(MP) Shapes, Blocks, and Symmetry...Images: Shapes Teaching Note Additional Shapes Display the pentagon (Shape U), the hexagon (Shape V), and the octagon (Shape X) before going on

Common CoreUnit 2

I N V E S T I G AT I O N 1

Features of 2-Dimensional and 3-Dimensional Shapes

Day Session Common Core Adaptation Common Core Standards

1 1.1A Subtraction Facts See p. CC9. MP1, MP6, MP72.OA.2

2 1.1 Geoblock Faces MP5, MP72.OA.1, 2.OA.2, 2.G.1ACTIVITY

Introducing Quick Images: Shapes

Teaching NoteAdditional Shapes Display the pentagon (Shape U), the hexagon (Shape V), and the octagon (Shape X) before going on to Activity 2. Discuss the number of sides, and ask students whether or not they know the name of each shape. Use Student Math Handbook p. 117, Naming Polygons, as a reference.

SESSION FOLLOW-UPDaily Practice and Homework

Family Letter: Make and send home copies of C9–C10, Family Letter, as a replacement for M5–M6, Family Letter.

3 1.2 Working with Geoblocks MP52.OA.1, 2.OA.2, 2.OA.4, 2.G.1

4 1.3 Sorting Geoblocks MP3, MP52.OA.4, 2.NBT.2, 2.G.1

5 1.4 Addition Combinations and Ways to Fill

MP52.OA.2, 2.MD.7, 2.G.1

6 1.5 Combining Shapes MP52.G.1

CLASSrOOm rOUTINESQuick Images: Drawing Shapes

In addition, when students compare and contrast the three Shape Cards, focus specifically on the number of sides of each shape, pointing out that while irregular, these shapes (quadrilateral, pentagon, and hexagon) are still named by the number of sides.

SESSION FOLLOW-UPDaily Practice

Family Letter Make and send home copies of C11–C12, Family Letter, as a replacement for M17–M18, Family Letter.

mathematical Practices (MP)

Domains• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)• Measurement and Data (MD)• Geometry (G)

Shapes, Blocks, and Symmetry

Instructional Plan CC5

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What Is a Rectangle?Day Session Common Core Adaptation Common Core Standards

7 2.1 Assessment: Sorting Shapes by Number of Sides

MP32.OA.1, 2.OA.2, 2.G.1

ACTIVITYSorting Shape Cards

Math NoteSorting and Naming Polygons Polygons are named for the number of sides they have. Students are likely to be familiar with the regular pentagon (Shape U) but be surprised that Shape T is also a pentagon because it has 5 sides. Similarly, they will be surprised by the hexagons Shape V (regular) and Shape I and the octagons Shape X (regular) and Shape W. Look for opportunities throughout Sessions 2.1 and 2.2 to point out and discuss pentagons and hexagons.

Teaching NoteShapes with More Than 4 Sides As students are sorting Shape Cards by the number of sides, spend a short amount of time looking at the set of shapes with “more than 4 sides.” Have students further sort this set into shapes with 5, 6, and 8 sides. Discuss the name of each shape and the number of sides and angles.

8 2.2 Sorting Quadrilaterals MP32.MD.7, 2.G.1DISCUSSION

What’s a Rectangle?Teaching NotePentagons, Hexagons, Octagons When discussing the set of shapes with more than four sides, discuss the name of each shape, the number of sides, and angles.

9 2.3 Ordering Rectangles MP3, MP42.G.1, 2.G.2ClASSrOOM rOUTINES

Quick Images: Drawing Shapes

Use Shape U instead of Shape P. Have students compare and contrast the three shape cards, focusing specifically on the number of sides and the number of angles. Use Student Math Handbook p. 117, Naming Polygons, as a reference.

CC6 UNIT 2 Shapes, Blocks, and Symmetry

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What Is a Rectangle? continued


10 2.4 Building Rectangles MP3, MP52.OA.1, 2.OA.2, 2.OA.4, 2.G.2

MATH WORKSHOPDouble It

Include Double It in Math Workshop. Student Activity Book page 21A or C13 (Double It Recording Sheet) Make copies. (1 per pair)

Teaching NoteDouble It This game, introduced in Counting, Coins, and Combinations (Unit 1) is added to this session and subsequent sessions and provides additional practice with the doubles combinations. Students practice the doubles combinations by drawing a number card, doubling the result, and recording the sum on the recording sheet.

11 2.5 Drawing Rectangles MP52.OA.2, 2.OA.4, 2.MD.7, 2.G.1

MATH WORKSHOPDouble It

Include Double It in Math Workshop. C13 (Double It Recording Sheet) Make copies. (1 per pair)

12 2.6 How Many Rectangles MP5, MP62.OA.2, 2.OA.4, 2.G.2MATH WORKSHOP

Double ItInclude Double It in Math Workshop. C13 (Double It Recording Sheet) Make copies. (1 per pair)

13 2.7 Assessment: Is It a Rectangle?

MP6, MP72.OA.1, 2.OA.2, 2.G.1

SESSION FOLLOW-UPDaily Practice

Homework: Students play Double Arrays and Double It at home. Have students complete Student Activity Book pages 28B–28C or C14–C15 (Double Arrays and Double It)

14 2.8 Making Boxes from Rectangles

MP12.NBT.2, 2.G.1, 2.G.2

15 2.9 Assessment: Faces of a Geoblock

MP32.MD.7, 2.G.1

16 2.10A End-of-Unit Assessment See p. CC14. MP1, MP22.OA.2, 2.OA.4, 2.G.2

3E

2F

2F

Instructional Plan CC7

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Symmetry Skip this Investigation.


