces are left when counters are subtracted from ten.

Thursday and Friday 2D and 3D shapes 2D and 3D shape attributes (angles, sides, faces,

vertices, edges) Triangles, quadrilaterals (squares, rectangles, and

trapezoids), pentagons, hexagons and cubesIdentify, draw, and compare shapes based on their attributes

Shapes should be regular and irregular.

Pattern blocks, plane shapes, mini solids

Flipchart for 2D and 3D Shapes

Fridays: Use a Ten to Subtract

Basic Fact Strategy: Use a ten to subtract

Rewrite the subtraction sentence to show how it makes the ten.Example:13-5 = 13-3-2

Standards: OA.2.2, OA.3.3 OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, G.1.1Go Math (GM) and Teacher Toolbox (TT) Correlations and (HW and Independent Activities)

GM Chapter 1- Number ConceptsGM Chapter 3-Basic Facts and Relationships

Monday & Tuesday-GM Chapter 1, GM Chapter 3TT Unit 1 Lesson 1-4Wednesday- GM Chapter 2, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 11, TT Unit 4 Lesson 26 and Math in Action

Resources

OctoberNumber

Talks Focus Teacher Notes Number of the DayFocus Teacher Notes

Problem Of The Day

TypeMondays: Double Ten Frame Images

Doubles/ Doubles plus

Even/Odd

Different ways of recording the answer to show:

Developing two digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture

Base ten blocks Hundreds chart Open Number line

POD Flipchart

15Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/Oct-Dec%20addition%20and%20subtraction%20POD.flipchart/613662465/Oct-Dec%20addition%20and%20subtraction%20POD.flipchart


https://maximizingmathmentality.wikispaces.com/file/view/September%20Shapes%20NOD%20%26%20POD%20Second%20Grade.flipchart/613596431/September%20Shapes%20NOD%20%26%20POD%20Second%20Grade.flipchart




Make a ten to add

balanced expressions

commutative property

to accompany it)

Estimate first





Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

Addition and subtraction word problems with 2-digits

Add to-Result Unknown task cards

Take From-Result Unknown Task Cards

Tuesdays: Add ‘Em Up

Number Strings with expressions

Doubles/Doubles plus one

Even/odd Break it apart

for tens and more

Ex: 11 + 11 = 10 + 10+ 2

Numbers should stay horizontal

Wednesdays: Balance the Scale

Balanced equations

Unknowns Basic Fact

Strategies Fact Families

Set up equations with unknowns with equal sign in the middle (is the same as)

Sum can be on the left or right-make sure to alternate so students see both ways

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred”

Explain the value of each digit in a 3-digit number Show the value of each number with base ten






What is the value of each digit? Plot on an open number line

What two

hundreds is it in-between?

Label the tens to the hundreds Ten more? Ten less? Hundred more? Hundred less?

What's the greatest number you can make with the three digits? Least?

Riddles with 3-digits

October ContinuedNumber Talks



Thursdays: Figure It!

Decomposing numbers

Put the equal sign in the middle to balance

Thursday and Friday: Time Tell, write, and identify time using analog Pay attention to hour hand location. Story problem

16Updated 12/20/17

http://www.k-5mathteachingresources.com/support-files/take-from-result-unknown-within-100.pdf



http://www.k-5mathteachingresources.com/support-files/add-to-result-unknown-within-100.pdf




Decomposing Numbers

More than 2 addends

the expressions.Ex. 7 + 7 = 9 + 5

(for lesson 14- cover the amount out of the jar to keep the openness of the problem)

and digital clocks to the nearest five minutes.

2 cycles of 12 hours with a.m. and p.m.

Common time phrases include the following: quarter till ___, quarter after ___, ten ‘til ___, ten after ___, and half past ___.

Practice skip counting by 5s on the clock

Reinforce fractions of a circle with a clock to equal the minutes out of the whole hour. (Click on picture for activity)

involving time

Fridays: Rekenrek

Doubles/Doubles plus one

Write equations to matchEven/Odd

Standards: OA.2.2, OA.3.3, OA.1.a OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.3.7Go Math (GM) and Teacher Toolbox (TT) Correlations and (HW and Independent Activities)

GM Chapter 1- Number ConceptsGM Chapter 3-Basic Facts and RelationshipsGM Chapter 4 and 5

Monday & Tuesday-GM Chapter 4 and 5/ TT Unit 2 Lesson 7-9, 15Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday-GM Chapter 7 (time), Unit 3 Lesson 24

Resources

November Number

Talks Focus Teacher Notes

Number of the DayFocus Teacher Notes Problem of

the Day Mondays: Can You

Decomposing numbers

Write equatio

Developing two digit addition and subtraction must begin using base ten blocks to build understanding

Base ten blocks Hundreds chart

POD Flipchart

17Updated 12/20/17



http://teacherblogspot.com/?tag=clock


Make It?

