Web viewStandards. Essential Questions. Assessments. Skills. Content. Lessons. Resources. 2.1.2.A-Demonstrate the relationship between numbers and

Teacher: CORE Math Grade 2 Year: 2014-15

Course: Math Grade 2 Month: All Months

Lessons 1-10

Standards Essential Questions Assessments Skills Content Lessons Resources

2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.C-Tell time on an analog and digital clock to the nearest minute.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.D-Analyze representations of data and compare the data from two categories.2.8.2.A-Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.NBT.4-Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.1-Recognize 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.2.G.2-Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.NBT.2-Count within 1000; skip-count by 5s, 10s, and 100s.2.NBT.3-Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.9-Explain why addition and subtraction strategies work, using place value and the

How do I know that 34 is the same as 30+4?

What can graphs tell me?

What are the different ways I can name a pattern?

Written Assessment 1 - Lesson 10.2

write numbers as number sentences

show data or information by graphing

create a repeating pattern and name it based on colors, shapes, or letters

addend

addition, sum

commutative property of addition

data

digital time

doubles

equal

fewer, greater

graph

hexagon, trapezoid, parallelogram

hour, hour hand, minute hand

largest, smallest

left, right

longer, shorter

number

o'clock

ordinal number

plus

Lesson 2 - ID One More and One Less Than a Number - Graphing Data on a Graph

SM Teacher Lessons 1-10SM Student WSMath Folderspaper tagsglueself-stick tags (1.5" x 2")pennies - 1 per studentteacher clockstudent clockscopy paper18 pencilsTeacher Fact Cardspattern blockssmall plastic animals, pencils, or other objects - 1 per studentcolor tilesFact Assessment 1Written Assessment 1Oral Assessment 1 Recording Forms

properties of operations. repeating pattern

shape, sizesquare, triangle

Lessons 11-20


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting, repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.3.2.C-Tell time on an analog and digital clock to the nearest minute.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.8.2.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.NBT.9-Explain why addition and subtraction strategies work, using place value and the properties of operations.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.3-Partition 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.NBT.2-Count within 1000; skip-count by 5s, 10s, and 100s.2.NBT.7-Add 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.

How do I know whether something has been divided into thirds or sixths?

How do I know which operation to use to solve a problem?

How do I identify the seventh item in a row?

What are some ways that I can determine how to finish a pattern?

Written Assessment Lesson 15.2


use fractions to name equal parts of a whole

choose the appropriate arithmetic operation to solve a problem

use mathematical language to tell the place or position of something when things are in a row

identify different rule patterns

circle, rectangle

divide

even, odd

fraction, one half, one sixth, one third, half

most

pictograph

polygon

side

weekday, weekend

seventh, eighth, ninth, tenth, eleventh, twelfth

whole

Lesson 12 - ID the Time One Hour Ago and One Hour From Now

SM Teacher Lesson 11-20SM Student WSTeacher Fact CardsTeacher clockcrayonsbags of colored tilesstudent clocksstudent fact cardspattern blockspaper tagsglue stickspennies - 1 per studentWritten Assessments 2 and 3Fact Assessment 2Oral Assessment 2 Forms

2.NBT.8-Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Lessons 21 - 30

Standards Essential Questions AssessmentsSkills Content Lessons Resources

2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.3.2.C-Tell time on an analog and digital clock to the nearest minute.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.2.A-Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties.2.8.2.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.G.1-Recognize 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.2.G.3-Partition 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.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.NBT.7-Add 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

How can I check to see if an answer to a subtraction problem is correct?

How do I know which ten the temperature is closest to on a thermometer?

What are some ways I can sort geometric shapes?

How will a number sentence help me solve a word problem?

