2S Math
Week #34 5/10 - 5/14
Standard(s) (2.NBT.2) Skip -count by 10's + 100 within 1000. (2.NBT.4) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using greater than, less than and equal too. (2.NBT.7) Use concrete models or drawings to subtract with minuends to 1000. Use strategies based on place value, properties of operations, or the relationship between addition + subtraction to subtract with minuends to 1000. (2.NBT.9) Expalin why addition + subtraction strategies work, using place value + the properties of operations. (2.MP.3) Construct viable arguments and critique the reasonging of others.
M - Sum It Up Activity Session 4: Today each player will take turns rolling random numbers and deciding after each roll what place value to assign to that number. After 6 rolls, each learner has two 3-digit numbers, which they add together to try to get either the smallest or largest sum.
T - Larger Numbers on an Open Number Line Session 5: Learners will use the open number line to model and solve 3 subtraction story problems, all of which involve some form of comparing. We will work the first problem as a whole group, the second with a partner + the third independently.
W - Roll + Subtract One Thousand Session 6: Learners will play this activity against the teacher. We each take turns to roll 3 dice numbering from 1-6, arranging the numbers rolled to form a 3-digit number, and subtracting this number from 1,000. After three turns, the team with the non-negative score closer to 0 wins.
Th - Session 6 will continue
F - Session Last Day for small groups - Game Day student choice!!
Standard(s) (2.NBT.2) Skip -count by 10's + 100 within 1000. (2.NBT.4) Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using greater than, less than and equal too. (2.NBT.7) Use concrete models or drawings to subtract with minuends to 1000. Use strategies based on place value, properties of operations, or the relationship between addition + subtraction to subtract with minuends to 1000. (2.NBT.9) Expalin why addition + subtraction strategies work, using place value + the properties of operations. (2.MP.3) Construct viable arguments and critique the reasonging of others.
M - Sum It Up Activity Session 4: Today each player will take turns rolling random numbers and deciding after each roll what place value to assign to that number. After 6 rolls, each learner has two 3-digit numbers, which they add together to try to get either the smallest or largest sum.
T - Larger Numbers on an Open Number Line Session 5: Learners will use the open number line to model and solve 3 subtraction story problems, all of which involve some form of comparing. We will work the first problem as a whole group, the second with a partner + the third independently.
W - Roll + Subtract One Thousand Session 6: Learners will play this activity against the teacher. We each take turns to roll 3 dice numbering from 1-6, arranging the numbers rolled to form a 3-digit number, and subtracting this number from 1,000. After three turns, the team with the non-negative score closer to 0 wins.
Th - Session 6 will continue
F - Session Last Day for small groups - Game Day student choice!!
Week #33 5/3 - 5/7 UNIT 8 MODULE 1 Sessions 1-3
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - STAR MATH TEST
T - Session 5: Worked on finalizing our story problems and adding 3 digit numbers with showing our work in our Blue Math Notebooks.
W - Session 1: Target Seven Hundred = This game designed to provide students with opportunities to develop deeper understandings of 3-digit numbers by building them with base ten area pieces. The quantities collected by each team are compared to 700 and differences are calculated to determine which number is closer to the target.
Th - Session 2: Four-Digit Shuffle = Learners will take turns building the number with base ten area pieces and writing the new number with the expanded notation and equation. This activity is similar to the activity we did Wednesday but up to one-thousand.
F - Session 3: Solving Story Problems using 3 Digit Numbers = Learners will solve several 3-digit addition problems, two of which are set in the context of finding a total distance or a total length. I will circulate the room and look at strategies that they are each using and locate that strategy on the poster.
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - STAR MATH TEST
T - Session 5: Worked on finalizing our story problems and adding 3 digit numbers with showing our work in our Blue Math Notebooks.
W - Session 1: Target Seven Hundred = This game designed to provide students with opportunities to develop deeper understandings of 3-digit numbers by building them with base ten area pieces. The quantities collected by each team are compared to 700 and differences are calculated to determine which number is closer to the target.
Th - Session 2: Four-Digit Shuffle = Learners will take turns building the number with base ten area pieces and writing the new number with the expanded notation and equation. This activity is similar to the activity we did Wednesday but up to one-thousand.
