2nd Grade Math
Week #35 Dates: 5/17- 5/21
Standard(s):
M- No Group (field trip)
T- Camping Unit- Last day
W-
Th-
F-
Standard(s):
M- No Group (field trip)
T- Camping Unit- Last day
W-
Th-
F-
Week #34 Dates: 5/10- 5/14
Standard(s):
M- Telling Time- Time to the 5 minute mark. Then, what time will it be in half an hour or hour?
T- Camping Unit
W- Camping Unit
Th- Camping Unit
F- Camping Unit
Standard(s):
M- Telling Time- Time to the 5 minute mark. Then, what time will it be in half an hour or hour?
T- Camping Unit
W- Camping Unit
Th- Camping Unit
F- Camping Unit
Week #33 Dates: 5/3- 5/7
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Demonstrate an understanding that 100 can be thought of as a bundle or group of 10 tens, called a hundred (2.NBT.1a) Demonstrate an understanding that multiples of 100 from 100 to 900 refer to some number of hundreds and 0 tens and 0 ones (2.NBT.1b) Skip-count by 10s and 100s up to 1000 (2.NBT.2) Read and write numbers to 1000 using base ten numerals and expanded form (2.NBT.3) Compare pairs of four-digit numbers based on meanings of the thousands, hundreds, tens, and ones digits (2.NBT.4)
M- Unit 8 Module 1 Session 2- Pre-Assessment
T- Unit 8 Module 1 Session 2- Four-Digit Shuffle- Conduct an activity designed to review place value through 999, and then move ahead into the thousands. Students draw numbered cards from a deck and place them in a pocket chart to form and read 1-, 2-, and 3-digit numbers. Each time they form a 3-digit number, they work together to build it with place value pieces and record it using expanded notation. After the class builds several 3-digit numbers, a fourth place is added, and students form, read, and discuss the place values of 4-digit numbers.
W- Unit 8 Module 1 Session 3-Solving Story Problems- Today students solve several 3-digit addition problems, two of which are set in the context of finding a total distance or a total length. As students solve each problem, the teacher circulates to watch the strategies they use and selects two or three individuals to share and explain their methods.
Th- Continue work from yesterday.
F- Telling time to the hour and half hour. Elapsed time to the hour and half hour. What time was it a half hour ago? What time was it an hour ago?
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Demonstrate an understanding that 100 can be thought of as a bundle or group of 10 tens, called a hundred (2.NBT.1a) Demonstrate an understanding that multiples of 100 from 100 to 900 refer to some number of hundreds and 0 tens and 0 ones (2.NBT.1b) Skip-count by 10s and 100s up to 1000 (2.NBT.2) Read and write numbers to 1000 using base ten numerals and expanded form (2.NBT.3) Compare pairs of four-digit numbers based on meanings of the thousands, hundreds, tens, and ones digits (2.NBT.4)
M- Unit 8 Module 1 Session 2- Pre-Assessment
T- Unit 8 Module 1 Session 2- Four-Digit Shuffle- Conduct an activity designed to review place value through 999, and then move ahead into the thousands. Students draw numbered cards from a deck and place them in a pocket chart to form and read 1-, 2-, and 3-digit numbers. Each time they form a 3-digit number, they work together to build it with place value pieces and record it using expanded notation. After the class builds several 3-digit numbers, a fourth place is added, and students form, read, and discuss the place values of 4-digit numbers.
W- Unit 8 Module 1 Session 3-Solving Story Problems- Today students solve several 3-digit addition problems, two of which are set in the context of finding a total distance or a total length. As students solve each problem, the teacher circulates to watch the strategies they use and selects two or three individuals to share and explain their methods.
Th- Continue work from yesterday.
F- Telling time to the hour and half hour. Elapsed time to the hour and half hour. What time was it a half hour ago? What time was it an hour ago?
Week #31 Dates: 4/19- 4/23
Standard(s): Solve two-step addition story problems with sums to 100 involving situations of adding to and putting together, with unknowns in all positions (2.OA.1) Solve two-step subtraction story problems with minuends to 100 involving situations taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Solve money story problems involving dollars, quarters, dimes, nickels and pennies (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8)
M- Th No Group due to Covid Reasons
F- Unit 7 Module 3 Session 2- Continue work from last Friday.
Standard(s): Solve two-step addition story problems with sums to 100 involving situations of adding to and putting together, with unknowns in all positions (2.OA.1) Solve two-step subtraction story problems with minuends to 100 involving situations taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Solve money story problems involving dollars, quarters, dimes, nickels and pennies (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8)
M- Th No Group due to Covid Reasons
F- Unit 7 Module 3 Session 2- Continue work from last Friday.
Week #30 Dates: 4/12- 4/16
Standard(s): Skip-count by 10s and 100s up to 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their hundreds, tens, and ones places represent (2.NBT.4) Use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Subtract with minuends to 1000 (2.NBT.7) Use the terms fourths, quarters, fourth of, and quarter of to talk about the 4 equal parts into which a circle has been partitioned (2.G.3)
M- Continue Bug Spinners Part 1
T- Unit 7 Module 2 Session 5 Bug Spinners Part 2 This session opens with a short checkpoint on metric measuring and fractions. Then students repeat the experiment they conducted during the previous session, using a spinner that is not
evenly divided between the two bugs. Again, students make observations about the outcome of spinning the spinner once, and predict the outcomes of 24 spins. Students work with partners to record their predictions, and then conduct the experiment.
W- Unit 7 Module 3 Session 1 Today, the teacher sets the stage for a new story problem theme by presenting two scenes
from a toy store and inviting students to talk about what they see.
Th- Introduce Work Place 7E The Gardener’s Friend Game and plays the game with the class.
F- Unit 7 Module 3 Session 2- In this problem-solving session, the teacher displays an Ant Store shopping problem for the
entire class to read and discuss. Students work in pairs to solve the problem and then share their results and strategies with the group. Then students work independently to solve several related problems.
Standard(s): Skip-count by 10s and 100s up to 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their hundreds, tens, and ones places represent (2.NBT.4) Use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Subtract with minuends to 1000 (2.NBT.7) Use the terms fourths, quarters, fourth of, and quarter of to talk about the 4 equal parts into which a circle has been partitioned (2.G.3)
M- Continue Bug Spinners Part 1
T- Unit 7 Module 2 Session 5 Bug Spinners Part 2 This session opens with a short checkpoint on metric measuring and fractions. Then students repeat the experiment they conducted during the previous session, using a spinner that is not
evenly divided between the two bugs. Again, students make observations about the outcome of spinning the spinner once, and predict the outcomes of 24 spins. Students work with partners to record their predictions, and then conduct the experiment.
W- Unit 7 Module 3 Session 1 Today, the teacher sets the stage for a new story problem theme by presenting two scenes
from a toy store and inviting students to talk about what they see.
Th- Introduce Work Place 7E The Gardener’s Friend Game and plays the game with the class.
F- Unit 7 Module 3 Session 2- In this problem-solving session, the teacher displays an Ant Store shopping problem for the
entire class to read and discuss. Students work in pairs to solve the problem and then share their results and strategies with the group. Then students work independently to solve several related problems.