Written Assessment - Lesson 25.2


use the same three numbers to create two addition and two subtraction facts in an addition and subtraction fact family

use numbers to describe the temperature

sort geometric shapes by attributes

show which operation will be used to solve a word problem with a number sentence

Celsius, degree, Fahrenheit, temperature, thermometer

digit

fact family

half hour, half past

halves

sort

subtraction

Lesson 23 - Dividing a Shape in Half - Shading One Half of a Shape - Identify if a fractional part of a Whole is Closer to 0,1/2 , or 1

SM Teacher Lessons 21 - 30SM Student WSTeacher Fact CardsAttribute Shape sheetsscrap paperpattern blockspaper squaresmath foldersTeacher clockstudent clocks - 1 per studentdemonstration thermometeroutdoor class thermometermoney bags - 10 dimes, 20 penniescolor tilesWritten Assessment 4 and 5Oral Assessment 3Fact Assessment 4 and 5

adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Lessons 31-40


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting, repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.D-Use a rule to find a missing value and determine a rule for a given pattern.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.NBT.2-Count within 1000; skip-count by 5s, 10s, and 100s.2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.3-Partition 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.NBT.1-Understand 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:2.NBT.7-Add 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

How can I compare fractions?

How many halves equal a whole, fourths, and eighths?

When would I use tally marks and a simple table?

How can I show data on a bar graph? How can making a graph help me solve problems?



compare and use fractions to identify equal parts

use a complete set of equal parts to make a whole

use tally marks to record results on a simple table

create and use bar graphs to display information and data

bar graph

denominator

estimate

heaviest, lightest

horizontal, vertical

inch

oblique

one eighth, one fourth

pair

tally

Lesson 32 - Tally - Counting by 5's

SM Teacher Lessons 31 - 40SM Student WSteacher fact cardspaper tagsglue stickstudent fact cardspennies - 1 per studentwork matsscissorssmall envelopesplaying cards - 1 deck per pairbalancecolor tilespencil, scissors, marker, and erasereach student's bag of hundred number chart pieces math folders7 socks - 3 matching and 1 extrared, green, and yellow applespaper circlesrulersWritten Assessment 6 and 7Oral Assessment 4Fact Assessment 6 and 7

to compose or decompose tens or hundreds.2.NBT.8-Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.2.OA.3-Determine 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.

Lesson 41-50


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting, repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.3-Partition 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.4-Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.MD.10-Draw 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 problems1 using information presented in a bar graph.

What happens when I add 10 to a two-digit number?

How do I know how many thirds make a whole?

How can I find all the addition facts that have a sum of 12?

What is something in the classroom that would be easier to measure using a yardstick instead of a ruler?

What math skills are needed to read and make a recipe?



use benchmark numbers to solve problems

put together fractions to make a whole

recognize that different addition number sentences can have the same sum

use several different tools to measure length

apply mathematical ideas to many real-life situations, such as reading recipes

date, month

fewest, greatest

least

length

mode

month

nickel

Venn Diagram

yard

Lesson 45.2 - ID 1-Cup and 1/2 Measuring Spoons, Tablespoons, Teaspoons, and 1/2 Teaspoons - Reading a Recipe

SM Teacher Lessons 41-50SM Student WSteacher fact cardsstudent fact cardsbags of fraction piecesmoney bagswork matscrap paperplaying cards - 1 deck per pair of studentsrulersyardsticksretractable tape measurecolor tilescrayonsmath folderspaper circledry measure cups1 cup clear liquid measure cupmeasuring spoonscups of 4 dimes and 8 nickels3" square self-stick tagsred and green markers100 3x5 number cardscups of 10 pennies - 1 per set of 4 studentscups of 50 pennies - 1 per set of 4 studentsbalancethermometerclockWritten Assessment 8 and 9Oral Assessment 5Fact Assessment 8 and 9

2.NBT.7-Add 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.2.NBT.8-Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lessons 51-60


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.8.2.A-Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.9.2.B-Identify and draw lines of symmetry.2.MD.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.2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.1-Recognize 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.2.G.3-Partition 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and

How can I find out how much a collection of coins is worth?

What strategy can I use to add a list of numbers?

How do I describe plane figures such as rectangles, pentagons, and hexagons?



use coins to count amounts of money

identify the associative property of addition as allowing the grouping of addends together in any way

identify a polygon by its number of sides and angles

angle

associative property of addition

congruent

feet, foot

line of symmetry

line segment

minus

number line

symmetrical

Lesson 52 - Id a Line of Symmetry - Creating a Symmetrical Design

SM Teacher Lessons 51-60SM Student WSTeacher Fact CardsStudent fact cardsbags of dimes, nickels, and pennies - Lesson 51cups of 5 dimes, 5 nickels, and 10 pennies - 1 per childyardstick or meter stickwhite construction paper - 1 per childposter paintspoons for paint8 small cupscups of dimes and pennies - Lesson 53cups of 10 dimes and 20 penniesrulersmasking tapecolor tiles4" construction paper squaregeoboardsgeobands50 penniespaper cupsWrap Ups

¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.NBT.6-Add up to four two-digit numbers using strategies based on place value and properties of operations.2.NBT.7-Add 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.