3.1 Mirror Symmetry

3.2 Copy Tiles

3.3 Paper Folding and Cutting

3.4 Is It Symmetrical?

3.5 End-of-Unit Assessment This End-of-Unit Assessment is now Session 2.10A.

CC8 UNIT 2 Shapes, Blocks, and Symmetry

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s e s s i o n 1 . 1 A

Activity

Addition Combinations and Related Subtraction Facts 20 Min clAss PAirs

•Connectingcubes;Makeacubetowerof8:7 yellowand1red.

•Connectingcubes(10perstudent)

Activity

Which Subtraction Facts Do I Know? 30 Min individuAls PAirs

•c2–c6, subtraction cards sets: 1–3Makecopiesandcutapart.(1setperstudent)

•Envelopes(2perstudent)

Activity

Writing Addition Clues10 Min clAss individuAls

•Student Activity Book,p.1Aorc7, Practicing with subtraction cardsMakecopies.(asneeded)

•Connectingcubes(asneeded)

session Follow-uP

Daily Practice and Homework •Student Activity Book,p.1Aorc7, Practicing with subtraction cards Makecopies.(asneeded)

•Student Activity Book,p.1Borc8, subtraction Facts Makecopies.(asneeded)

today’s Plan Materials

Subtraction FactsMath Focus Points

Developing fluency with the subtraction facts related to the Plus 1, Plus 2, and Make 10 addition combinations

Classroom RoutinesQuick Images: Double Arrays Using the transparent double arrays from Rectangular Arrays (T24), display the 2 × 4 array. Follow the basic Quick Images activity. Students determine the total number of squares and share how they determined the amount. Record an equation using addition (e.g., 4 + 4 = 8) that represents the array. Repeat with 2 × 7 and 2 × 9.

session 1.1A subtraction Facts cc9

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Rectangular Arrays

Unit 2 Sessions 2.6, 3.1

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T24

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Second Pass

Confirming Pass

PDF Proof

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A C T I V I T Y

Addition Combinations and Related Subtraction Facts

ClAss pAIrs20 MIn

Begin this session by referring to the sets of addition combinations that students worked on and were assessed on in the previous unit.

You each have sets of cards for the Plus 1, Plus 2, and the Make 10 combinations. Today, we are going to look at some subtraction problems that are related to these addition combinations.

Write the following on the board, and have students record them on a piece of paper.

7∙ 1∙ _____8∙ 1∙ _____8∙ 7∙ _____

Here are three problems that are related to one another. Solve each of the problems, and then talk with a partner about how you think these problems are related.

Most students will quickly solve these problems, and many will recognize that they can use what they know about one problem (7 + 1 = 8) to solve the related subtraction problems (8 – 1 = 7 and 8 – 7 = 1).

Show students the tower of 8 cubes (7 yellow and 1 red) that you have prepared. Ask volunteers to explain how the problems in this set are related using the cubes to demonstrate their ideas. As students explain their thinking, model it for the class.

Studentsmightsay:“8isequaltoagroupof7plusagroupof1.Ifyoutakeawaythe7yellow,youareleftwith1red,andifyoutakeaway1red,youareleftwiththe7yellow.”

“Subtractionisliketheoppositeofaddition.Eitheryouputthegroupstogetheroryoutakethemapart.Ifyouknow7∙ 1is8,thenyouknow8takeaway1is7and8takeaway7is1.”

1 Activity 2 Activity 3 Activity 4 session Follow-Up

▲ T24

CC10 InVesTIgATIon 1 Features of 2-Dimensional and 3-Dimensional shapes

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1 Activity 2 Activity 3 Activity 4 Session Follow-Up

7 + 1 = 8

I wonder whether this will work for other addition combinations.

Write the following on the board, and have students record them on a piece of paper.

5 ∙ 2 ∙ _____ 7 ∙ 3 ∙ _____7 ∙ 2 ∙ _____ 10 ∙ 3 ∙ _____7 ∙ 5 ∙ _____ 10 ∙ 7 ∙ _____

Here are two other sets of problems. Solve each problem, and build a cube model of each set. Then talk with a partner about how the problems are related.

When students are finished, briefly discuss their thinking about how these sets of problems are related. 1

A C T I V I T Y

Which Subtraction Facts Do I Know?

IndIVIdUAlS pAIrS30 MIn

In the previous unit you were working on three sets of addition combinations, the Plus 1, Plus 2, and Make 10 combinations. Just as it is important to quickly know addition combinations with small numbers, it is also important to be able to quickly solve subtraction problems with small numbers. Today, you are going to get sets of subtraction fact cards that are related to the addition facts you already know.

Refer to the sets of problems that students just worked on as examples of each set. 2

Related to Related to Related to +1 combinations +2 combinations combinations of 10

8 – 1 = ___ 7 – 2 = ___ 10 – 3 = ___8 – 7 = ___ 7 – 5 = ___ 10 – 7 = ___

Teaching notes1 BuildingFluencywithSubtraction

Facts Students build on their growing understanding of the inverse relationship between addition and subtraction, as well as their fluency with addition combinations, to learn the related subtraction facts. Students will work on sets of subtraction facts in Units 2, 4, 5, and 9, following the assessment of a set of related addition facts (i.e., in Unit 1 students are assessed on the Plus 1, Plus 2, and Make 10 addition combinations. In Unit 2 they work on the related sets of subtraction facts). You can use this session as a model for introducing new sets of facts as indicated in subsequent units.

2 SubtractionFactsRelatedtoAdditionCombos Point out to students that one set has Subtraction Facts related to the +1 addition combinations, one set has Subtraction Facts related to the +2 combinations, and one set has Subtraction Facts related to the combinations of 10.