Week #29 Dates: 4/5- 4/9
Standard(s): Model division situations in which sets are separated into equal parts (supports 2.OA) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Partition a rectangle into 2, 3, or 4 equal parts (2.G.3) Describe the parts using the words halves, thirds, fourths, half of, a third of, a fourth of, etc (2.G.3)
M- No School
T- Unit 7 Module 2 Session 3 Fraction Races- Students work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eighths will be used
to compare fractions and build wholes. The teacher leads a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduces the game Fraction Race.
W- Continue Fraction Races
Th- No Mrs. Jerke (RR PD)
F- Unit 7 Module 2 Session 4 Bug Spinners Part 1 In this session and the next, students explore fractions in the context of two probability based spinner experiments. Today, the teacher introduces the first spinner and explains the experiment. Students make predictions about the outcomes, then work in pairs to spin the spinner and record the outcomes. The class pools and discusses their results.
Standard(s): Model division situations in which sets are separated into equal parts (supports 2.OA) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Partition a rectangle into 2, 3, or 4 equal parts (2.G.3) Describe the parts using the words halves, thirds, fourths, half of, a third of, a fourth of, etc (2.G.3)
M- No School
T- Unit 7 Module 2 Session 3 Fraction Races- Students work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eighths will be used
to compare fractions and build wholes. The teacher leads a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduces the game Fraction Race.
W- Continue Fraction Races
Th- No Mrs. Jerke (RR PD)
F- Unit 7 Module 2 Session 4 Bug Spinners Part 1 In this session and the next, students explore fractions in the context of two probability based spinner experiments. Today, the teacher introduces the first spinner and explains the experiment. Students make predictions about the outcomes, then work in pairs to spin the spinner and record the outcomes. The class pools and discusses their results.
Week #28 Dates: 3/29- 4/2
Standard(s): Model division situations in which sets are separated into equal parts (supports 2.OA) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Partition a rectangle into 2, 3, or 4 equal parts (2.G.3) Describe the parts using the words halves, thirds, fourths, half of, a third of, a fourth of, etc (2.G.3)
M- Unit 7 Module 2 Session 1 On Hundred Hungry Ants- The teacher reads the book, One Hundred Hungry Ants, by Elinor J. Pinczes, to set the stage for solving story problems about ants. The students work together to figure out what would happen if the 100 ants in the story were divided into two equal lines, four equal lines, five equal lines, or ten equal lines. Then they work in pairs to select and solve problems in which a group of 120 ants is divided into equal lines.
T- Unit 7 Module 2 Session 2 Ant treats- This session gives students an opportunity to explore division and fractions as they imagine they are hungry picnic ants sharing granola bars. First, the teacher works with the class to divide one paper granola bar among two, three, and then four ants and creates a display of the results. Next, students investigate what happens when two granola bars are shared between two ants, and then among three.
W-
Th- No School
F- No School
Standard(s): Model division situations in which sets are separated into equal parts (supports 2.OA) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Partition a rectangle into 2, 3, or 4 equal parts (2.G.3) Describe the parts using the words halves, thirds, fourths, half of, a third of, a fourth of, etc (2.G.3)
M- Unit 7 Module 2 Session 1 On Hundred Hungry Ants- The teacher reads the book, One Hundred Hungry Ants, by Elinor J. Pinczes, to set the stage for solving story problems about ants. The students work together to figure out what would happen if the 100 ants in the story were divided into two equal lines, four equal lines, five equal lines, or ten equal lines. Then they work in pairs to select and solve problems in which a group of 120 ants is divided into equal lines.
T- Unit 7 Module 2 Session 2 Ant treats- This session gives students an opportunity to explore division and fractions as they imagine they are hungry picnic ants sharing granola bars. First, the teacher works with the class to divide one paper granola bar among two, three, and then four ants and creates a display of the results. Next, students investigate what happens when two granola bars are shared between two ants, and then among three.
W-
Th- No School
F- No School
Week #27 Dates: 3/22- 3/26
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize and draw shapes having specified attributes (2.G.1) Identify triangles, quadrilaterals, and hexagons (2.G.1) Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) Partition a rectangle into rows and columns of same-size squares and count the total number of squares (2.G.2)
M- No School
T- Unit 6 Module 2 Session 1 Exploring Area with Pattern Blocks- The session opens with students talking about the definition of area, the key term for this module. The teacher then defines the green pattern block triangle as having an area of 1 unit and works with the class to figure the areas of other pattern block shapes. Students then use this information to find the areas of more complex figures by breaking them down in to familiar pattern block shapes.
W- Continue Session 1
Th- Unit 6 Module 2 Session 2 More Area Explorations with Pattern Blocks- This session builds on the previous session by having students consider how the area of a figure will change when the unit of measure changes. First, the class works together to measure a caterpillar shape using both triangles and rhombuses and compares the results.
F- Unit 6 Module 2 Session 3 Exploring Area with Geoboards- In this session, students create shapes on their geoboards that have an area of 6 units, using a square instead of a triangle as the unit of measure. After some group work and sharing, they work with their partners to complete a geoboard area worksheet.
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize and draw shapes having specified attributes (2.G.1) Identify triangles, quadrilaterals, and hexagons (2.G.1) Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) Partition a rectangle into rows and columns of same-size squares and count the total number of squares (2.G.2)
M- No School
T- Unit 6 Module 2 Session 1 Exploring Area with Pattern Blocks- The session opens with students talking about the definition of area, the key term for this module. The teacher then defines the green pattern block triangle as having an area of 1 unit and works with the class to figure the areas of other pattern block shapes. Students then use this information to find the areas of more complex figures by breaking them down in to familiar pattern block shapes.
W- Continue Session 1
Th- Unit 6 Module 2 Session 2 More Area Explorations with Pattern Blocks- This session builds on the previous session by having students consider how the area of a figure will change when the unit of measure changes. First, the class works together to measure a caterpillar shape using both triangles and rhombuses and compares the results.
F- Unit 6 Module 2 Session 3 Exploring Area with Geoboards- In this session, students create shapes on their geoboards that have an area of 6 units, using a square instead of a triangle as the unit of measure. After some group work and sharing, they work with their partners to complete a geoboard area worksheet.
Week #26 Dates: 3/15- 3/19
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize shapes having specified attributes (2.G.1) Identify triangles, rhombuses, trapezoids, and hexagons (2.G.2)
M- Snow Day
T- Unit 6 Module 1 Session 5 Guess My Shape- This session provides an opportunity to review much of the vocabulary that has been introduced and improve sorting and logic skills. Students cut apart sheets to make their own sets of paper shapes.
W- Continue Guess My Shape
Th- No School
F- No School
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize shapes having specified attributes (2.G.1) Identify triangles, rhombuses, trapezoids, and hexagons (2.G.2)
M- Snow Day
T- Unit 6 Module 1 Session 5 Guess My Shape- This session provides an opportunity to review much of the vocabulary that has been introduced and improve sorting and logic skills. Students cut apart sheets to make their own sets of paper shapes.