Lessons 61-70


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.D-Analyze representations of data and compare the data from two categories.2.8.2.A-Use the concept of equality and concrete objects to demonstrate understanding of the commutative and associative properties.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.8.2.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.1-Recognize 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.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.NBT.6-Add up to four two-digit numbers using strategies based on place value and

How can I use dimes and pennies to model an example of regrouping?

How do I display data in a Venn diagram?

What questions can I answer by looking at a Venn diagram?

Written Assessment 12 L. 65.2

Written Assessment 13 L 70.2

regrouping to add two digit numbers, when necessary

organize information on a Venn diagram

compare two or more sets of data that may have one common characteristic in common by using a Venn diagram

dozen

half dozen

subtract

Lesson 66 Creating and Reading a Venn Diagram

SM Teacher Lessons 61-70SM Student WSwork matscups of 20 penniescups of 20 dimesoverhead coinsFact Assessment 12Chart 65-1wrap upsbag of shape pieces from Lesson 21geoboardsgeobandsmarkersteacher clockrulerempty egg cartoncolor tilesclassroom items to buy for demonstrationthermometer from Math Meeting Board

properties of operations.2.NBT.7-Add 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.

Lessons 71-80


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.F-Develop and use benchmark referents for estimating measurements.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.3-Partition 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.NBT.6-Add up to four two-digit numbers using strategies based on place value and properties of operations.

How can I draw a picture to show the amount for a three-digit number?

How can I tell if the sum of 2 two-digit numbers will be greater than 100?

How can counting by 5's help me tell the time?

How do I find the median of a set of numbers?



show numbers using drawings or pictures

add two digit numbers whose sums may be greater than 100

understand that there are five-minute intervals between each number on a clock

show the median as being the number in the middle of a set of numbers ordered from least to greatest

capacity, full

cubes

cup, gallon, quart, liter

difference

flip

full

greater than

half-inch

median

minute

Lesson 71 Using Mental Computation to Subtract 10 from a 2 digit number

SM Teacher Lessons 71-80SM Student Worksheetswrap upscups of 10 dimescups of 10 penniesrulersstudent fact cardssmall zip top bagsbase ten blocks3x5 cardsSM Fact Assessmentsteacher fact cards5 school milk containers1 cup liquid measuring cup2 one gallon, 1 half gallon, 1 one quart mile container (empty)1 liter containerself-stick tagsdemonstration clock25 money cards (teacher made)color tilespaper squares

2.NBT.7-Add 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.2.NBT.8-Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lessons 81-90


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.3-Partition 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.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.NBT.3-Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.4-Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >,

What do I do first when subtracting two-digit numbers?

How do I read a pictograph when each picture stands for 2?

When a pictograph has a scale of two, how can I show one of something?

Written Assessment16 L. 85.2

Written Assessment17 L. 90.2

follow the steps when subtracting two digit numbers

show pictures on a pictograph to tell how many

show pictures on a pictograph to represent one or more than one

cent symbol, dollar sign

comparison symbols, less than, greater than

decimal point

equal to

expanded form

Lesson 81 Using Comparison Symbols

SM Teacher Lessons 81-90SM Student WorksheetsWrap upsbags of 10 color tilespaper squaresteacher fact cardssmall zip top bags numbers cards 0-92 small plastic bagscrayons10 pencilstangramsnewspapers and magazinescups of 10 dimescups of 10 pennies

=, and < symbols to record the results of comparisons.2.NBT.7-Add 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.2.NBT.8-Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lessons 91-100


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.2.2.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.E-Identify patterns and predict trends based on a comparison to data displayed in a graph.2.8.2.B-Use concrete objects and trial and error to solve number sentences (equations and inequalities).2.8.2.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.8.2.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.1-Recognize 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

If a given number is halfway between two 10's to which 10 is the given number rounded?

How can I find how many items will be in 5 groups of 10?