F - Session 3: Solving Story Problems using 3 Digit Numbers = Learners will solve several 3-digit addition problems, two of which are set in the context of finding a total distance or a total length. I will circulate the room and look at strategies that they are each using and locate that strategy on the poster.
Week #32 4/26 - 4/30
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - Session - Finish Assessment from last week.
T - Session 1: Creating Toy Store Problems, Part 1: Students will create their own toy story problems ad spend time solving problems created by the other students. In this session + the next, learners work to create their problems. The teacher begins the process by creating a picture problem that shows a scene from a toy store. Learners offer suggestions for how to complete the picture. then learners begin work creating their own picture problems.
W - Session 2: Creating Toy Store Problems, Part 2: Learners will continue to create their problems. I will begin the process by creating a picture problem that shows a scene from a toy store. Learners offer suggestions for how to complete the picture. then learners begin work creating their own picture problems.
Th - Session 3: Solving Story Problems Together: Before this session, the teacher goes thrrough student's completed pictre problems and selects 2 or 3 for the class to work on together. As each of these problems is presented, learners work individually or in pairs to solve it, and then share their solutions + strategies as a group.
F - Session 4: Shopping for Toy Store Problems, Part 1: Today the teacher reviews the procedure for choosing + solving story problems from the collection the class generated. The learners then leave the discussion are a few at a time to shop the problems themselves. They select and work one problem at a time, completing as many as they can during this session. Shopping will continue in the next session. Finally, the teacher introduces and assigns the Cleaning Desks & Measuring Lines Home Connection.
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - Session - Finish Assessment from last week.
T - Session 1: Creating Toy Store Problems, Part 1: Students will create their own toy story problems ad spend time solving problems created by the other students. In this session + the next, learners work to create their problems. The teacher begins the process by creating a picture problem that shows a scene from a toy store. Learners offer suggestions for how to complete the picture. then learners begin work creating their own picture problems.
W - Session 2: Creating Toy Store Problems, Part 2: Learners will continue to create their problems. I will begin the process by creating a picture problem that shows a scene from a toy store. Learners offer suggestions for how to complete the picture. then learners begin work creating their own picture problems.
Th - Session 3: Solving Story Problems Together: Before this session, the teacher goes thrrough student's completed pictre problems and selects 2 or 3 for the class to work on together. As each of these problems is presented, learners work individually or in pairs to solve it, and then share their solutions + strategies as a group.
F - Session 4: Shopping for Toy Store Problems, Part 1: Today the teacher reviews the procedure for choosing + solving story problems from the collection the class generated. The learners then leave the discussion are a few at a time to shop the problems themselves. They select and work one problem at a time, completing as many as they can during this session. Shopping will continue in the next session. Finally, the teacher introduces and assigns the Cleaning Desks & Measuring Lines Home Connection.
Week #31 4/19 - 4/23 Unit 7 Module 2 Session 5
Standards: (2.NBT.7) Use concrete models or drawings to add and subtract with sums and minuends to 1000. Add with sums to 1000 using strategies that involve adding hundreds to hundreds, tens to tens, and ones to ones. (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons.(2.G.3) Partition circles and rectangles into 2, 3. or 4 equal shares, and describe the shares using the words halves, thirds, fourths, etc. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics (2.MP.1) Make sense of problems and persevere in solving them.
M - Session 5 Fractions & Money activity (2 pages) Learners will practice coloring in fractions and matching them to the correct fraction piece and counting change to make purchases and to give the correct change back to a customer.
T - Session 5 continue with Monday's work / Skylex took the STAR Math Assessment
W - Session 5 Unit 7 Post - Assessment: complete pages 1 + 2 independently
Th - Session 5 Unit 7 Post-Assessment ; complete pages 3 + 4 independently
F - NO LEARNERS - MRS. STOLP'S DECISION CLASS IS WATCHING CHARLOTTES WEB TOGETHER
Standards: (2.NBT.7) Use concrete models or drawings to add and subtract with sums and minuends to 1000. Add with sums to 1000 using strategies that involve adding hundreds to hundreds, tens to tens, and ones to ones. (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons.(2.G.3) Partition circles and rectangles into 2, 3. or 4 equal shares, and describe the shares using the words halves, thirds, fourths, etc. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics (2.MP.1) Make sense of problems and persevere in solving them.