Decomposing numbers

Addition/Subtraction strategies

ns Model

on a number line

of regrouping. (Drawing a picture to accompany it)

Estimate first




Open Number line Digit Cards (2) 0-9 sets per person in baggies


Story problems with two-digit addition and subtraction

Tuesdays: Ten Frames Flash

4+ ten frames (not all filled)


Composing a number by making tens

Relate to place value 3 tens = 30

Wednesdays: How Many? Flash

Repeated addition, arrays, blank 100s grid split into fourths

Repeated addition

Relating numbers to five, ten, and hundreds

Odd/even

Vocabulary: Columns and rows

Visually picturing sums using a blank hundred grid

Wednesday: Three Digit Detective

Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit number Show the value of each number with base ten blocks Skip count by 5s, 10s, and 100s within 1,000 Show 10 more, 10 less, 100 more, 100 less with digit

cards and blocks Write and read numbers in all forms (standard,




Wha

t is the value of each digit? Plot on an open number line What two hundreds is it in-between? Label the tens to the hundreds. Ten more? Ten

less? Hundred more? Hundred less? What's the greatest number you can make with the

three digits? Least?

3-digit Riddle

November ContinuedNumber Talks Focus Teacher

NotesFocus Teacher Notes Resources

Thursdays: Add ‘Em Up

Number Strings

Associative property

Making tens

Number linesTen frames

Thursdays and Fridays: FractionsIdentify two, three, and four equal shares of a whole.Describe equal shares using vocabulary: halves

Pattern blocks Color tiles- Color tiles- Use to create fractional parts of a rectangle with colors

Fractioning and Partitioning Flipchart

18Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/fractions%20and%20partitioning.flipchart/613649889/fractions%20and%20partitioning.flipchart




and expressions thirds, fourths, half of, third of, etc. Describe the whole as two halves, three thirds, or four fourths.Justify why equal shares of identical wholes need not have the same shape.

Sequence:1. Understanding that when splitting the whole, the more you split it, the smaller the pieces and equal pieces=Fair Share!2. Larger shapes can have larger pieces (a half of a large pizza is bigger than a half of a small pizza).3. The same shape can be split multiple ways (ex.halves can be diagonally, vertically, or horizontally).4. How many pieces make the whole? Describe the whole as two of or four of the shares.

Example: blue is ½ of the rectangle

Cuisenaire rods -make one of the longer lengths the whole-what is a fourth? Third? Half?Example: If purple is the whole? What is ½?

¼ of an inch ruler

Quilt Activity

Geoboard HalvesFraction Barrier Game

Fridays: Story Problem

Adding and subtracting with double digit numbers and unknowns

Creating an equation based on the words, then solve

Bar modelsNumber line to count onHundred chartto add and subtract

Standards: OA.1.1, OA.2.2, OA.3.3, OA.3.4, OA.1.a, MD.2.6, NBT.2.9

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, G.1.3

Go Math (GM) and Teacher Toolbox (TT) Correlations and (HW and Independent Activities)


Monday & Tuesday- GM Chapter 4 and 5/ TT Unit 2 Lesson 7-9, 15Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 11, Unit 4 Lesson 28

Resources

DecemberNumber Talks Focus Teacher Notes Number of the Day

Focus Teacher Notes Problem of the Day

Mondays: *How Close? How Far?

Place value understandings

Counting on and counting

Number lines

*This structure leads beautifully to your

Developing two digit addition and subtraction must begin using base ten blocks to build understanding of regrouping. (Drawing a picture to


POD Flipchart

19Updated 12/20/17



http://www.k-5mathteachingresources.com/support-files/fraction-barrier-game.pdf

http://www.k-5mathteachingresources.com/support-files/fraction-barrier-game.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-halves.pdf

http://www.k-5mathteachingresources.com/support-files/geoboard-halves.pdf

http://www.learnnc.org/lp/pages/2982



Place value understanding and addition and subtraction strategiesVideo for hook

back Placement on

a number line Addition and

subtraction strategies

NOD with adding and subtracting numbers

accompany it)