Session 1.1A Subtraction Facts CC11

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C6 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2


Unit 2 Session 1.1A

Subtraction Cards: Set 3 (page 5 of 5)

10 − 9

Clue:

10 − 8

Clue:

10 − 7

Clue:

10 − 6

Clue:

10 − 5

Clue:

10 − 4

Clue:

10 − 3

Clue:

10 − 2

Clue:

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Unit 2 Session 1.1A


5 − 3

Clue:

6 − 4

Clue:

7 − 5

Clue:

8 − 6

Clue:

9 − 7

Clue:

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Unit 2 Session 1.1A


4 − 2

Clue:

5 − 2

Clue:

6 − 2

Clue:

7 − 2

Clue:

8 − 2

Clue:

9 − 2

Clue:

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Unit 2 Session 1.1A


10 − 1

Clue:

3 − 2

Clue:

4 − 3

Clue:

5 − 4

Clue:

6 − 5

Clue:

7 − 6

Clue:

8 − 7

Clue:

9 − 8

Clue:

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Unit 2 Session 1.1A


2 − 1

Clue:

3 − 1

Clue:

4 − 1

Clue:

5 − 1

Clue:

6 − 1

Clue:

7 − 1

Clue:

8 − 1

Clue:

9 − 1

Clue:

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Distribute the three sets of Subtraction Cards (C2–C6) to each student. Explain to students that they should write their initials on the back of each card. Tell them that they should not write the answers to the problems on the cards, and for now, they should leave the Clue: blank.

Once students have initialed their cards, give each student two envelopes. Have students write their name on both envelopes and label one with “Subtraction Facts I Know” and the other with “Subtractions Facts I Am Still Working On.”

The Subtraction Cards are going to work just like your Addition Cards. Look through the cards and sort them into two groups. If you look at a card and you know the answer without having to stop and solve the problem, put that card in the “Subtraction Facts I Know” envelope. Put the cards that you aren’t sure about or have to stop and figure out the answer to in the “Subtraction Facts I Am Still Working On” envelope.

As you circulate, take subtraction cards from each student’s “Subtraction Facts I Know” envelope and see whether you agree that the student knows these facts. Re-file cards as needed.

Have pairs of students work together to practice with the cards. They should mix up the sets of cards so that related cards (i.e., Subtraction Cards related to +1 combinations) are not together.

OngOing ASSeSSment: Obser ving Student s at Work

Studentspracticethesubtractionfactsrelatedto+1and+2combinationsandcombinationsof10. 3

• Whichsubtractionfactscanstudentsrecallfluently?Whichdotheyneedtofigureout?

• Arestudentsabletoidentifytherelatedadditioncombinationandusethisinformationtohelpthemsolveanunknownsubtractionfact?

diFFerentiAtiOn: Suppor ting the range of Lear ner s

Somestudentsmayfindithelpfultosorttheircardsintosetsandpracticeeachsettogether.Forstudentswhohavealotofcardsinthe“StillWorkingOn”envelope,checktoseeiftheyarefluentwiththerelatedadditioncombinationcards.Thosestudentswhoarenotyetfluentwiththesecombinationsshouldpracticeworkingwiththeiradditioncombinationcardsfromthepreviousunit.

Reviewthephrases“factsIknow”and“factsIamworkingon”bysortingwithstudentsafewcardsthatshowexamplesofeach.

teaching note3 PracticingSubtraction

Facts Throughout this unit and in subsequent units, students should continue to practice the subtraction facts in their “working on” piles. This practice can be assigned as additional homework, a Math Workshop activity, or something students work on when they have a few minutes after completing another activity. C7 allows you to individualize this practice according to student needs.

▲ resource masters, C2–C6

CC12 inveStigAtiOn 1 Features of 2-dimensional and 3-dimensional Shapes

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DateNameShapes, Blocks, and Symmetry Homework

Session 1.1A Unit 2

Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these at home with a friend or family member.

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

note Students practice subtraction facts and use related addition facts to help.

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1B Unit 2 Session 1.1A

Subtraction FactsSolve the subtraction problems.

10 − 3 = 8 − 2 = 7 − 5 =

9 − 1 = 10 − 7 = 10 − 4 =

8 − 6 = 5 − 1 = 8 − 7 =

Write subtraction facts that relate to these addition combinations.

8 + 1 = 9

− =

− =

7 + 2 = 9

− =

− =

9 + 1 = 10

− =

− =

note Students solve subtraction problems related to addition combinations.

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A c t i v i t y

Writing Addition Clues clASS10 Min individUAlS

After most students have sorted and practiced their sets of Subtraction Cards, call the group together to discuss how to use the Clue on each Subtraction Card.

Write following problems on the board.

9∙ 2 10∙ 4

Clue:____________ Clue:____________

Suppose you were stuck on these two subtraction facts. Talk with the person next to you about what addition problem you could use as a clue to solve the subtraction problem.

Ask volunteers to explain their thinking about which addition problem they would record. Use cubes to model their ideas.

Explain to students that they should work with a partner to write addition clues for any of the cards that are in the “Subtraction Facts I Am Still Working On” envelope. Each student should work on his or her own set of cards but can consult with a partner if they need a suggestion about the related addition clue. 4

Have students choose 6 problems from their “Working On” envelopes that they want to practice at home. They record those subtraction facts on Student Activity Book page 1A or C7.

S e S S i o n F o l l o w - U p

Daily Practice and Homework DailyPractice: For ongoing review, have students complete

Student Activity Book page 1B or C8.

Homework: Students work on the subtraction facts they recorded on Student Activity Book page 1A or C7 at home with a friend or family member.

teaching notes4 AssessingSubtractionFacts Most

students should be comfortable with most of these first sets of Subtraction Facts. Students will be assessed on these three sets of facts in Session 2.10A as a part of the End-of-Unit Assessment.