M - Session 5 Fractions & Money activity (2 pages) Learners will practice coloring in fractions and matching them to the correct fraction piece and counting change to make purchases and to give the correct change back to a customer.
T - Session 5 continue with Monday's work / Skylex took the STAR Math Assessment
W - Session 5 Unit 7 Post - Assessment: complete pages 1 + 2 independently
Th - Session 5 Unit 7 Post-Assessment ; complete pages 3 + 4 independently
F - NO LEARNERS - MRS. STOLP'S DECISION CLASS IS WATCHING CHARLOTTES WEB TOGETHER
Week #30 4/12 - 4/16 continue with Unit 7 Module 2 Session 4-5 + Unit 7 Module 3 Sessions 1-4
Standard(s) 2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - Session - continue to work on the Session 4 7D Cookies for Fair Shares activity together = Both Aiden + Peyton worked on this at their seats while I had a copy on the board for them to follow along. This worked much better for Aiden as he tends to struggle and get frustrated easily with Math. If we had 4 ants and 5 cookies, how much would eat any get? If we had 4 ants and 8 cookies, how much would each ant get then?
T - Session 5 Bug Spinner Experiments, Part 2 (NO SKYLEX) I decided again to have both Peyton + Aiden work together so that neither one of them would get frustrated and confused. Each learner took turns to spin the new bug spinner numerous times to see if they would get the pranying mantis or the ladybug and then they would need to color in either 10 or 20 squares depending on which bug ate more.
W - Unit 7 Module 3 Session 1 + 2 - The Ant's Store I will set the stage for a new story problem theme by presenting 2 scenes from a toy store and inviting students to talk about what they see. I will introduce Work Place 7E The Gardener's Friend Game and play the game with the learners. We worked on story problems with adding and subtracting 2-3 digit numbers as well as writing numbers in expanded notation in our Blue Math Notebooks. (NO SKYLEX) / Session 2: Introducing toy Store Problems
Th - Session 3 Solving Toy Store Picture Problems + 4 A Closer Look at Our Strategies = I divided both of these sessions in half and tried to spend time on the various strategies that we would use to help us with the story problems.
F - Sessions 3 + 4 I will continue to work on both sessions and answer story problems using various strategies: Make a Labeled Sketch, Add Up to Subtract on the Number Line and Subtract From the Front End
Standard(s) 2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - Session - continue to work on the Session 4 7D Cookies for Fair Shares activity together = Both Aiden + Peyton worked on this at their seats while I had a copy on the board for them to follow along. This worked much better for Aiden as he tends to struggle and get frustrated easily with Math. If we had 4 ants and 5 cookies, how much would eat any get? If we had 4 ants and 8 cookies, how much would each ant get then?
T - Session 5 Bug Spinner Experiments, Part 2 (NO SKYLEX) I decided again to have both Peyton + Aiden work together so that neither one of them would get frustrated and confused. Each learner took turns to spin the new bug spinner numerous times to see if they would get the pranying mantis or the ladybug and then they would need to color in either 10 or 20 squares depending on which bug ate more.
W - Unit 7 Module 3 Session 1 + 2 - The Ant's Store I will set the stage for a new story problem theme by presenting 2 scenes from a toy store and inviting students to talk about what they see. I will introduce Work Place 7E The Gardener's Friend Game and play the game with the learners. We worked on story problems with adding and subtracting 2-3 digit numbers as well as writing numbers in expanded notation in our Blue Math Notebooks. (NO SKYLEX) / Session 2: Introducing toy Store Problems
Th - Session 3 Solving Toy Store Picture Problems + 4 A Closer Look at Our Strategies = I divided both of these sessions in half and tried to spend time on the various strategies that we would use to help us with the story problems.