Estimate first



Use strategies to add up to four two-digit numbers


Story problem with two-digit addition and subtraction Tuesdays:

Balance the Scale

Balanced equations

Unknowns Double digit

addition and subtraction strategies

Fact Families

Set up equations with unknowns with equal sign in the middle (is the same as)Sum can be on the left or right-make sure to alternate so students see both ways


Number Strings and Expressions

Making ten Double ten frame Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit

number Show the value of each number with base

ten blocks Skip count by 5s, 10s, and 100s within

1,000 Show 10 more, 10 less, 100 more, 100 less

with digit cards and blocks Write and read numbers in all forms

(standard, expanded, word) Compare three digit numbers using

inequalities, justifying how you know


baggies What is the value of each digit? Plot on an open number line

What

two hundreds is it in-between? Label the tens to the hundreds. Ten more? Ten

less? Hundred more? Hundred less?What's the greatest number you can make with the three digits? Least?

Three-digit riddles

December ContinuedNumber Talks Focus Teacher Notes Focus Teacher Notes ResourcesThursdays: Make _________!

Decomposing numbers

Write equationsVariation: can use more than two addends

Thursday and Friday: Rectangular Arrays

Identify a row. Identify a column. Count to find the total number of same-size

Use color tiles to create equal rows that form rectangles of different sizes.

How did we make this rectangle? (Goal-repeated addition of rows or columns)

Fractioning and Partitioning Flipchart

20Updated 12/20/17




https://www.youtube.com/watch?v=iZhEcRrMA-M


Decomposing numbers

squares. Determine how to partition a rectangle into

same-size squares. Use square/rectangle outlines for students to

estimate how many color tiles they think will fit and then fill it.

Beginning development of area of rectangles.

Cheese it Activity

Cover a Rectangle

Fridays: Target Practice

Adding or subtracting to make a number

Difference of ten

Standards: NBT. 1.1, NBT.2.8, NBT.1.4, NBT.2.5, OA.1.a, NBT.2.9

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, G.1.2



Monday & Tuesday- GM Chapter 4 and 5/ TT Unit 2 Lesson 7-9, 15Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 11/ TT Unit 1 Lesson 5-6b and Math In Action, Unit 4 Lesson 27

Resources

January Number Talks Focus Teacher Notes Number of the Day

Focus Teacher Notes Problem of the Day Type

Mondays: Is it True?

Inequalities

Inequalities with two and three digit numbers

Ten more and ten

*Number of the day can be the difference of the two answers

Monday & Tuesday: Three digit addition and subtraction

Developing three digit addition and subtraction must begin using base ten blocks to build

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per

person in baggies

POD Flipchart Three digit addition and

21Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/Jan-May%20POD%203-digit.flipchart/613665861/Jan-May%20POD%203-digit.flipchart

http://www.k-5mathteachingresources.com/support-files/cover-a-rectangle.pdf

http://www.k-5mathteachingresources.com/support-files/cover-a-rectangle.pdf

http://teamvfirstgradefun.blogspot.com/2014/01/some-geometry-ideas-2g2.html

http://teamvfirstgradefun.blogspot.com/2014/01/some-geometry-ideas-2g2.html


less from the inequalities

understanding of regrouping. (Drawing a picture to accompany it)

Estimate first

Breaking the number into expanded form to add or subtract hundreds and hundreds, tens and tens, and ones and ones



subtraction story problem

Tuesdays: Add ‘Em Up

Number strings and expressions

Place value strategy of addition (break-apart strategy)

Wednesdays: How Many? Flash

Repeated addition, arrays

Repeated addition Relating numbers to

five, ten, and a hundred

Odd/even

Vocabulary: Columns and rows

Visually picturing sums using a blank hundred grid

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit






Base ten blocks Hundreds chart Open Number line Digit Cards (2) 0-9 sets per

person in baggies

What is the value of each digit? P

lo

t on an open number line What two hundreds is it in-between?

Label the tens to the hundreds Ten more? Ten less? Hundred more?

Hundred less?What's the greatest number you can make with the three digits? Least?

Three-digit riddles

January ContinuedNumber Talks Focus Teacher Notes Focus Teacher Notes Problem of the

DayThursdays: Story Problem


Creating an equation

Bar modelsNumber line to count onHundred chart to add and

Thursday and Friday: Money Identify coins and values (new and old coins),

Identify dollars (singles, fives, tens, twenties) Using $ and ¢ symbols appropriately Solve one and two-step word problems-word



Money POD Flipchart

Story problems involving money,

22Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/Jan-Feb.%20Money.flipchart/613670911/Jan-Feb.%20Money.flipchart



based on the words, then solve

subtract problems may involve addition, subtraction, and equal group situations. (making change)

Combinations of coins (within a dollar) or dollars

Different ways to make a the same amount

including giving back change

Fridays: Count It!