▲ Student Activity Book, Unit 2, p. 1A;Resource Masters, c7

▲ Student Activity Book, Unit 2, p. 1B;Resource Masters, c8

Session 1.1A Subtraction Facts cc13

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s e s s i o n 2 . 1 0 A

Classroom RoutinesToday’s Number: 29 Students individually generate numerical expressions for the number 29 using addition and/or subtraction. They record these expressions on blank paper which they have labeled with the date and heading Today’s Number: 29. This work will give you some information on how students are understanding and working with Today’s Number. Additionally, this is the second in a series of work samples for Today’s Number that will be collected throughout the year.

AssessMenT ACTiViTY

End-of-Unit Assessment Problems 60 Min indiViduAls

• C16–C19, end-of-unit Assessment Make copies. (1 per student)

• M15, inch Grid Paper Make copies. (1 per student; plus extras as needed)

• M29, Centimeter Grid Paper Make copies. (optional)

• C20, Assessment Checklist: doubles Combinations Make copies. (2 or 3 sheets)

• C21, Assessment Checklist: subtraction Facts Make copies. (7 or 8 sheets)

• M19, Addition Cards set 2: doubles Combinations (from Session 1.4; optional) ; color tiles; tape\

session Follow-uP

Daily Practice • Student Activity Book, p. 30B or C22, Fly Away! Make copies. (as needed)

• Student Math Handbook, pp. 47, 126

Today’s Plan Materials

End-of-Unit AssessmentMath Focus Points

Constructing and describing rectangular arrays of tiles

Achieving fluency with the doubles combinations

Developing fluency with subtraction facts related to the Plus 1, Plus 2, and Make 10 addition combinations

CC14 inVesTiGATion 2 what is a Rectangle?

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C20 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unit 2 Session 2.10A

Ass

essm

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heck

list:

Dou

bles

Com

bina

tions

Stud

ent

1 ∙

12

∙ 2

3 ∙

34

∙ 4

5 ∙

56

∙ 6

7 ∙

78

∙ 8

9 ∙

910

∙ 10

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End-of-Unit Assessment (page 4 of 4)

Subtraction Facts

10 − 9 = 10 − 5 = 10 − 2 =

6 − 4 = 8 − 2 = 7 − 5 =

10 − 4 = 5 − 2 = 10 − 3 =

10 − 8 = 9 − 7 = 10 − 7 =

10 − 6 = 4 − 2 = 4 − 1 =

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Subtraction Facts

10 − 9 = 10 − 5 = 10 − 2 =

6 − 4 = 8 − 2 = 7 − 5 =

10 − 4 = 5 − 2 = 10 − 3 =

10 − 8 = 9 − 7 = 10 − 7 =

10 − 6 = 4 − 2 = 4 − 1 =

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Doubles Combinations

4 + 4 = 9 + 9 = 3 + 3 =

6 + 6 = 1 + 1 = 7 + 7 =

5 + 5 = 2 + 2 = 10 + 10 =

8 + 8 =

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Make a Rectangle

1. Make a rectangle using 18 color tiles. Draw it on grid paper.

Cut out your rectangle and tape it in this space.

2. Describe your rectangle. Include how many rows and how many tiles are in each row.

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Professional Development 1 TeacherNote:End-of-Unit Assessment,

pp. 166–167, 171

1 Assessment Activity 2 Session Follow-Up

A S S E S S M E N T A C T I V I T Y

End-of-Unit AssessmentINDIVIDUAlS60 MIN

This End-of-Unit Assessment focuses on two of the unit’s benchmarks. 1

There are three parts to the End-of-Unit Assessment. Each student works independently to solve the problem Make a Rectangle (C16) that assesses Benchmark 2: Identify the number of rows and the number of squares in each row in an array. Students also complete Doubles Combinations (C17) that assesses Benchmark 6: Demonstrate fluency with addition combinations: doubles combinations to 10 + 10.

They are also assessed on their fluency with the subtraction facts related to +1 and +2 combinations and combinations of 10 as they complete Subtraction Facts (C18–C19).

As students are working on the assessment, have individuals or small groups of students cycle through a station with you to complete the assessments for Doubles Combinations and Subtraction Facts.

Part 1: Make a RectangleOn End-of-Unit Assessment: Make a Rectangle (C16), students make a rectangle using 18 color tiles, draw it on Inch Grid Paper (M15), cut it out, and attach it to the assessment sheet. Then students describe the rectangle.

Students may need to tape together two sheets of inch grid paper to make their rectangle, or students may choose to draw their rectangle on Centimeter Grid Paper (M29).

ONgOINg ASSESSMENT: Obser ving Student s at Work

Students make a rectangular array and describe it.

• Dostudentsmakearectangulararraywith18tiles?

• Dostudentsidentifythenumberofrowsandnumberoftilesineachrow?

Part 2: Doubles CombinationsThe Doubles Combinations assessment can be done in one of two ways. Both involve observation. If you choose to use End-of-Unit Assessment: Doubles Combinations (C17), observe students as they complete the sheet to see how fluent they are in their responses.

▲ Resource Masters, C20

▲ Resource Masters C16–C19

Session 2.10A End-of-Unit Assessment CC15

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Ass

essm

ent C

heck

list:

Subt

ract

ion

Fact

sR

elat

ed to

Add

ition

Com

bina

tions

∙ 1,

∙ 2

, Mak

e 10

Stud

ent

Stud

ent

Stud

ent

∙ 1

∙ 2

Mak

e 10

∙ 1

∙ 2

Mak

e 10

∙ 1

∙ 2

Mak

e 10

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

6 −

16

− 5

8 −

28

− 6

10 −

56

− 1

6 −

58

− 2

8 −

610

− 5

6 −

16

− 5

8 −

28

− 6

10 −

5

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

8 −

18

− 7

8 −

18

− 7

8 −

18

− 7

9 −

19

− 8

9 −

19

− 8

9 −

19

− 8

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DateNameShapes, Blocks, and Symmetry Daily Practice

30B

Fly Away!Tell how many of each kind of block are in the kite design. Then follow the directions for coloring.

triangle pentagon trapezoid hexagon

1. Triangles Color triangles green.

2. Pentagons Color pentagons blue.

3. Trapezoids Color trapezoids red.

4. Hexagons Color hexagons yellow.

note Students practice identifying 2-D shapes.