F - Sessions 3 + 4 I will continue to work on both sessions and answer story problems using various strategies: Make a Labeled Sketch, Add Up to Subtract on the Number Line and Subtract From the Front End
Week #29 4/5 - 4/9 continue with Unit 7 Module 2 Session 4-5
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - NO SCHOOL EASTER MONDAY
T - Session 3 Fraction Races: Learners work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eigths will be used to compare fractions and build wholes. I will lead a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduce the game Fraction Race. In this game, players take turns spinning a spinner and collecting fractions in a race to build one whole (Aiden wasn't feeling well)
W - 2S = STAR Math Assessment - Session 4 Bug Spinner Experiments, Part 1: In this session and the next, learners explore fractions in the context of 2 probability-based spinner experiments. Today, I will introduce the first spinner and explain the experiment. Learners make predictions about the outcomes, then work in pairs to spin the spinner and record the outcomes, The group pools and discusses their results. I then introduce 7D Fair Shares, an activity based on the Ant Treats activity from last week. (Aiden was absent today)
Th - Begin today's lesson on Comparing Fractions pages 1 +2 before we start Session 5 Bug Spinner Experiments, Part 2: This session opens with a short checkpoint on metric measuring and fractions. Then learners repeat the experiment conducted during the precious session, using a spinner that is not evenly divided between the two bugs. Again, learners make observations about the outcomes of spinning the spinner once, and predict the outcomes of 24 spins. Learners work to record their predictions, and then conduct the experiment.
F - Skylex was absent= continue to work on Thursday's assignments using the Fair Share Cookie activity
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics
M - NO SCHOOL EASTER MONDAY
T - Session 3 Fraction Races: Learners work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eigths will be used to compare fractions and build wholes. I will lead a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduce the game Fraction Race. In this game, players take turns spinning a spinner and collecting fractions in a race to build one whole (Aiden wasn't feeling well)
W - 2S = STAR Math Assessment - Session 4 Bug Spinner Experiments, Part 1: In this session and the next, learners explore fractions in the context of 2 probability-based spinner experiments. Today, I will introduce the first spinner and explain the experiment. Learners make predictions about the outcomes, then work in pairs to spin the spinner and record the outcomes, The group pools and discusses their results. I then introduce 7D Fair Shares, an activity based on the Ant Treats activity from last week. (Aiden was absent today)
Th - Begin today's lesson on Comparing Fractions pages 1 +2 before we start Session 5 Bug Spinner Experiments, Part 2: This session opens with a short checkpoint on metric measuring and fractions. Then learners repeat the experiment conducted during the precious session, using a spinner that is not evenly divided between the two bugs. Again, learners make observations about the outcomes of spinning the spinner once, and predict the outcomes of 24 spins. Learners work to record their predictions, and then conduct the experiment.
F - Skylex was absent= continue to work on Thursday's assignments using the Fair Share Cookie activity
Week #28 3/29 - 4/2 Unit 7 Module 2 Sessions 1-3
Standard(s) (2.G.3) Partition a rectangle into 2 and 4 equal parts ( 2.G.3) Use the terms halves and half of to talk about the 2 equal parts into which a rectangle has been partitioned. Use the terms fourths, quarters, fourth of and quarter of to talk about the 4 equal parts into which a rectangle has been partitioned. (2.MP.7) Look for and make use of structure ( 2.MP.3) Consruct viable arguments and critique the reasoning of others. (2.0A) Model division situations in which sets are separated into equal parts
M - Session 1 One Hundred Hungry Ants: I will begin to read the book One Hundred Hungry Ants by Elinor J. Pinczes to the group with stopping and pausing at certain places. Learners will be solving story problems about ants. Learners work together to solve what would happen if 100 ants were divided into 2 equal lines, 4 equal lines, 5 equal lines, and then 10. Learners will then try to solve what would happen if they now have 120 picnic ants and then they were divided into equal lines.
T - Session 2 Ant Treats I will introduce this session by explaining to the learners that they are 100 hungry picnic ants sharing granola bars. First, I will work with them to divide 1 paper granola bar amoung 2, 3, and then 4 ants and create a display. Next, learners will investigate what happens when 2 granola bars are shared between 2 ants, and then among 3 and so on.
W - Session 3 Fraction Races: Learners work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eigths will be used to compare fractions and build wholes. I will lead a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduce the game Fraction Race. In this game, players take turns spinning a spinner and collecting fractions in a race to build one whole.