W- Continue Guess My Shape
Th- No School
F- No School
Week #25 Dates: 3/8- 3/12
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize shapes having specified attributes (2.G.1) Identify triangles, rhombuses, trapezoids, and hexagons (2.G.2)
M- Unit 6 Module 1 Session 1 Last Shape In Wins- In this game, students take turns fitting triangles, rhombuses, trapezoids, and hexagons into a large hexagonal outline. The goal of the game is to place the very last shape into the outline. Start assessment.
T- Unit 6 Module 1 Session 2 The Greedy Triangle Learns a Lesson-The session begins with a reading of The Greedy Triangle by Marilyn Burns. The book, in which a dissatisfied triangle turns to a shapeshifter again and again to add sides and angles to his frame, serves as an excellent anchor to the upcoming sessions on the attributes of polygons. After the reading, the teacher challenges students to consider how the triangle could change his shape without adding a side or angle. Students then work individually to build and record four different triangles. Continue Assessment
W- Continue with yesterday's lesson.
Th- Unit 6 Module 1 Session 3 Constructing and Drawing Quadrilaterals- Students continue work with polygons and The Greedy Triangle by exploring and creating different types of quadrilaterals. The class reviews the story from the previous session and students compare and contrast different types of quadrilaterals. Students then work individually to create four different quadrilaterals. Finish Assessment.
F- Unit 6 Module 1 Session 4 Sorting Triangles and Quadrilaterals- The session begins with the teacher leading the students in sorting a set of triangles and quadrilaterals that were created in Sessions 2 and 3. The polygons are sorted by specific attributes as the class reviews and learns some new vocabulary terms associated with three- and four-sided shapes.
Standard(s): Create a composite shape by composing two‑dimensional shapes (1.G.2) Recognize shapes having specified attributes (2.G.1) Identify triangles, rhombuses, trapezoids, and hexagons (2.G.2)
M- Unit 6 Module 1 Session 1 Last Shape In Wins- In this game, students take turns fitting triangles, rhombuses, trapezoids, and hexagons into a large hexagonal outline. The goal of the game is to place the very last shape into the outline. Start assessment.
T- Unit 6 Module 1 Session 2 The Greedy Triangle Learns a Lesson-The session begins with a reading of The Greedy Triangle by Marilyn Burns. The book, in which a dissatisfied triangle turns to a shapeshifter again and again to add sides and angles to his frame, serves as an excellent anchor to the upcoming sessions on the attributes of polygons. After the reading, the teacher challenges students to consider how the triangle could change his shape without adding a side or angle. Students then work individually to build and record four different triangles. Continue Assessment
W- Continue with yesterday's lesson.
Th- Unit 6 Module 1 Session 3 Constructing and Drawing Quadrilaterals- Students continue work with polygons and The Greedy Triangle by exploring and creating different types of quadrilaterals. The class reviews the story from the previous session and students compare and contrast different types of quadrilaterals. Students then work individually to create four different quadrilaterals. Finish Assessment.
F- Unit 6 Module 1 Session 4 Sorting Triangles and Quadrilaterals- The session begins with the teacher leading the students in sorting a set of triangles and quadrilaterals that were created in Sessions 2 and 3. The polygons are sorted by specific attributes as the class reviews and learns some new vocabulary terms associated with three- and four-sided shapes.
Week #24 Dates: 3/1- 3/5
Standard(s): Skip-count by 5s and 10s within to 1,000 (2.NBT.2) Solve money story problems involving pennies, nickels, and dimes (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Make a bar graph to represent a data set with up to 4 categories (2.MD.10) Determine whether a group of objects (up to 20) has an odd or even number of members
(2.OA.3) Identify whether a number is odd or even (2.OA.3) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern (supports 2.OA)
M- Unit 5 Module 2 Session 5 Dollars and Cents- In this session, the class plays a game that provides practice in identifying coins, totaling the values of coins, and using cent and dollar symbols, as well as the decimal point, to label
different amounts of money. Teams take turns drawing three cards with coins or dollars on them and total the value of their three cards to get a dollar amount. The team with the greater amount wins.
T- No Mrs. Jerke- Reading Recovery PD
W- STAR test
Th- Unit 5 Module 4 Session 4 Tile Sequences- Today students work as a group to discuss two tile sequences. Then students work individually or in pairs to figure the 4th, 5th, and 10th configurations of a new sequence in their Student Books, and solve a variety of related problems.
F- Continue Tile Sequence
Standard(s): Skip-count by 5s and 10s within to 1,000 (2.NBT.2) Solve money story problems involving pennies, nickels, and dimes (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Make a bar graph to represent a data set with up to 4 categories (2.MD.10) Determine whether a group of objects (up to 20) has an odd or even number of members
(2.OA.3) Identify whether a number is odd or even (2.OA.3) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern (supports 2.OA)
M- Unit 5 Module 2 Session 5 Dollars and Cents- In this session, the class plays a game that provides practice in identifying coins, totaling the values of coins, and using cent and dollar symbols, as well as the decimal point, to label
different amounts of money. Teams take turns drawing three cards with coins or dollars on them and total the value of their three cards to get a dollar amount. The team with the greater amount wins.
T- No Mrs. Jerke- Reading Recovery PD
W- STAR test
Th- Unit 5 Module 4 Session 4 Tile Sequences- Today students work as a group to discuss two tile sequences. Then students work individually or in pairs to figure the 4th, 5th, and 10th configurations of a new sequence in their Student Books, and solve a variety of related problems.
F- Continue Tile Sequence
Week #23 Dates: 2/22- 2/26
Standard(s): Skip-count by 5s and 10s within to 1,000 (2.NBT.2) Solve money story problems involving pennies, nickels, and dimes (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Make a bar graph to represent a data set with up to 4 categories (2.MD.10)
M- Unit 5 Module 2 Session 3 Beat you to $1.00- Students are divided into two teams to play a game called Beat You to $1.00.
T- Continue work from yesterday.
W- Unit 5 Module 2 Session 4 Pocketful of coins- This session begins with practice counting by 5s and 10s, forward and backward, from numbers that don’t end in 0 or 5. Then the teacher shows collections of coins for a couple of seconds each, and has students share what they see (how many and what kind of coins, and the value of the collection).
Th- Continue work from yesterday.
F- Work from the classroom
Standard(s): Skip-count by 5s and 10s within to 1,000 (2.NBT.2) Solve money story problems involving pennies, nickels, and dimes (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Make a bar graph to represent a data set with up to 4 categories (2.MD.10)
M- Unit 5 Module 2 Session 3 Beat you to $1.00- Students are divided into two teams to play a game called Beat You to $1.00.
T- Continue work from yesterday.
W- Unit 5 Module 2 Session 4 Pocketful of coins- This session begins with practice counting by 5s and 10s, forward and backward, from numbers that don’t end in 0 or 5. Then the teacher shows collections of coins for a couple of seconds each, and has students share what they see (how many and what kind of coins, and the value of the collection).
Th- Continue work from yesterday.