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Alternately, you can interview students, using a blank set of the Addition Cards Set 2: Doubles Combination (M19), and they can respond orally. Keep track of student responses on the Assessment Checklist: Doubles Combinations (C20). 2

OngOing Assessment: Obser ving student s at Work

Students solve doubles combination problems.

• Do students accurately and efficiently solve all the problems in a reasonable amount of time?

Part 3: Subtraction Facts Students solve a selection of subtraction facts related to +1 and +2 combinations and combinations of 10. The subtraction facts assessment can be done in one of two ways and involves observation. If you choose to use End-of-Unit Assessment: Subtraction Facts (C18–C19), observe 5–6 students at a time as they complete the sheet to see how fluent they are in their responses. Record information on the Assessment Checklist: Subtraction Facts by circling the facts that the student is not yet fluent with (C21).

Alternately, you can interview students using their sets of subtraction fact cards and record your observations on C21 as well.

OngOing Assessment: Obser ving student s at Work

Students solve subtraction problems related to +1 and +2 combinations, and combinations of 10.

• Do students accurately and efficiently solve all the problems in a reasonable amount of time?

s e s s i O n F O l l O W - U p

Daily Practice Daily Practice: For enrichment, have students complete

Student Activity Book page 30B or C22.

Student Math Handbook: Students and families may use Student Math Handbook pages 47 and 126 for reference and review. See pages 178–182 in the back of this unit.

1 Assessment Activity 2 session Follow-Up

▲ Resource masters, C21

▲ student Activity Book, Unit 2, p. 30B; Resource masters, C22

teaching note 2 Subtraction Facts Related to the

Doubles Combinations (Set 4) This set of facts will be introduced at the beginning of Session 1.2 in Unit 3. In preparation, make copies and cut apart C25, Subtraction Cards Set 4 (1 per student).

CC16 investigAtiOn 2 What is a Rectangle?

INV12_TE02_U02_S2.10A.indd 16 6/20/11 10:08 AM



Unit 2 Session 1.1A


2 − 1

Clue:

3 − 1

Clue:

4 − 1

Clue:

5 − 1

Clue:

6 − 1

Clue:

7 − 1

Clue:

8 − 1

Clue:

9 − 1

Clue:

INV12_BLM02_U2.indd 2 5/2/11 2:05 PM



Unit 2 Session 1.1A


10 − 1

Clue:

3 − 2

Clue:

4 − 3

Clue:

5 − 4

Clue:

6 − 5

Clue:

7 − 6

Clue:

8 − 7

Clue:

9 − 8

Clue:

INV12_BLM02_U2.indd 3 5/2/11 2:06 PM



Unit 2 Session 1.1A


4 − 2

Clue:

5 − 2

Clue:

6 − 2

Clue:

7 − 2

Clue:

8 − 2

Clue:

9 − 2

Clue:

INV12_BLM02_U2.indd 4 5/19/11 2:48 PM



Unit 2 Session 1.1A


5 − 3

Clue:

6 − 4

Clue:

7 − 5

Clue:

8 − 6

Clue:

9 − 7

Clue:

INV12_BLM02_U2.indd 5 5/19/11 2:49 PM



Unit 2 Session 1.1A


10 − 9

Clue:

10 − 8

Clue:

10 − 7

Clue:

10 − 6

Clue:

10 − 5

Clue:

10 − 4

Clue:

10 − 3

Clue:

10 − 2

Clue:

INV12_BLM02_U2.indd 6 5/19/11 2:49 PM



DateName

Unit 2 Session 1.1A

note Students practice subtraction facts and use related addition facts to help.

Practicing with Subtraction CardsChoose 6 Subtraction Card problems from your “working on” pile, and write these on the blank cards below. Practice these at home with a friend or family member.

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

− =

Addition Clue:

Homework

INV12_BLM02_U2.indd 7 6/21/11 11:43 AM



DateNameDaily Practice

Unit 2 Session 1.1A

note Students solve subtraction problems related to addition combinations.

Subtraction FactsSolve the subtraction problems.

10 − 3 = 8 − 2 = 7 − 5 =

9 − 1 = 10 − 7 = 10 − 4 =

8 − 6 = 5 − 1 = 8 − 7 =

Write subtraction facts that relate to these addition combinations.

8 + 1 = 9

− =

− =

7 + 2 = 9

− =

− =

9 + 1 = 10

− =

− =

INV12_BLM02_U2.indd 8 6/20/11 3:37 PM

C9 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unit 2 Session 1.1

DateNameFamily LetterShapes, Blocks, and Symmetry

(continued)

About the Mathematics in This Unit (page 1 of 2)

Dear Family,

We are beginning a new unit in mathematics called Shapes, Blocks, and

Symmetry. In this unit, students will identify two- and three-dimensional shapes,

focus on the properties of rectangles and rectangular prisms, and work on doubles

combinations.

Throughout this unit, students will be working toward these goals:

BENCHMARKS/GOALS EXAMPLES

Identify the number of sides of a polygon.

3 sides 6 sides 4 sides

Identify the number of rows and the number of squares in each row in an array. 2 rows

6 in each row

Identify rectangles as four-sided shapes with four right angles.

These are all rectangles.

Identify the number of faces on a rectangular prism and show which faces are congruent.

How many faces? Which faces are congruent?

INV12_BLM02_U2.indd 9 4/21/11 5:46 PM


DateFamily LetterShapes, Blocks, and Symmetry

BENCHMARKS/GOALS EXAMPLES

Demonstrate fluency with addition combinations: doubles combinations to 10 + 10.