Th - NO SCHOOL - EASTER BREAK
F - NO SCHOOL - EASTER BREAK
Standard(s) (2.G.3) Partition a rectangle into 2 and 4 equal parts ( 2.G.3) Use the terms halves and half of to talk about the 2 equal parts into which a rectangle has been partitioned. Use the terms fourths, quarters, fourth of and quarter of to talk about the 4 equal parts into which a rectangle has been partitioned. (2.MP.7) Look for and make use of structure ( 2.MP.3) Consruct viable arguments and critique the reasoning of others. (2.0A) Model division situations in which sets are separated into equal parts
M - Session 1 One Hundred Hungry Ants: I will begin to read the book One Hundred Hungry Ants by Elinor J. Pinczes to the group with stopping and pausing at certain places. Learners will be solving story problems about ants. Learners work together to solve what would happen if 100 ants were divided into 2 equal lines, 4 equal lines, 5 equal lines, and then 10. Learners will then try to solve what would happen if they now have 120 picnic ants and then they were divided into equal lines.
T - Session 2 Ant Treats I will introduce this session by explaining to the learners that they are 100 hungry picnic ants sharing granola bars. First, I will work with them to divide 1 paper granola bar amoung 2, 3, and then 4 ants and create a display. Next, learners will investigate what happens when 2 granola bars are shared between 2 ants, and then among 3 and so on.
W - Session 3 Fraction Races: Learners work with guidance from the teacher to create a set of construction paper fraction strips. These construction paper representations of halves, fourths, and eigths will be used to compare fractions and build wholes. I will lead a discussion on how the fraction pieces can be combined to create other fraction pieces, and then introduce the game Fraction Race. In this game, players take turns spinning a spinner and collecting fractions in a race to build one whole.
Th - NO SCHOOL - EASTER BREAK
F - NO SCHOOL - EASTER BREAK
Week #27 3/22 - 3/26 Unit 6 Module 2 Sessions 1-4
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics (2.0A.4) find the total number of objects in an array with up to 5 rows and 5 columns, using addition + 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. (2G.2) Partition a rectangle into rows and columns of smae-size squares and count the total number of squares.
M - NO SCHOOL
T - Session 1: Exploring Area with Pattern Blocks This session opens with a discussion of area, a key term for this module. The teacher assigns the green pattern block triangle an area of 1, and students work to find the areas of some of the other pattern blocks, as well as more complex figures built of pattern blocks.
W - Session 2: More Area Explorations with Pattern Blocks This session builds on the previous as students consider how the area of a figure will change when the unit of measure changes. Students work to measure a series of shpages using 2 or even 3 different units each time, each unit proportional to the others.
Th - Session 2 continue with Wednesday's work
F - Session 3 Exploring Area with Geoboards Learners will create shapes on their geoboards that have an area of 6 units, using a square instead of a triangle as the unit of measure. Then they work to find the areas of simple and complex shapes on their own geoboards.
Standard(s) (1.G.2)Create a composite shape by composing two-dimensional shapes. (2.G.1.) Identify triangles, quadrilaterals, and hexagons. (2.MP.3) Construct viable arguments and critique the reasoning of others (2.MP.4) Model with mathematics (2.0A.4) find the total number of objects in an array with up to 5 rows and 5 columns, using addition + 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. (2G.2) Partition a rectangle into rows and columns of smae-size squares and count the total number of squares.
M - NO SCHOOL
T - Session 1: Exploring Area with Pattern Blocks This session opens with a discussion of area, a key term for this module. The teacher assigns the green pattern block triangle an area of 1, and students work to find the areas of some of the other pattern blocks, as well as more complex figures built of pattern blocks.
W - Session 2: More Area Explorations with Pattern Blocks This session builds on the previous as students consider how the area of a figure will change when the unit of measure changes. Students work to measure a series of shpages using 2 or even 3 different units each time, each unit proportional to the others.
Th - Session 2 continue with Wednesday's work
F - Session 3 Exploring Area with Geoboards Learners will create shapes on their geoboards that have an area of 6 units, using a square instead of a triangle as the unit of measure. Then they work to find the areas of simple and complex shapes on their own geoboards.