F- Work from the classroom
Week #22 Dates: 2/15- 2/19
Standard(s): Skip-count by 5s (2.NBT.2) Read numbers to 1,000 represented with numerals (2.NBT.3) Solve money story problems involving pennies, nickels, dimes and quarters (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Count within 1,000, starting and ending with any given pair of numbers (2.NBT.2) Skip-count by 10s (2.NBT.2) Read numbers to 1,000 represented with numerals (2.NBT.3) Mentally add 10 to any 3-digit number between 100 and 900 (2.NBT.8) Solve money story problems involving pennies, nickels, dimes and quarters (2.MD.8)
M- No School
T- Take Session 5 Check-In Assessment and finish game from last Thursday.
W- Unit 5 Module 2 Session 1 Two Dimes and a Nickel-This session starts with a warm-up in which students practice counting forward and backward off the decade by 10s. Then the teacher reviews five-frame and ten-frame models and connects them to money. Next, the teacher introduces the 25-frame as a model for students to structure 25¢ as a unit that is composed of groups of 5 and 10. The class uses the 25-frame to solve some problems together and then students complete a related assignment in their Student Books.
Th- continue work from yesterday.
F- Unit 5 Module 2 Session 2 Workplace 5B Close to 25 cents- This session starts with a warm-up in which students practice counting forward by 5s from 23 to 113, and back. Then the teacher introduces a new Work Place game. Close to 25¢ uses the 25-frame introduced last session and provides opportunities to count and add sets of mixed coins
Standard(s): Skip-count by 5s (2.NBT.2) Read numbers to 1,000 represented with numerals (2.NBT.3) Solve money story problems involving pennies, nickels, dimes and quarters (2.MD.8) Use $ and ¢ symbols when solving money story problems (2.MD.8) Count within 1,000, starting and ending with any given pair of numbers (2.NBT.2) Skip-count by 10s (2.NBT.2) Read numbers to 1,000 represented with numerals (2.NBT.3) Mentally add 10 to any 3-digit number between 100 and 900 (2.NBT.8) Solve money story problems involving pennies, nickels, dimes and quarters (2.MD.8)
M- No School
T- Take Session 5 Check-In Assessment and finish game from last Thursday.
W- Unit 5 Module 2 Session 1 Two Dimes and a Nickel-This session starts with a warm-up in which students practice counting forward and backward off the decade by 10s. Then the teacher reviews five-frame and ten-frame models and connects them to money. Next, the teacher introduces the 25-frame as a model for students to structure 25¢ as a unit that is composed of groups of 5 and 10. The class uses the 25-frame to solve some problems together and then students complete a related assignment in their Student Books.
Th- continue work from yesterday.
F- Unit 5 Module 2 Session 2 Workplace 5B Close to 25 cents- This session starts with a warm-up in which students practice counting forward by 5s from 23 to 113, and back. Then the teacher introduces a new Work Place game. Close to 25¢ uses the 25-frame introduced last session and provides opportunities to count and add sets of mixed coins
Week #21 Dates: 2/8- 2/12
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s up to 1,000 (2.NBT.2) Read and write numbers to 1,000 using base ten numerals and expanded notation (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their
hundreds, tens, and ones places represent and use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Order numbers from 0 to 1,000 (supports 2.NBT) Add with sums to 1,000 using strategies that involve adding
M- Have learners group 9 100's, 9 tens and 9 ones first Unit 5 Module 1 Session 4- Place Value Triple Roll In this session, the class plays a variation of the Work Place game Base Ten Triple Spin. In this version of the game, students build numbers using the bundles of craft sticks created in a previous session as well as base ten area pieces.
T- No Mrs. Jerke
W- Finish Session 4
Th- Unit 5 Module 1 Session 5 Jump-A-Ten After a short counting warm-up, the teacher introduces a new Work Place that provides practice with adding and subtracting 10s from numbers between 1 and 200.
F- No School
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s up to 1,000 (2.NBT.2) Read and write numbers to 1,000 using base ten numerals and expanded notation (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their
hundreds, tens, and ones places represent and use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Order numbers from 0 to 1,000 (supports 2.NBT) Add with sums to 1,000 using strategies that involve adding
M- Have learners group 9 100's, 9 tens and 9 ones first Unit 5 Module 1 Session 4- Place Value Triple Roll In this session, the class plays a variation of the Work Place game Base Ten Triple Spin. In this version of the game, students build numbers using the bundles of craft sticks created in a previous session as well as base ten area pieces.
T- No Mrs. Jerke
W- Finish Session 4
Th- Unit 5 Module 1 Session 5 Jump-A-Ten After a short counting warm-up, the teacher introduces a new Work Place that provides practice with adding and subtracting 10s from numbers between 1 and 200.
F- No School
Week #20 Dates: 2/1- 2/5
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s up to 1,000 (2.NBT.2) Read and write numbers to 1,000 using base ten numerals and expanded notation (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their
hundreds, tens, and ones places represent and use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Order numbers from 0 to 1,000 (supports 2.NBT) Add with sums to 1,000 using strategies that involve adding
M- Unit 5 Module 1 Session 1 Introducing One Thousand- Write on a notecard what 1,000 means to you. Keep notecards for the end of Module 1. Students take a unit pre-assessment pages 1 and 2. (No EG-ELL testing)
T- No Mrs. Jerke-RR class
W- Finish Assessment pages 3 and 4
Th- Unit 5 Module 1 Session 3- One Thousand Cubes? In this session, the teacher and students work together to revisit the base ten area pieces, reviewing the fact that there are 10 units in a ten-strip, and 10 ten-strips or 100 units in a mat. Then they arrange and count 10 hundreds pieces (mats) to discover that there are 1,000 units in 10 mats.
F- Finish worksheet from yesterday
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s up to 1,000 (2.NBT.2) Read and write numbers to 1,000 using base ten numerals and expanded notation (2.NBT.3) Compare pairs of 3-digit numbers, based on an understanding of what the digits in their
hundreds, tens, and ones places represent and use >, =, and < symbols to record comparisons of two 3-digit numbers (2.NBT.4) Order numbers from 0 to 1,000 (supports 2.NBT) Add with sums to 1,000 using strategies that involve adding
M- Unit 5 Module 1 Session 1 Introducing One Thousand- Write on a notecard what 1,000 means to you. Keep notecards for the end of Module 1. Students take a unit pre-assessment pages 1 and 2. (No EG-ELL testing)
T- No Mrs. Jerke-RR class
W- Finish Assessment pages 3 and 4
Th- Unit 5 Module 1 Session 3- One Thousand Cubes? In this session, the teacher and students work together to revisit the base ten area pieces, reviewing the fact that there are 10 units in a ten-strip, and 10 ten-strips or 100 units in a mat. Then they arrange and count 10 hundreds pieces (mats) to discover that there are 1,000 units in 10 mats.
F- Finish worksheet from yesterday
Week #19 Dates: 1/25- 1/29
Standard(s): Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern Model and describe multiplication situations in which sets of equal size are joined (supports2.OA) Identify whether a number is odd or even (2.OA.3) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern (supports 2.OA) Write an equation to represent the total number of objects
M- Ways to make 100 with tens and ones. Ways to make $1.00 with pennies, nickels, dimes and quarters. Use stamps.