Money combinations

Story problem with money combinations

Standards: MD.3.8, OA.3.4, NBT.2.8, OA.2.2, OA.1.a, MD.2.6

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.3.8


GM Chapter 3-Basic Facts and RelationshipsGM Chapter 4 and 5GM Chapter 7 (money)

Monday & Tuesday-GM Chapter 6Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 7 (money), TT Unit 3 Lesson 25

Resources

February

Number Talks Focus Teacher Notes

Number of the DayFocus Teacher Notes

Problem of the Day Type

Mondays: Make it True?

Expressions with unknowns

*Number of the day can


Base ten blocks Open Number line

POD Flipcha

23Updated 12/20/17




Balancing equations

Two and three digit addition and subtraction strategies

be the difference of the two answers from the inequalities

Introduce subtraction with three digits and keep working on addition so students know when to do both.


Estimate first

Breaking the number into expanded form to add or subtract hundreds and hundreds, tens and tens, and ones and ones

****Reinforce the inverse operation when the answer is found



rt

Three-Digit addition and subtraction story problems

Tuesdays: The Difference is……

Subtracting Relating addition

and subtraction

Wednesdays: Which One?

Inequalities, balanced equations

Addition and subtraction strategies with three digit numbers

Comparing equations and inequalities

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit number Show the value of each number with base ten blocks Skip count by 5s, 10s, and 100s within 1,000 Show 10 more, 10 less, 100 more, 100 less with digit

cards and blocks Write and read numbers in all forms (standard, expanded,

word) Compare three digit numbers using inequalities,



baggies

What

is the value of each digit? Plot on an open number line What two hundreds is it in-between? Label the tens to the hundreds Ten more? Ten less? Hundred more?


Three-digit riddles

February ContinuedNumber Talks Focus Teacher

NotesFocus Teacher Notes Problem of

the DayThursdays: Add ‘Em Up

Number Strings

Looking at patterns (when addends are in order)

Place value strategy of

Thursday: Money Identify coins and values (new and old coins), Identify dollars

(singles, fives, tens, twenties) Using $ and ¢ symbols appropriately


Money POD Flipchart Story

24Updated 12/20/17





and Expressions addition Solve one and two-step word problems-word problems may involve addition, subtraction, and equal group situations. (making change)

Combinations of coins (within a dollar) or dollars Different ways to make a the same amount


problems involving money, including giving back change

Fridays: How Close? How Far?

Place Value, fact strategies


Counting on and counting back

Placement on a number line

Addition and subtraction strategies

Number lines

Standards: OA.1.a, MD.2.6, NBT.2.9, NBT.2.5, NBT.2.8, NBT.1.4

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.3.8


GM Chapter 3-Basic Facts and RelationshipsGM Chapter 4, 5, and 6GM Chapter 7 (money)

Monday & Tuesday-GM Chapter 6Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 7 (money), TT Unit 3 Lesson 25

Resources

March Number Talks Focus Teacher Notes Number of the Day

Focus Teacher NotesProblem Of The

Day TypeMondays: Balance the Scale

Balanced equations



Fact Families Number

patterns

Set up equations with unknowns with equal sign in the middle (is the same as)

Sum can be on the left or right-make sure to alternate so students see both waysLooking for patterns in



Estimate first

Breaking the number into expanded form to

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per person in baggies Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

POD Flipchart

Story Problems with Adding and subtracting with three-

25Updated 12/20/17




relationships between the unknowns.

add or subtract hundreds and hundreds, tens and tens, and ones and ones


digit numbers

Tuesdays: What Does it Weigh?

Unknowns



Fact Families

Promoting algebraic thinking


Number strings and expressions

Looking at patterns (when addends are in order)

Place value strategy of addition

Use base ten blocks and hundred chart

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit

number Show the value of each number with base

ten block Skip count by 5s, 10s, and 100s within

1,000 Show 10 more, 10 less, 100 more, 100 less

with digit cards and blocks Write and read numbers in all forms

(standard, expanded, word) Compare three digit numbers using

inequalities, justifying how you know

Base ten blocks Hundreds chart Open Number line Digit Cards (2) 0-9 sets per person in baggies What is the value of each digit? Plot on an open number line

What two hundreds is it in-between? Label the tens to the hundreds Ten more? Ten less? Hundred more? Hundred

less? What's the greatest number you can make with

the three digits? Least?