Week #26 3/15 - 3/19 SPRING BREAK Unit 5 Module 2 Session
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, rhombuses, trapezoids, and hexagons (2.G.2
M - Finish Unit 5 Post-Assessment for Mrs. Stolp
T - STAR MATH ASSESSMENT
W - Session 1: Exploring Area with Pattern Blocks - The session opens with a discussion of area, a key term for this module. The teacher then assigns the green pattern block triangle an area of 1 , and learners work to find the areas of some of the other pattern blocks, as well as more complex figures built of pattern blocks.
Th -. NO SCHOOL SPRING BREAK
F - NO SCHOOL SPRING BREAK
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, rhombuses, trapezoids, and hexagons (2.G.2
M - Finish Unit 5 Post-Assessment for Mrs. Stolp
T - STAR MATH ASSESSMENT
W - Session 1: Exploring Area with Pattern Blocks - The session opens with a discussion of area, a key term for this module. The teacher then assigns the green pattern block triangle an area of 1 , and learners work to find the areas of some of the other pattern blocks, as well as more complex figures built of pattern blocks.
Th -. NO SCHOOL SPRING BREAK
F - NO SCHOOL SPRING BREAK
Week #25 3/8 - 3/12 Unit 6 Module 1 Session 1-5 Multiples of 10, 100 + 1000
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 - Session 1 Last Shape in Wins: Learners take turns fitting triangles, rhombuses, trapezoids, and hexagons into large hexagonal outline. Learners take a pre-assessment.
T - Play the game Last Shape in Wins when learners arrive. Session 2: The Greedy Triangle Learns a Lesson / After reading this story I will ask the students to consider how the triangle could change his shape without adding a side or angle. Students will individually build 4 different triangles to be used in Session 4.
W -Session 3: Constructing and Drawing Quadrilaterals: Learners will create 4 different quadrilaterals.
Th - Session 5 Guess My Shape: Learners will cut apart sheets to make their own sets of paper shapes. The teacher will give 1 clue at a time and the learners will try and guess what shape she is talking about. Learners sort through their sets to find the shapes that match the one being described.
F - Session 5: Facts and Shapes pgs 1 + 2 Together the learners and teacher will complete this together. We will discuss how much each shape is worth, story problems and fact family triangles.
Post Assessment: To start the session, the teacher introduces a new Work Place game that involves counting forward and backward by hundreds from different 3-digit numbers on an open number line. When most students understand how to play the game,
they take the Unit 5 Post-Assessment, and then go to Work Places, including the new one, as time allows.
Introducing Work Place 5E Jump-A-Hundred = Players take turns rolling a die and flipping a coin to move either forward or backward by hundreds on a number line. After both players have had five turns, each player circles their final number, and the player whose number is closer to 500 wins the game.
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 - Session 1 Last Shape in Wins: Learners take turns fitting triangles, rhombuses, trapezoids, and hexagons into large hexagonal outline. Learners take a pre-assessment.
T - Play the game Last Shape in Wins when learners arrive. Session 2: The Greedy Triangle Learns a Lesson / After reading this story I will ask the students to consider how the triangle could change his shape without adding a side or angle. Students will individually build 4 different triangles to be used in Session 4.
W -Session 3: Constructing and Drawing Quadrilaterals: Learners will create 4 different quadrilaterals.
Th - Session 5 Guess My Shape: Learners will cut apart sheets to make their own sets of paper shapes. The teacher will give 1 clue at a time and the learners will try and guess what shape she is talking about. Learners sort through their sets to find the shapes that match the one being described.
F - Session 5: Facts and Shapes pgs 1 + 2 Together the learners and teacher will complete this together. We will discuss how much each shape is worth, story problems and fact family triangles.
Post Assessment: To start the session, the teacher introduces a new Work Place game that involves counting forward and backward by hundreds from different 3-digit numbers on an open number line. When most students understand how to play the game,
they take the Unit 5 Post-Assessment, and then go to Work Places, including the new one, as time allows.
Introducing Work Place 5E Jump-A-Hundred = Players take turns rolling a die and flipping a coin to move either forward or backward by hundreds on a number line. After both players have had five turns, each player circles their final number, and the player whose number is closer to 500 wins the game.