How can I find half of an even number of objects? Odd number of objects?

How can I measure to find the length or height of something?



estimate with numbers that are less than 100 by rounding each number to the nearest 10 and then adding mentally

understand that multiplication is repeated addition when you add the same number each time

divide to form equal groups so that each group must have the same number

measure length or height using feet and inches

area

equal groups, equal parts, remainder

height

multiplication

quarter

round, rounding

Lesson 95.2 Estimating and Counting Large Collections of Groups

SM Teacher Lessons 91-100SM Student Worksheetswrap upsscrap paperteacher fact cardscups of 30 - 150 cereal or macaroni (1 per child)small zip top bagsnumbers cards 0-91 one dollar bill5 quartersbags of 10 color tiles2 rulers7 quart size zip top bags files with collections of 200-400 itemssmall paper cupscups of pennies7 price tagsclassroom items for demonstration purchasespattern blocks

2.NBT.7-Add 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.2.OA.3-Determine 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.

Lessons 101-110


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.1.2.F-Use the inverse relationships between addition and subtraction to determine unknown quantities to solve problems.2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.2.2.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.2.A-Identify characteristics that are measurable and compare objects according to those characteristics using appropriate vocabulary.2.3.2.B-Use tools to estimate and measure in standard units.2.3.2.C-Tell time on an analog and digital clock to the nearest minute.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.9.2.A-Name, describe and draw/build 2-and 3-dimensional shape2.OA.2-Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.2.G.1-Recognize 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.2.MD.1-Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.MD.10-Draw 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

What pattern do you see in the answers when you multiply one digit numbers by 5?

How many centimeters are in one meter?

What measuring tool will I use to measure the length of a pencil?

How are a cube and a rectangular prism alike? Different?

What are some things I can do in one second? One minute? One hour?


Written Assessment 21 L.110.2

multiply by 5

use centimeters and meters to measure length

describe and classify geometric solids by the number and shapes of the faces

measure different activities using different units of time

centimeter

cone, cylinder, pyramid, rectangular prism, sphere

edge

endpoint

face, geometric solid

kilogram

metric units

parallel

perimeter

pound

vertex

weight

Lesson 108 ID. Parallel Lines and Line Segments

set of 6 geometric solidspaper matsSM Teacher Lesson 101-110SM Student Worksheetsmarkersdot cubescereal boxesMath Folderswrap upsbalance, meter stick, thermometer, demonstration clock, measuring cupnumber cards 0-9rulerspaper circlesglue stick or tapechart paperstudent clockscups of 6 quarterscups of 5 dimescups of 5 nickelscups of 10 pennieswork mat 28geobandsgeoboardsbathroom scale2 different size food products that each weigh 1 pound10 pound object3 heavy classroom objects

problems1 using information presented in a bar graph.2.NBT.4-Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.2.NBT.7-Add 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.

Lessons 111-120


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.B-Represent equivalent forms of the same number through the use of concrete objects (including money), drawings, word names, and symbols up to 1,000 and beyond.2.1.2.C-Use concrete objects, drawings, diagrams or models to show the concept of fraction as part of a whole.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.2.2.B-Add and subtract multi-digit numbers with and without regrouping, to include problems with money.2.2.2.D-Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.2.3.2.B-Use tools to estimate and measure in standard units.2.3.2.F-Develop and use benchmark referents for estimating measurements.2.4.2.A-Use models and number facts to draw conclusions and explain reasons for conclusions.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.D-Analyze representations of data and compare the data from two categories.2.7.2.A-Determine the likelihood of an event occurring using words like certain, likely, unlikely or impossible.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.8.2.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.MD.5-Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.2.NBT.7-Add 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.

How are addition and multiplication alike?

How can I write a multiplication or addition expression for an equal groups story?

What are some objects in the room that have at least one right angle?

How can I use pennies to act out an equal groups story?

What strategies can I use to find the answer to a multiplication problem?