6 + 6 =9 + 9 =4 + 4 =7 + 7 =

Demonstrate fluency with subtraction facts related to addition combinations, +1, +2, and Make 10.

7 − 1 =5 − 2 =

10 − 6 =

Students will continue to engage in math problems and activities and share

how they solve a given problem. At home, you can encourage your child to explain

his/her math thinking to you as you engage in activities that further support the

mathematics in this unit.

About the Mathematics in This Unit (page 2 of 2)

INV12_BLM02_U2.indd 10 6/6/11 8:02 AM



(continued)

Related Activities to Try at Home (page 1 of 2)

Dear Family,

The activities suggested below are related to the geometry we are currently

working on in school. Doing them together can enrich your child’s learning.

Look Out for Shapes Look for different shapes in the environment. Where do

you see rectangles and squares? How many triangles do you see? Can you find a

trapezoid? How about a hexagon or an octagon? Are there some shapes within other

shapes, such as panes in a window? Your child can also look for and make three-

dimensional shapes by combining blocks, boxes, or other building materials.

Making Shapes Make shape pictures out of shapes cut from paper. Scrap paper

and newspaper work fine. Cut a variety of shapes (for example, squares, rectangles,

triangles, circles, and hexagons) for your child to glue onto a background. You might

like to do this as a family mural, adding shapes over a period of time.

Where Are Arrays? Look for rectangles or arrays (for example, floor tiles, eggs in

a carton, cans in a box, calendar grids, and window panes). Talk about the number

of rows and columns that you see and use that to figure out the total number of

items in each array. You can also draw new arrays. Take turns choosing the number

of rows and columns. If an array has 3 rows and 6 columns, does it always look the

same? How many different arrays can you make with 24 tiles?

INV12_BLM02_U2.indd 11 4/21/11 5:46 PM



Math and Literature Here are some children’s

books that contain ideas related to our work in this

geometry unit. You can find many of them in your

local public library and read them together.

Burns, Marilyn. The Greedy Triangle

Friedman, Aileen. A Cloak for the Dreamer

Hoban, Tana. Shapes, Shapes, Shapes

Hutchins, Pat. Clocks and More Clocks

Greene, Rhonda Gowler. When a Line Bends . . . A Shape Begins

Neuschwander, Cindy. Sir Cumference and the First Round Table

Pluckrose, Henry. Math Counts: Shape

Schulz, Charles M. How to Draw Peanuts

Related Activities to Try at Home (page 2 of 2)

24084_003v

INV12_BLM02_U2.indd 12 4/21/11 5:46 PM



Unit 2 Session 2.4

Double It Recording Sheet

Pick

a c

ard.

Dou

ble

the

num

ber.

Writ

e th

e to

tal.

23

45

67

89

1011

1213

1415

1617

1819

20

INV12_BLM02_U2.indd 13 6/20/11 3:38 PM



DateName

note Students draw arrays of a doubles fact and then write an equation to match the array.

Unit 2 Session 2.7

Double ArraysPick a card. Double the number. Color that many squares. Write an equation.

3 + 3 = 6

Homework

INV12_BLM02_U2.indd 14 6/23/11 11:08 AM



DateNameHomework

note Students practice adding doubles.

Unit 2 Session 2.7

Double It Recording Sheet

Pick

a c

ard.

Dou

ble

the

num

ber.

Writ

e th

e to

tal.

23

45

67

89

1011

1213

1415

1617

1819

20

INV12_BLM02_U2.indd 15 6/23/11 11:11 AM




Make a Rectangle

1. Make a rectangle using 18 color tiles. Draw it on grid paper.

Cut out your rectangle and tape it in this space.

2. Describe your rectangle. Include how many rows and how many tiles are in each row.

INV12_BLM02_U2.indd 16 4/21/11 5:47 PM




Doubles Combinations

4 + 4 = 9 + 9 = 3 + 3 =

6 + 6 = 1 + 1 = 7 + 7 =

5 + 5 = 2 + 2 = 10 + 10 =

8 + 8 =

INV12_BLM02_U2.indd 17 5/2/11 2:08 PM




Subtraction Facts

9 − 8 = 6 − 1 = 5 − 4 =

8 − 6 = 8 − 1 = 9 − 2 =

9 − 1 = 7 − 6 = 5 − 3 =

5 − 1 = 6 − 2 = 10 − 1 =

7 − 2 = 8 − 7 = 7 − 1 =

INV12_BLM02_U2.indd 18 5/2/11 2:08 PM




Subtraction Facts

10 − 9 = 10 − 5 = 10 − 2 =

6 − 4 = 8 − 2 = 7 − 5 =

10 − 4 = 5 − 2 = 10 − 3 =

10 − 8 = 9 − 7 = 10 − 7 =

10 − 6 = 4 − 2 = 4 − 1 =

INV12_BLM02_U2.indd 19 5/2/11 2:09 PM


Ass

essm

ent C

heck

list:

Dou

bles

Com

bina

tions

Stud

ent

1 ∙

12

∙ 2

3 ∙

34

∙ 4

5 ∙

56

∙ 6

7 ∙

78

∙ 8

9 ∙

910

∙ 10

INV12_BLM02_U2.indd 20 6/6/11 8:06 AM


Ass

essm

ent C

heck

list:

Subt

ract

ion

Fact

sR

elat

ed to

Add

ition

Com

bina

tions

∙ 1,

∙ 2

, Mak

e 10

Stud

ent

Stud

ent

Stud

ent

∙ 1

∙ 2

Mak

e 10

∙ 1

∙ 2

Mak

e 10

∙ 1

∙ 2

Mak

e 10

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

6 −

16

− 5

8 −

28

− 6

10 −

56

− 1

6 −

58

− 2

8 −

610

− 5

6 −

16

− 5

8 −

28

− 6

10 −

5

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

8 −

18

− 7

8 −

18

− 7

8 −

18

− 7

9 −

19

− 8

9 −

19

− 8

9 −

19

− 8

INV12_BLM02_U2.indd 21 5/19/11 3:09 PM



DateNameDaily Practice

Unit 2 Session 2.10A

note Students practice identifying 2-D shapes.