T- Unit 4 Module 4 Session 1-The Paper Circles Problem-This is the first of four sessions in which students move into the arena of multiplication through adding sets of 3 and exploring the number patterns that result. Snow people provide the context for this investigation. Today students figure out how many circles are needed for everyone in class to make a snow person if each student needs three construction paper circles.
W- Unit 4 Module 4 Session 2-Thinking about Threes- In this session, students examine, discuss, and write equations to match a collection of dot arrays. Then they each make a snow person from three white paper circles. The snow people are glued to a blue background and added to a snow people chart that illustrates counting by 3s.
Th- Unit 4 Module 4 Session 3- Home Connections- Patterns with Numbers and Beads
F- Unit 4 Module 4 Session 4- Patterns and Problems with 3's. Circle then color 3's. Together write down 3 patterns you noticed. Then write addition or multiplication equations with 3's to find and show the answer to the snowman, shamrock, triangle and frogs problems.
Standard(s): Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern Model and describe multiplication situations in which sets of equal size are joined (supports2.OA) Identify whether a number is odd or even (2.OA.3) Identify, describe, and extend number patterns (supports 2.OA) Extend a growing pattern (supports 2.OA) Write an equation to represent the total number of objects
M- Ways to make 100 with tens and ones. Ways to make $1.00 with pennies, nickels, dimes and quarters. Use stamps.
T- Unit 4 Module 4 Session 1-The Paper Circles Problem-This is the first of four sessions in which students move into the arena of multiplication through adding sets of 3 and exploring the number patterns that result. Snow people provide the context for this investigation. Today students figure out how many circles are needed for everyone in class to make a snow person if each student needs three construction paper circles.
W- Unit 4 Module 4 Session 2-Thinking about Threes- In this session, students examine, discuss, and write equations to match a collection of dot arrays. Then they each make a snow person from three white paper circles. The snow people are glued to a blue background and added to a snow people chart that illustrates counting by 3s.
Th- Unit 4 Module 4 Session 3- Home Connections- Patterns with Numbers and Beads
F- Unit 4 Module 4 Session 4- Patterns and Problems with 3's. Circle then color 3's. Together write down 3 patterns you noticed. Then write addition or multiplication equations with 3's to find and show the answer to the snowman, shamrock, triangle and frogs problems.
Week #18 Dates: 1/18- 1/22
Standard(s): Solve one- and two-step addition and subtraction story problems with sums and minuends to 100 involving situations of putting together and taking from with unknowns in all positions (2.OA.1)Fluently add and subtract with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Describe how the size of the unit used to measure an object’s length relates to the measurement of the object’s length (2.MD.2) Measure length to the nearest whole unit in customary units (supports 2.MD)
M- No School
T- Finish Session 4 workplace Measure and Compare game from last Friday.
W- Unit 4 Module 2 Session 5 Checkpoint Today the teacher introduces a new Work Place that provides practice with addition and subtraction facts to 20. Students then take a short checkpoint assessment that looks at their current skills with measuring and comparing lengths in inches, feet, and yards.
Th- Measure and Compare game from last week. Really work on jumping on a number line. Work through 2 problems and have learners do one on their own.
F- Continue work from yesterday.
Standard(s): Solve one- and two-step addition and subtraction story problems with sums and minuends to 100 involving situations of putting together and taking from with unknowns in all positions (2.OA.1)Fluently add and subtract with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Describe how the size of the unit used to measure an object’s length relates to the measurement of the object’s length (2.MD.2) Measure length to the nearest whole unit in customary units (supports 2.MD)
M- No School
T- Finish Session 4 workplace Measure and Compare game from last Friday.
W- Unit 4 Module 2 Session 5 Checkpoint Today the teacher introduces a new Work Place that provides practice with addition and subtraction facts to 20. Students then take a short checkpoint assessment that looks at their current skills with measuring and comparing lengths in inches, feet, and yards.
Th- Measure and Compare game from last week. Really work on jumping on a number line. Work through 2 problems and have learners do one on their own.
F- Continue work from yesterday.
Week #17 Dates: 1/11- 1/15
Standard(s): Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement
of the object’s length (2.MD.2) Estimate length in yards (2.MD.3) Measure length to the nearest whole unit in customary units (supports 2.MD) Use appropriate tools strategically (2.MP.5)
M- Unit 4 Module 2 Session 1 From Feet to Yards: The module opens with an activity designed to help students understand that a yard is the same length as three inchworm, or foot-long, rulers.
T- Unit 4 Module 2 Session 2 Measuring in Yards: The teacher shows students one of the yard-strings and works with the class to brainstorm a list of items around the classroom that are less than, equal to, and greater than a yard in length. Then pairs of students work to verify these measures and others as they complete an assignment in their Student Books.
W- Unit 4 Module 2 Session 3 Twice as Tall: Today the teacher invites students to think about how tall they would be if they were twice their current height. Would they be able to stand up in the classroom? Would they have to duck as they came through the classroom door? Would they be anywhere near as tall as the giant from Jim and the Beanstalk?
Th- Unit 4 Module 2 Session 4 Workplace Measure and Compare game: Measure & Compare players each draw two cards from a stack and measure the lengths of the objects pictured in inches. Each player then finds the difference between the two measures of their own objects.
F-
Standard(s): Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement
of the object’s length (2.MD.2) Estimate length in yards (2.MD.3) Measure length to the nearest whole unit in customary units (supports 2.MD) Use appropriate tools strategically (2.MP.5)
M- Unit 4 Module 2 Session 1 From Feet to Yards: The module opens with an activity designed to help students understand that a yard is the same length as three inchworm, or foot-long, rulers.
T- Unit 4 Module 2 Session 2 Measuring in Yards: The teacher shows students one of the yard-strings and works with the class to brainstorm a list of items around the classroom that are less than, equal to, and greater than a yard in length. Then pairs of students work to verify these measures and others as they complete an assignment in their Student Books.
W- Unit 4 Module 2 Session 3 Twice as Tall: Today the teacher invites students to think about how tall they would be if they were twice their current height. Would they be able to stand up in the classroom? Would they have to duck as they came through the classroom door? Would they be anywhere near as tall as the giant from Jim and the Beanstalk?
Th- Unit 4 Module 2 Session 4 Workplace Measure and Compare game: Measure & Compare players each draw two cards from a stack and measure the lengths of the objects pictured in inches. Each player then finds the difference between the two measures of their own objects.
F-
Week #16 Dates: 1/4- 1/8
Standard(s): Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement
of the object’s length (2.MD.2) Estimate length in yards (2.MD.3) Measure length to the nearest whole unit in customary units (supports 2.MD) Use appropriate tools strategically (2.MP.5)
M- Unit 4, Module 1, Session 1: Teacher Feet During the first half of the session, students take the Unit 4 Pre-Assessment. Display your copy of the pre-assessment and give each student a copy. Read each problem out loud, and clarify as needed. Each child gets a ruler and explain that the centimeter side is taped over to avoid confusion during the Assessment.
T- Continue Session 1: When most students are finished with the assessment, the teacher reconvenes the class and conducts an activity in which students estimate and measure the distance across the classroom with their feet.