Written Assessment 23 L.120.2

use multiplication as a fast way to put equal groups together to make larger groups

represent problem solving situations with mathematical expressions

recognize angles by their shapes

solve problems using a variety of strategies

support mathematical arguments with investigation and developed numeric facts

certain, likely, impossible

commutative property of multiplication

equal chance

intersect

factors

Lesson 111 Representing and Writing Mixed Numbers

SM Teacher Lessons 111-120SM Student WSteacher fact cardspattern blocksstudent fact cardscups of penniescopy papergeoboardsgeobandswork mat - lesson 289 3"sqaure self-stick tagscolor tiles3x5 index cardsmath foldersblack and red markers

2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.OA.3-Determine 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. Lessons 121-130


2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.1.2.E-Apply number patterns to represent numbers in various ways (skip counting , repeated addition/subtraction).2.2.2.A-Develop fluency in the use of basic facts for addition and subtraction2.3.2.B-Use tools to estimate and measure in standard units.2.3.2.F-Develop and use benchmark referents for estimating measurements.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.D-Analyze representations of data and compare the data from two categories.2.8.2.C-Recognize, describe, extend, create, and replicate a variety of patterns including attribute, activity, number, and geometric patterns.2.8.2.E-Use concrete objects, symbols and numbers to represent mathematical situations.2.8.2.F-Describe data represented in a table, chart, or number sentence and/or create a story that matches that data.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?2.MD.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.2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.OA.3-Determine 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.2.OA.4-Use 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.

What does the first number in a 4x2 array mean? The second number?

How do I find the product of an array?

What is the difference between a rotation, a reflection, and a translation? What are some real-life situations in which I would need to use rotations, reflections, and translations?



represent a multiplication problem with an array

write number sentences for arrays to find the product

use the special words that mathematicians use to tell how shapes and objects move

array

coordinate graph

coordinates

division

multiples

multiplication table

origin

quarter hour

quarter

reflection, rotation, slide, translation

rows

turn

Lesson 121 Making and Labeling an Array

SM Teacher Lessons 121-130SM Student Worksheetsbags of 20 tiles16 3"square self-stick tagscrayonsteacher fact cardscopy paperteacher clockstudent clocks, foil, action figure, or stuffed animalscissorsdeck of playing cardsenvelopes8 price tags8 class items1 one-dollar billcups of 10 dimescups of 4 quarterswork mat 28

Lessons 131-135

Standards Essential Questions AssessmentsSkills Content Lessons Resources2.1.2.A-Demonstrate the relationship between numbers and quantities, including place value and one-to-one correspondence, and compare values of whole numbers up to 1,000 and beyond, to include values of money.2.1.2.D-Apply place value concepts and base ten numeration to order and compare whole numbers up to 1,000.2.3.2.B-Use tools to estimate and measure in standard units.2.5.2.A-Develop a plan to analyze a problem, identify the information needed to solve the problem, carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade appropriate contexts.2.5.2.B-Use appropriate mathematical vocabulary when explaining how to solve a problem.2.6.2.A-Gather data from surveys and observations within the classroom or homes.2.6.2.B-Organize and display data using pictures, tallies, charts, bar graphs and pictographs.2.6.2.C-Describe data displayed in a diagram, graph or table.2.6.2.D-Analyze representations of data and compare the data from two categories.2.6.2.E-Identify patterns and predict trends based on a comparison to data displayed in a graph.2.7.2.D-List or graph the possible results of an experiment.2.MD.7-Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.2.MD.10-Draw 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 problems1 using information presented in a bar graph.2.OA.3-Determine 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.

How can I divide a group of objects into equal groups?

How can I record information on a bar graph?

How do I find the mode and range of a set?

What general rule do you notice about the number of sides and angles for plane figures?

How do I know the best methods (mental calculation, paper/pencil, or calculator) that can be used for finding the answer to a problem?

share objects so that each person will have the same amount

organize data using real objects, pictures, or symbols

find the mode and range of a set of data

identify plane figures by their attributes

use several methods for finding the answer to a problem

acute angle, obtuse angle

gram

mass

metric

range

Lesson 131 - Selecting the Appropriate Tool to Measure Mass

SM Teacher Lessons 131-135SM Student Worksheetscups of 20 pennies100 large paper clipsvarious measuring toolschalk, pencil, and board eraserstudent fact cardsstore couponsbags of 20 color tilesdouble six dominoes

Documents

Web viewStandards. Essential Questions. Assessments. Skills. Content. Lessons. Resources. 2.1.2.A-Demonstrate the relationship between numbers and