114

Fly Away!Tell how many of each kind of block are in the kite design. Then follow the directions for coloring.

triangle pentagon trapezoid hexagon

1.Triangles Color triangles green.

2.Pentagons Color pentagons blue.

3.Trapezoids Color trapezoids red.

4.Hexagons Color hexagons yellow.

INV12_BLM02_U2.indd 22 6/23/11 11:09 AM


Figuras, bloques y simetría

FechaNombre

Unidad 2 Sesión 1.1A

Tarjetas de resta: Grupo 1 (página 1 de 5)

2 − 1

Pista:

3 − 1

Pista:

4 − 1

Pista:

5 − 1

Pista:

6 − 1

Pista:

7 − 1

Pista:

8 − 1

Pista:

9 − 1

Pista:

INV12_SP_BLM02_U2.indd 2 6/21/11 12:56 PM



FechaNombre



10 − 1

Pista:

3 − 2

Pista:

4 − 3

Pista:

5 − 4

Pista:

6 − 5

Pista:

7 − 6

Pista:

8 − 7

Pista:

9 − 8

Pista:




FechaNombre



4 − 2

Pista:

5 − 2

Pista:

6 − 2

Pista:

7 − 2

Pista:

8 − 2

Pista:

9 − 2

Pista:




FechaNombre



5 − 3

Pista:

6 − 4

Pista:

7 − 5

Pista:

8 − 6

Pista:

9 − 7

Pista:




FechaNombre



10 − 9

Pista:

10 − 8

Pista:

10 − 7

Pista:

10 − 6

Pista:

10 − 5

Pista:

10 − 4

Pista:

10 − 3

Pista:

10 − 2

Pista:



FechaNombreFiguras, bloques y simetría

Practicar con tarjetas de resta Escoge 6 problemas de tarjetas de resta de la pila con la cual estás trabajando y escríbelos en las tarjetas en blanco de abajo. Practícalos en casa con un amigo o un miembro de tu familia.

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:

− =

Pista para la suma:


notA Los niños practican operaciones de resta y usan operaciones relacionadas de suma como ayuda.

Tarea



FechaNombreFiguras, bloques y simetría Práctica diaria

Operaciones de restaResuelve los problemas de resta.

10 − 3 = 8 − 2 = 7 − 5 =

9 − 1 = 10 − 7 = 10 − 4 =

8 − 6 = 5 − 1 = 8 − 7 =

Escribe operaciones de resta que se relacionen con estas combinaciones de suma.

8 + 1 = 9

− =

− =

7 + 2 = 9

− =

− =

9 + 1 = 10

− =

− =


notA Los niños resuelven problemas de resta relacionados con combinaciones de suma.



FechaNombre

Unidad 2 Sesión 1.1


(continúa)

Sobre las Matemáticas de esta unidad (página 1 de 2)

Estimada familia:

Estamos empezando una nueva unidad de Matemáticas llamada Figuras,

bloques y simetría. En esta unidad, los niños identificarán figuras bidimensionales y

tridimensionales, se enfocarán en las propiedades de los rectángulos y prismas

rectangulares y trabajarán con combinaciones de dobles.

A lo largo de esta unidad los niños trabajarán para lograr los siguientes

objetivos:

PUNTOS DE REFERENCIA/OBJETIVOS EJEMPLOS

Identificar el número de lados de un polígono.

3 lados 6 lados 4 lados

Identificar el número de filas y el número de cuadrados en cada fila de una matriz. 2 filas

6 en cada fila

Identificar rectángulos como figuras de cuatro lados con cuatro ángulos rectos.

Todos estos son rectángulos.

Identificar el número de caras de un prisma rectangular y mostrar qué caras son congruentes.

¿Cuántas caras? ¿Qué caras son congruentes?

Carta a la familia HOGAR



FechaNombre



PUNTOS DE REFERENCIA/OBJETIVOS EJEMPLOS

Obtener habilidad en el manejo de combinaciones de suma: combinaciones de dobles hasta 10 + 10.

6 + 6 =9 + 9 =4 + 4 =7 + 7 =

Obtener habilidad en el manejo de combinaciones de resta relacionadas con combinaciones de suma, +1, +2, y Forma 10.

7 − 1 =5 − 2 =

10 − 6 =

Los niños continuarán participando en problemas y actividades de matemáticas,

y compartirán la manera en que resuelven un problema dado. En casa, anime a su

hijo/a a que le explique su razonamiento matemático mientras participa en

actividades que le ayudarán con las matemáticas de esta unidad.

Sobre las Matemáticas de esta unidad (página 2 de 2)




FechaNombre



(continúa)

Actividades relacionadas para hacer en el hogar (página 1 de 2)

Estimada familia:

Las actividades que se sugieren a continuación están relacionadas con la

geometría con la que estamos trabajando en la escuela. Hacer estas actividades

juntos puede enriquecer el aprendizaje de su hijo/a.

Buscar figuras Busquen diferentes figuras en su entorno. ¿Dónde ven rectángulos

y cuadrados? ¿Cuántos triángulos ven? ¿Pueden encontrar un trapecio? ¿Y un

hexágono o un octágono? ¿Hay figuras dentro de otras figuras, como las de los

vidrios de una ventana? Su hijo/a también puede buscar y hacer figuras

tridimensionales combinando bloques, cajas u otros materiales de construcción.