W- No Mrs. Jerke
Th- STAR MATH TEST
F- Finish Assessment for Unit 4 Session 2: Giant Feet
Standard(s): Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement
of the object’s length (2.MD.2) Estimate length in yards (2.MD.3) Measure length to the nearest whole unit in customary units (supports 2.MD) Use appropriate tools strategically (2.MP.5)
M- Unit 4, Module 1, Session 1: Teacher Feet During the first half of the session, students take the Unit 4 Pre-Assessment. Display your copy of the pre-assessment and give each student a copy. Read each problem out loud, and clarify as needed. Each child gets a ruler and explain that the centimeter side is taped over to avoid confusion during the Assessment.
T- Continue Session 1: When most students are finished with the assessment, the teacher reconvenes the class and conducts an activity in which students estimate and measure the distance across the classroom with their feet.
W- No Mrs. Jerke
Th- STAR MATH TEST
F- Finish Assessment for Unit 4 Session 2: Giant Feet
Week #15 Dates: 12/21- 12/25
Standard(s):
M- Play Trash one more day!
T- No Group- Christmas Party
W- No School- Christmas Break
Th- No School- Christmas Break
F- No School- Christmas Break
Standard(s):
M- Play Trash one more day!
T- No Group- Christmas Party
W- No School- Christmas Break
Th- No School- Christmas Break
F- No School- Christmas Break
Week #14 Dates: 12/14- 12/18
Standard(s): Determine whether a group of objects has an odd or even number of members (2.OA.3) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Add three 2-digit numbers using strategies based on place value and properties of operations (2.NBT.6) Explain why strategies for adding 2-digit numbers work, using place value and the properties of operations (2.NBT.9) Make sense of problems Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement of the object’s length (2.MD.2)
M- Unit 3 Module 4 Session 1 The Many Colors Project Part 1 In today’s session, students predict the number of each color they will find in a bag of objects such as buttons or candy. Then they find the frequencies with which certain colors appear, and work with a partner to count and share the items in the bag.
T- Session 2 The Many Colors Project Part 2 Students create graphs to show how many of each color they found in their
bags of items. The class works together to create a scale that is appropriate for the data and to label the graph so that it is clear to others what is being presented.
W- Session 3 The Many Colors Project Part 3 In this final session of the Many Colors Project, students analyze their own
data, write equations based on another student’s data, and also create and analyze a class graph using the data from everyone’s results.
Th- STAR Test
F- Play a Math game- TRASH
Standard(s): Determine whether a group of objects has an odd or even number of members (2.OA.3) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Add three 2-digit numbers using strategies based on place value and properties of operations (2.NBT.6) Explain why strategies for adding 2-digit numbers work, using place value and the properties of operations (2.NBT.9) Make sense of problems Select and use the appropriate tool for measuring the length of an object (2.MD.1) Measure the length of an object in feet using a paper cut-out foot (2.MD.1) Measure the length of an object twice, using a different unit each time (2.MD.2) Describe how the size of the unit used to measure an object’s length relates to the measurement of the object’s length (2.MD.2)
M- Unit 3 Module 4 Session 1 The Many Colors Project Part 1 In today’s session, students predict the number of each color they will find in a bag of objects such as buttons or candy. Then they find the frequencies with which certain colors appear, and work with a partner to count and share the items in the bag.
T- Session 2 The Many Colors Project Part 2 Students create graphs to show how many of each color they found in their
bags of items. The class works together to create a scale that is appropriate for the data and to label the graph so that it is clear to others what is being presented.
W- Session 3 The Many Colors Project Part 3 In this final session of the Many Colors Project, students analyze their own
data, write equations based on another student’s data, and also create and analyze a class graph using the data from everyone’s results.
Th- STAR Test
F- Play a Math game- TRASH
Week #13 Dates: 12/7- 12/11
Standard(s): Solve one- and two-step addition and subtraction story problems involving situations of adding to, putting together, taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to add and subtract fluently with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Explain why strategies for adding and
M- Workplace game: Target 20 Ask students if they can think of three numbers between 1 and 10 to add together to get a sum of 20. Have students share their addends, and record some examples on the board (e.g., 7 + 4 + 9 = 20; 5 + 6 + 9 = 20, 5 + 5 + 10, and so on.) Let students know that the same number can be used more than once. Explain that the goal of today’s Work Place game is to make a sum that is as close as possible to 20, or exactly 20 if possible.
T- Work on Unit 4 Module 3 Session 7 Assessment
W- Work on Unit 4 Module 3 Session 7 Assessment
Th- Continue Target 20
F- One more Day of Target 20
Standard(s): Solve one- and two-step addition and subtraction story problems involving situations of adding to, putting together, taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to add and subtract fluently with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Explain why strategies for adding and
M- Workplace game: Target 20 Ask students if they can think of three numbers between 1 and 10 to add together to get a sum of 20. Have students share their addends, and record some examples on the board (e.g., 7 + 4 + 9 = 20; 5 + 6 + 9 = 20, 5 + 5 + 10, and so on.) Let students know that the same number can be used more than once. Explain that the goal of today’s Work Place game is to make a sum that is as close as possible to 20, or exactly 20 if possible.
T- Work on Unit 4 Module 3 Session 7 Assessment
W- Work on Unit 4 Module 3 Session 7 Assessment
Th- Continue Target 20
F- One more Day of Target 20
Week #12 Dates: 11/30- 12/4
Standard(s): Solve one- and two-step addition and subtraction story problems involving situations of adding to, putting together, taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to add and subtract fluently with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Explain why strategies for adding and
M- Unit 3 Module 3 Session 1: Presents and Parcels This session is an introduction to the Presents & Parcels scenario and sets the stage for the story problems students will pose and solve over the next seven sessions. Students are introduced to the idea that presents will come packaged in sets of 10 as well as individually, which provides a convenient way to model two-digit numbers.
T- Work Place: Base 10 Triple Spin
W- Unit 3 Module 3 Session 2: Solving Picture Problems In this session, the teacher presents a collection of six story problems in picture form. Although there’s a written story to go with each, the focus is on identifying the shorthand “talk bubbles” that go with each problem.
Th- No Mrs. Jerke (Reading Recovery PD)
F- Unit 3 Module 3 Session 3: Creating Picture Problems Part 1 This session is the first of two that challenge students to create their own Presents & Parcels picture problems.
Standard(s): Solve one- and two-step addition and subtraction story problems involving situations of adding to, putting together, taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) Model and describe division situations in which sets are separated into equal parts (supports 2.OA) Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to add and subtract fluently with sums and minuends to 100 (2.NBT.5) Add three 2-digit numbers (2.NBT.6) Explain why strategies for adding and
M- Unit 3 Module 3 Session 1: Presents and Parcels This session is an introduction to the Presents & Parcels scenario and sets the stage for the story problems students will pose and solve over the next seven sessions. Students are introduced to the idea that presents will come packaged in sets of 10 as well as individually, which provides a convenient way to model two-digit numbers.