Three-digit Riddles

March ContinuedNumber Talks Focus Teacher Notes Number of the Day

FocusTeacher Notes Problem of the

DayThursdays: Story Problem



Bar models Number line to

count on Hundred chart to

add and subtract What coin(s) could

he have received?

Thursday and Friday: U.S. Customary Measurement


Name standard length units Compare lengths of two objects. Determine how much longer one object is than

another in standard length units Know strategies for estimating length Recognize the size of inches, feet, centimeters, and

meters Determine if an estimate is reasonable Identify tools that can be used to measure length

U.S. Customary for these two months-Inches, feet, yards

Use rulers divided into fourths

Iterate Color tiles, then measure

Pattern blocks-all are exactly an inch

Customary Measurement Flipchart

Story problems involving U.S. Customary

Fridays: Show It!

Decomposing Numbers

Decomposing numbers

Addition equations-up to four or more addends

Base ten blocks

26Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/Sec.%20Grade%20Measurement%20(customary).flipchart/613875617/Sec.%20Grade%20Measurement%20(customary).flipchart





Place value (including expanded form)

Money amounts

Example 15815 tens 8 ones100 + 40 +10 + 8100 + 50 + 8

Determine which tool is most appropriate to use to measure the length of an object

Measure the length of objects, using appropriate tools

Standards: NBT.1.3, NBT.1.1, NBT.2.5, MD.3.8 OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.1.1, MD.1.2, MD.1.3, MD.1.4, MD.2.5



Monday & Tuesday-GM Chapter 6Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Friday- GM Chapter 8 (U.S. Customary), TT Unit 3 Lesson 16-22 and Math In Action

Resources

April Number Talks Focus Teacher Notes Number of the Day

Focus Teacher NotesProblem of

the Day Type

Mondays: Take Away

Number Strings, expressions

Break apart to make a ten to subtractEx. o20-15 = 20 –

10-5o40-29= 40-

20-9= 40-30+1

Think addition

Ten frames Number lines



Estimate first

Breaking the number into expanded form to add or subtract hundreds and hundreds, tens and tens, and

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per

person in baggies Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

POD Flipchart

Story Problems with Adding and subtracting with three-digit

27Updated 12/20/17




ones and ones


numbersTuesdays: Target Practice

Fact strategies

Make a ten

Wednesdays: How Close? How Far?

Place value and fact strategies


Counting on and counting back

Placement on a number line

Addition and subtraction strategies

Even/Odd

Number lines

Find a way for children to break apart this number to really prove that it is even, by sharing the parts equally

Ex: 348 = 2 hundreds, 14 tens, 8 ones so that each person gets 1 hundred, 7 tens, and 4 ones *This structure leads beautifully to your NOD with adding and subtracting numbers

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit number Show the value of each number with base ten blocks Skip count by 5s, 10s, and 100s within 1,000 Show 10 more, 10 less, 100 more, 100 less with digit

cards and blocks Write and read numbers in all forms (standard,



Base ten blocks Hundreds chart Open Number line Digit Cards (2) 0-9 sets per

person in baggies


Label the tens to the hundreds Ten more? Ten less? Hundred more?

Hundred less? What's the greatest number you can

make with the three digits? Least?

Three-digit Riddles

April Cont’d Number Talks Focus Teacher Notes Number of the Day

FocusTeacher Notes Problem of

the DayThursdays: What’s Happening?

Function tables, number patterns

Relationships between in and out

Looking for patterns/rules

Fact strategies

Thursday and Friday: Metric Measurement Estimate lengths in units of inches, feet,

centimeters, and meters Name standard length units Compare lengths of two objects. Determine how much longer one object is than another

in standard length units Know strategies for estimating length Recognize the size of inches, feet, centimeters, and

meters Determine if an estimate is reasonable

Metric for these two months-centimeters and meters

Cuisenaire Rods-increments of 1 cm from the white rod equaling 1 cm to the orange rod equaling 10 cm

Activity example: Roll the dice five times and get the corresponding rod each time. Make a train. What is the value?

Metric Measurement Flipchart

Story problems with Metric UnitsFridays: Going

Shopping

Money combinations

Addition and subtraction

Place Value Coin

combinations

What coins did he get back? What is the least amount of coins?

28Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/2nd%20grade%20Metric%20Measurement%20problem%20of%20the%20day.flipchart/613876551/2nd%20grade%20Metric%20Measurement%20problem%20of%20the%20day.flipchart





and subtraction Identify tools that can be used to measure length Determine which tool is most appropriate to use to

measure the length of an object Measure the length of objects, using appropriate tools

Meter sticks

Standards: MD.3.8, MD.2.6, NBT.2.6, NBT.2.5, NBT.2.7, OA.1.1, OA.1.a, NBT.1.4, OA.3.3

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.1.1, MD.1.2, MD.1.3, MD.1.4, MD.2.5



Monday & Tuesday-GM Chapter 6Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday- GM Chapter 9 (Metric), TT Unit 3 Lesson 16-22 and Math In Action

Resources

May Number Talks Focus Teacher Notes Number of the Day

Focus Teacher NotesProblem Of

The Day Type

Mondays: Can You Make It?

Decomposing numbers

Decomposing numbers


Write equations

Model on a number line



Estimate first

Breaking the number into expanded form to add or subtract hundreds and hundreds, tens and tens,

Base ten blocks Open Number line Digit Cards (2) 0-9 sets per person

in baggies Strategies:Place value strategy, decomposing into tens, commutative property, associative property, think addition, counting up or back on a number line, compensation, relating addition and subtraction

POD Flipchart

Story Problems with Adding and subtracting with three-digit numbers

Tuesdays: Take Away

Number strings, expressions

Break apart to make a ten to subtractEx. o20-15 = 20 – 10-5o40-29= 40-20-9=

Ten frames Number lines

29Updated 12/20/17





40-30+1Think addition

and ones and ones


Wednesdays: Story Problem

Coin Combinations



Bar models Number line to

count on Hundred chart

to add and subtract

What coin(s) could he have received?

Wednesday: Three Digit Detective Identify a bundle of 10 tens as a “hundred” Explain the value of each digit in a 3-digit number Show the value of each number with base ten






baggies


Label

the tens to the hundreds Ten more? Ten less? Hundred more?


Three-digit Riddles

May Cont’dNumber Talks Focus Teacher Notes Focus Teacher Notes Problem of the

DayThursdays: Pair ‘Em

Addition

Addition with two digit numbers

Thursday and Friday: Line Plots Represent measurement data on a line plot. Measure lengths of several objects

to the nearest whole unit. Measure lengths of objects by making

repeated measurements of the same object. Create a line plot with a horizontal scale

marked in whole numbers using measurements.

¼ inch ruler and centimeter rulersCuisenaire Rods- Activity Example: Grab two handfuls. Measure your rods with your metric ruler. Plot your results in a line plot.

Place a bunch of objects on each table. Each table measures the objects and creates a line plot.

Line Plot Flipchart

Story problems requiring students to interpret the data

Fridays: What Does it Weigh?

Balancing Equations

Unknowns Addition and

subtraction strategies

Fact Families

Promoting algebraic thinking

Number line

30Updated 12/20/17

https://maximizingmathmentality.wikispaces.com/file/view/line%20plot%20flipcart%20-may.flipchart/613875553/line%20plot%20flipcart%20-may.flipchart

https://maximizingmathmentality.wikispaces.com/file/view/line%20plot%20flipcart%20-may.flipchart/613875553/line%20plot%20flipcart%20-may.flipchart

http://www.timvandevall.com/rulers/printable-ruler-with-centimeters/



Standards: MD.3.8, NBT.1.1, NBT.1.2, NBT.2.8, OA.1.1, OA.1.a, NBT.2.7, MD.2.6

OA.1.a, OA.2.2, OA.3.3, NBT.1.1, NBT.1.2, NBT.2.8, NBT.1.3, NBT.1.4, MD.1.1, MD.1.2, MD.1.3, MD.1.4, MD.4.9, MD.2.5



Monday & Tuesday-GM Chapter 6Wednesday- GM Chapter 3, TT Unit 2 Lesson 10-13Thursday and Friday - GM Chapter 8 and GM Chapter 9, GM Line Plots-Lesson 8.9, TT Unit 3 Lesson 16-22 and Math In Action

Resources

31Updated 12/20/17

Documents

Aug. - Septmaximizingmathmentality.wikispaces.com/file/view... · Web viewBuild and Explore Activities (15+ min) Purpose: ... Which strategy will help me solve this problem the best?