Hacer figuras Hagan figuras con figuras de papel recortadas. Pueden usar papel

borrador o de periódico. Recorten una variedad de figuras (por ejemplo, cuadrados,

rectángulos, triángulos, círculos y hexágonos) para que su hijo/a los pegue en una

superficie. Quizás le interese hacer un mural familiar, agregando figuras durante un

período de tiempo.

¿Dónde hay matrices? Busquen rectángulos o matrices (por ejemplo, baldosas

del suelo, huevos en un cartón, latas en una caja, las cuadrículas de un calendario y

los vidrios de ventanas). Hablen sobre el número de filas y columnas que pueden ver

y usen eso para averiguar el número total de elementos en cada matriz. También

pueden dibujar matrices nuevas. Túrnense para elegir el número de filas y columnas.

Si una matriz tiene 3 filas y 6 columnas, ¿se ve siempre igual? ¿Cuántas matrices

diferentes pueden hacer con 24 fichas cuadradas?




FechaNombre



Matemáticas y literatura Aquí tiene un libro para niños

que contiene ideas relacionadas con nuestro trabajo en esta

unidad de geometría. Pueden buscarlo en la biblioteca pública

y leerlo juntos.

Hoban, Tana. Figuras, figuras, figuras

Actividades relacionadas para hacer en el hogar (página 2 de 2)

24084_003v





FechaNombre


Duplícalo Hoja de anotaciones

Esco

ge u

na ta

rjeta

. Dup

lica

el n

úmer

o. E

scrib

e el

tota

l.

23

45

67

89

1011

1213

1415

1617

1819

20



FechaNombreFiguras, bloques y simetría

Matrices doblesEscoge una tarjeta. Duplica el número. Colorea esa cantidad de cuadrados. Escribe una ecuación.

Tarea

notA Los niños dibujan matrices de suma de dobles y luego escriben una ecuación que corresponda a la matriz.


3 + 3 = 6



FechaNombreFiguras, bloques y simetría Tarea

notA Los niños practican la suma de dobles.


Duplícalo Hoja de anotaciones

Esco

ge u

na ta

rjeta

. Dup

lica

el n

úmer

o. E

scrib

e el

tota

l.

23

45

67

89

1011

1213

1415

1617

1819

20



FechaNombre



Evaluación final de la unidad (página 1 de 4) escritura

Hacer un rectángulo

1. Haz un rectángulo usando 18 fichas cuadradas de colores. Dibújalo en papel cuadriculado.

Recorta tu rectángulo y pégalo con cinta adhesiva en este espacio.

2. Describe tu rectángulo. Incluye cuántas filas hay y cuántas fichas cuadradas hay en cada fila.



FechaNombre



Evaluación final de la unidad (página 2 de 4)

Combinaciones de dobles

4 + 4 = 9 + 9 = 3 + 3 =

6 + 6 = 1 + 1 = 7 + 7 =

5 + 5 = 2 + 2 = 10 + 10 =

8 + 8 =



FechaNombre




Operaciones de resta

9 − 8 = 6 − 1 = 5 − 4 =

8 − 6 = 8 − 1 = 9 − 2 =

9 − 1 = 7 − 6 = 5 − 3 =

5 − 1 = 6 − 2 = 10 − 1 =

7 − 2 = 8 − 7 = 7 − 1 =



FechaNombre




Operaciones de resta

10 − 9 = 10 − 5 = 10 − 2 =

6 − 4 = 8 − 2 = 7 − 5 =

10 − 4 = 5 − 2 = 10 − 3 =

10 − 8 = 9 − 7 = 10 − 7 =

10 − 6 = 4 − 2 = 4 − 1 =


C20 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unidad 2 Sesión 2.10A

List

a de

com

prob

ació

n: C

ombi

naci

ones

de

dobl

esN

iño

1 ∙

12

∙ 2

3 ∙

34

∙ 4

5 ∙

56

∙ 6

7 ∙

78

∙ 8

9 ∙

910

∙ 10


C21 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 2Unidad 2 Sesión 2.10A

List

a de

com

prob

ació

n: O

pera

cion

es d

e re

sta

Rel

acio

nada

s co

n co

mbi

naci

ones

de

sum

a ∙

1, ∙

2, F

orm

ar 10

Niñ

oN

iño

Niñ

o

∙ 1

∙ 2

Form

a 10

∙ 1

∙ 2

Form

a 10

∙ 1

∙ 2

Form

a 10

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

2 −

14

− 2

10 −

910

− 1

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

3 −

13

− 2

5 −

25

− 3

10 −

810

− 2

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

4 −

14

− 3

6 −

26

− 4

10 −

710

− 3

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

5 −

15

− 4

7 −

27

− 5

10 −

610

− 4

6 −

16

− 5

8 −

28

− 6

10 −

56

− 1

6 −

58

− 2

8 −

610

− 5

6 −

16

− 5

8 −

28

− 6

10 −

5

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

7 −

17

− 6

9 −

29

− 7

8 −

18

− 7

8 −

18

− 7

8 −

18

− 7

9 −

19

− 8

9 −

19

− 8

9 −

19

− 8



FechaNombreFiguras, bloques y simetría Práctica diaria

¡A volar!Indica cuántos bloques de cada tipo hay en el diseño de la cometa. Luego sigue las instrucciones para colorearla.

triángulo pentágono trapecio hexágono

1.Triángulos Colorea los triángulos de verde.

2.Pentágonos Colorea los pentágonos de azul.

3.Trapecios Colorea los trapecios de rojo.

4.Hexágonos Colorea los hexágonos de amarillo.


notA Los niños practican cómo identificar figuras bidimensionales.

114


Documents

(MP) Shapes, Blocks, and Symmetry...Images: Shapes Teaching Note Additional Shapes Display the pentagon (Shape U), the hexagon (Shape V), and the octagon (Shape X) before going on