T- Work Place: Base 10 Triple Spin
W- Unit 3 Module 3 Session 2: Solving Picture Problems In this session, the teacher presents a collection of six story problems in picture form. Although there’s a written story to go with each, the focus is on identifying the shorthand “talk bubbles” that go with each problem.
Th- No Mrs. Jerke (Reading Recovery PD)
F- Unit 3 Module 3 Session 3: Creating Picture Problems Part 1 This session is the first of two that challenge students to create their own Presents & Parcels picture problems.
Week #11 Dates: 11/23- 11/27
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of
hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s within 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Use strategies based on place value to add fluently with sums to 100 (2.NBT.5) Explain why strategies for adding 2-digit numbers work, using place value and properties of operations (2.NBT.9)
M-Play 5 in a Row game
T- Continue game from yesterday.
W- Continue color by number.
Th- No School
F- No School
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of
hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s within 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Use strategies based on place value to add fluently with sums to 100 (2.NBT.5) Explain why strategies for adding 2-digit numbers work, using place value and properties of operations (2.NBT.9)
M-Play 5 in a Row game
T- Continue game from yesterday.
W- Continue color by number.
Th- No School
F- No School
Week #10 Dates: 11/16- 11/20
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of
hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s within 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Use strategies based on place value to add fluently with sums to 100 (2.NBT.5) Explain why strategies for adding 2-digit numbers work, using place value and properties of operations (2.NBT.9)
M-Unit 3 Module 1 Session 4 STICKS AND BUNDLES Today students work together to estimate and then count a large collection of craft sticks, regrouping the sticks into hundreds, tens, and ones as needed.
T- Continue Session 4
W- Play the Screen game. Each learner choses 2 stick bundles and writes the equation (ex. ? + 12 = 22) Learners have to guess what's under the screen (paper)
Th- Session 5 STICK FLASH During this session, students continue to develop the splitting strategy to add 2-digit
numbers within 100.
F- Play 5 in a Row game
Standard(s): Demonstrate an understanding that the digits in a 3-digit number represent amounts of
hundreds, tens, and ones (2.NBT.1) Skip-count by 10s and 100s within 1000 (2.NBT.2) Read and write numbers to 1000 represented with numerals (2.NBT.3) Use strategies based on place value to add fluently with sums to 100 (2.NBT.5) Explain why strategies for adding 2-digit numbers work, using place value and properties of operations (2.NBT.9)
M-Unit 3 Module 1 Session 4 STICKS AND BUNDLES Today students work together to estimate and then count a large collection of craft sticks, regrouping the sticks into hundreds, tens, and ones as needed.
T- Continue Session 4
W- Play the Screen game. Each learner choses 2 stick bundles and writes the equation (ex. ? + 12 = 22) Learners have to guess what's under the screen (paper)
Th- Session 5 STICK FLASH During this session, students continue to develop the splitting strategy to add 2-digit
numbers within 100.
F- Play 5 in a Row game
Week #9 Dates: 11/9- 11/13
Standard(s): Skip-count by 5s and 10s within 1000 (2.NBT.2) Select and use the appropriate tool for measuring the length of an object (2.MD.1) Represent whole numbers as lengths on a number line (2.MD.6) Represent whole-number sums up to 100 on a number line (2.MD.6) Recall from memory all sums of two 1-digit numbers (2.OA.2) Skip-count by 10s within 1000 (2.NBT.2) Write numbers within 1000 represented with numerals (2.NBT.3) Use strategies based on place value, properties of operations, or the relationship between
M- Unit 3, Module 1, Session 1 Unit 3 Pre-Assessment
T- Session 2-SKIP TRIPS- Students use “skip-jumps” of 1, 5, and 10 to reach a given target on the number line. The
goal of the activity is to arrive at the intended target by using as few skip-jumps as possible.
W- No School
Th- Session 3- STAR POWER This game allows students to explore the associative and commutative properties of addition as well as providing opportunities for students to work toward breaking up addends to reach
multiples of ten.
F- Session 4- STICKS AND BUNDLES or play STAR POWER again.
Standard(s): Skip-count by 5s and 10s within 1000 (2.NBT.2) Select and use the appropriate tool for measuring the length of an object (2.MD.1) Represent whole numbers as lengths on a number line (2.MD.6) Represent whole-number sums up to 100 on a number line (2.MD.6) Recall from memory all sums of two 1-digit numbers (2.OA.2) Skip-count by 10s within 1000 (2.NBT.2) Write numbers within 1000 represented with numerals (2.NBT.3) Use strategies based on place value, properties of operations, or the relationship between
M- Unit 3, Module 1, Session 1 Unit 3 Pre-Assessment
T- Session 2-SKIP TRIPS- Students use “skip-jumps” of 1, 5, and 10 to reach a given target on the number line. The
goal of the activity is to arrive at the intended target by using as few skip-jumps as possible.
W- No School
Th- Session 3- STAR POWER This game allows students to explore the associative and commutative properties of addition as well as providing opportunities for students to work toward breaking up addends to reach
multiples of ten.
F- Session 4- STICKS AND BUNDLES or play STAR POWER again.
Week #8 Dates: 11/2- 11/6
Standard(s): Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) • Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) 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.3)
M- Unit 2, Module 4, Session 1, Thinking about 2's- Learners examine, discuss and write equations to match a collection of dot arrays. Brainstorm a list of things that come in 2's.
T- continue lesson from yesterday. Unit 2, Module 4, Session 2- Examining the 2's chart- Learners use the Two's Chart to discuss observations about the patterns they created. Teacher poses more questions about extending the pattern. Learners work independently to write their own observations on record sheets.
W- Unit 2, Module 4, Session 3- Learners use the Twos Chart again to extend counting by 2's through 100 on a hundreds grid. Then work individually to write observations about the resulting patterns found in their work and to answer questions related to counting by 2's.
Th- Continue
F- Race to 100 with tens and ones manipulatives
Standard(s): Find the total number of objects in an array with up to 5 rows and 5 columns, using addition (2.OA.4) • Write an equation to represent the total number of objects in an array with up to 5 rows and 5 columns as the sum of equal addends (2.OA.4) 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.3)
M- Unit 2, Module 4, Session 1, Thinking about 2's- Learners examine, discuss and write equations to match a collection of dot arrays. Brainstorm a list of things that come in 2's.
T- continue lesson from yesterday. Unit 2, Module 4, Session 2- Examining the 2's chart- Learners use the Two's Chart to discuss observations about the patterns they created. Teacher poses more questions about extending the pattern. Learners work independently to write their own observations on record sheets.
W- Unit 2, Module 4, Session 3- Learners use the Twos Chart again to extend counting by 2's through 100 on a hundreds grid. Then work individually to write observations about the resulting patterns found in their work and to answer questions related to counting by 2's.
Th- Continue
F- Race to 100 with tens and ones manipulatives
Week #7 Dates: 10/26- 10/30
Standard(s): 1.NBT.1 1.NBT.4 2.NBT.2 2.MD.6 Count forward by 10s, starting with numbers that are not multiples of 10, within 120 Add a 1-digit number and a 2-digit number Add a multiple of 10 and another 2-digit number Represent whole numbers and whole number sums within 100 on a number line diagram Read and write numerals in the range of 0–120
M- Play, Jump to 100. Pick a number card (any number from 1 to 50). Everyone starts at the same number. Roll the dice o see how many tens to jump. Take turns. See who can can closest to 100 in no more than 3 turns.
T- Continue Jump to 100 game from Monday.
W- Session 23 More Addition on the Number Line
Th- Assessment
F- Go over misunderstood problems from the Assessment
Standard(s): 1.NBT.1 1.NBT.4 2.NBT.2 2.MD.6 Count forward by 10s, starting with numbers that are not multiples of 10, within 120 Add a 1-digit number and a 2-digit number Add a multiple of 10 and another 2-digit number Represent whole numbers and whole number sums within 100 on a number line diagram Read and write numerals in the range of 0–120
M- Play, Jump to 100. Pick a number card (any number from 1 to 50). Everyone starts at the same number. Roll the dice o see how many tens to jump. Take turns. See who can can closest to 100 in no more than 3 turns.
T- Continue Jump to 100 game from Monday.
W- Session 23 More Addition on the Number Line
Th- Assessment
F- Go over misunderstood problems from the Assessment
Week #6 Dates: 10/19- 10/23
Standard(s): 1.NBT.1 1.NBT.4 2.NBT.2 2.MD.6 Count forward by 10s, starting with numbers that are not multiples of 10, within 120 Add a 1-digit number and a 2-digit number Add a multiple of 10 and another 2-digit number Represent whole numbers and whole number sums within 100 on a number line diagram Read and write numerals in the range of 0–120
M- Session 21 How Far to 100?
T- Daily Math Practice-Go over tricky ones. Continue Session 21.
W- Finish Session 21.
Th- Race to 100 on the number line. Go by 10's.
F- Session 22 Addition on the Number Line- What if I wanted to add 44 + 20? or 32 + 50? What is the pattern? Where would I land? How many humps on the number line to add 60? or 30?
Standard(s): 1.NBT.1 1.NBT.4 2.NBT.2 2.MD.6 Count forward by 10s, starting with numbers that are not multiples of 10, within 120 Add a 1-digit number and a 2-digit number Add a multiple of 10 and another 2-digit number Represent whole numbers and whole number sums within 100 on a number line diagram Read and write numerals in the range of 0–120
M- Session 21 How Far to 100?
T- Daily Math Practice-Go over tricky ones. Continue Session 21.
W- Finish Session 21.
Th- Race to 100 on the number line. Go by 10's.
F- Session 22 Addition on the Number Line- What if I wanted to add 44 + 20? or 32 + 50? What is the pattern? Where would I land? How many humps on the number line to add 60? or 30?
Week #5 Dates: 10/12- 10/16
Standard(s): 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems. 2.NBT.1 Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones. 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT.3 Read numbers to 1000 represented with numerals M- No School T- Unit 2 Module 1 Session 4- Show Me Tens and Ones- In this session, students represent and combine numbers to 100 using Unifix cubes. The activity emphasizes using models to group cubes in trains of ten, as well as adding and subtracting within 100. W- Continue session 4 Th- no group F- One more day on Session 4 |
Week #4 Dates: 10/5- 10/9
Standard(s): 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems. 2.NBT.1 Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones. 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT.3 Read numbers to 1000 represented with numerals
M- Unit 2 Module 1 Session 3 How Many More? How Many Fewer?
T- continue Session 3. Work on Daily Math for Tuesday
W- Activity: How many tennis balls? How many tennis balls are there in each row? How many more do you need to get to the number at the end of the row.
Th- Play Scoop, Count and Compare.
F- Continue game from yesterday.
Standard(s): 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems. 2.NBT.1 Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones. 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT.3 Read numbers to 1000 represented with numerals
M- Unit 2 Module 1 Session 3 How Many More? How Many Fewer?
T- continue Session 3. Work on Daily Math for Tuesday
W- Activity: How many tennis balls? How many tennis balls are there in each row? How many more do you need to get to the number at the end of the row.
Th- Play Scoop, Count and Compare.
F- Continue game from yesterday.
Week #3 Dates: 9/28- 10/2
Standard(s): 2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ... 2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems. 2.NBT.1 Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones. 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT.3 Read numbers to 1000 represented with numerals M- Take the Session 5 Unit 1 test. T- Assess writing numbers to 100. W- Go over Daily Math practice. Th- Unit 2 Module 1 Session 1. Talk about the Jack and the Beanstalk book. Estimate the beans in the bag. Each learner gets differing amounts of beans. Put 10 beans into cups and place them on to the tens paper. Place any leftover beans on the ones paper. Let learners know you can't 10 or more in the ones. Same with the cups of ten. Group up as needed and record on a dry board. Talk about what each number means. After you have your number, mix up the numbers on the dry board and have learners tell why it's wrong or right. F- Continue tomorrow! But this time compare the handfuls to 125. |
Week #2 Dates: 9/21- 9/25
Standard(s): 1.OA.A.1 Use addition and subtraction within 20 to solve word problems 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ... 2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems
M- Unit 1 Module 4 Session 1 Racks, Strings and Number Lines. This lesson is designed to help learners make the transition from number racks to number lines. Models used: Number rack, bead string and number line. Make skip jumps of 5 or 10 from multiples of 5 or 10 and making skip jumps of 5 or 10 from other numbers that aren't multiples of 5 or 10. Then have learners jump by 8 or 9.
T- Continue lesson from yesterday. Transition to a number string to a number line today.
W- Unit 1 Module 4 Session 3 Modeling and Solving Story Problems - In this lesson learners solve a variety of addition and subtraction story problems. 1.Zero Strategy 2.Add On Strategy.
Th- Continue Session 3. 1.Add 10 Strategy 2. Add 9 Strategy
F- Play a Work Station called Turn Them Over
Standard(s): 1.OA.A.1 Use addition and subtraction within 20 to solve word problems 2.OA.B.2 Fluently add and subtract within 20 using mental strategies. 2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ... 2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems
M- Unit 1 Module 4 Session 1 Racks, Strings and Number Lines. This lesson is designed to help learners make the transition from number racks to number lines. Models used: Number rack, bead string and number line. Make skip jumps of 5 or 10 from multiples of 5 or 10 and making skip jumps of 5 or 10 from other numbers that aren't multiples of 5 or 10. Then have learners jump by 8 or 9.
T- Continue lesson from yesterday. Transition to a number string to a number line today.
W- Unit 1 Module 4 Session 3 Modeling and Solving Story Problems - In this lesson learners solve a variety of addition and subtraction story problems. 1.Zero Strategy 2.Add On Strategy.
Th- Continue Session 3. 1.Add 10 Strategy 2. Add 9 Strategy
F- Play a Work Station called Turn Them Over
Week #1 Dates: 9/14- 9/18
Standard(s): 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
M-
T-
W-
Th- First Day! Unit 1 Module 3 Session 5 What's the difference?
F- Continue What's the difference activity from yesterday.
Standard(s): 1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
M-
T-
W-
Th- First Day! Unit 1 Module 3 Session 5 What's the difference?
F- Continue What's the difference activity from yesterday.