Monday's activity was playing the game "Last Shape In Wins"
Week #24 3/1 - 3/5 Unit 5 Module 2 Session 4- 6
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 - PERSONAL DAY
T - Session 4: A Pocketful of Coins - Practice counting by 5s + 10s, forward and backward, fom numbers that don't end in 0 or 5. Then I will show a collection of coins for a couple of seconds each, and as learners share what they see (how many and what kid of coins, and the value of the collection). Next, learners start a written assignment together, and then complete the rest individually.
W -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 an d 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.
Th - Session 6: Three Spins to Win This session provides more practice with counting and adding sums of money. Students then take a checkpoint assessment that looks at their current skills with money.
F - Money Review + Game
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 - PERSONAL DAY
T - Session 4: A Pocketful of Coins - Practice counting by 5s + 10s, forward and backward, fom numbers that don't end in 0 or 5. Then I will show a collection of coins for a couple of seconds each, and as learners share what they see (how many and what kid of coins, and the value of the collection). Next, learners start a written assignment together, and then complete the rest individually.
W -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 an d 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.
Th - Session 6: Three Spins to Win This session provides more practice with counting and adding sums of money. Students then take a checkpoint assessment that looks at their current skills with money.
F - Money Review + Game
Week #23 2/22 - 2/26 Unit 5 Module 2 Session 1-3
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 - Session 1; Two Dimes & 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.
T - Session 2: This session starts with a warm-up in which students practice coutning forward by 5's from 23 to 113, and back. Then the teacher introduces a new Word Place Game. Close to 25 cents uses the 25-frame introduced last session and provides opportunities to count and add sets of mixed coins. when students understand how to play the game,they may go to Work Places. Go over the Thinking About Place Value Home Connection.
W -Session 3: Beat You to $1.00 game
Th - Session 3: continue with Beat You to $1.00 game
F - Session 3: last day to play this game
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 - Session 1; Two Dimes & 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.
T - Session 2: This session starts with a warm-up in which students practice coutning forward by 5's from 23 to 113, and back. Then the teacher introduces a new Word Place Game. Close to 25 cents uses the 25-frame introduced last session and provides opportunities to count and add sets of mixed coins. when students understand how to play the game,they may go to Work Places. Go over the Thinking About Place Value Home Connection.
W -Session 3: Beat You to $1.00 game
Th - Session 3: continue with Beat You to $1.00 game
F - Session 3: last day to play this game
Week #22 2/15 - 2/19 Unit 5 Module 1
Standard(s): 2.NBT.1: Demonstrate an understnading that the digits in a 3-digit number represent amouns of hundreds, tens, and ones. 2.NBT.2: Skip-count by 10's within 1,000. Count within 1,000, starting and ending with any given pair of numbers. 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.4: Compare pairs of 3-digit numbers based on an understanding of what the digits in their hundreds, tens, and ones places represent and use the >, < and =. 2.NBT.8: Mentally add 10 to any 3 digit number between 100 and 900. 2.NBT: Order numbers from 0-1,000. 2.MP.2: Reason abstractly and quantitatively. 2.MP.4: Model with mathematics. 2.MP.6: Attend to precision. 2.MP.7: Look for and make use of structure.
M - NO SCHOOL PRESIDENT'S DAY
T - Session 4: Introduce Place Value Triple Roll: Ask learners to think, pair, and share some of their observations. Do you see any patterns? Count by 10's off the decade. Play Jump-a-Ten together as a class using the student book page. Learners will take turns rolling a More or Less Dice to decide if they will create a 3 digit number that is more or less than their partners 3 digit number. Once the learner has created a 3 digit number they can take as many craft sticks as possible to create that number. Offer them bundles of 100 sticks, bundles of 10's and single craft sticks. Compare whose number is the least or more. Record on Record Sheet. Once you have completed 3 rounds each, I want them to write down their 3 digit numbers from least to greatest. NO SKYLEX + AIDEN
W -Session 4 + 5: Continue with yesterdays game Place Value Triple Roll
Th - Continue with Session 5: I will introduce the Jump-a-Ten activity: Ask learners to think, pair, and share some of their observations. Can you describe any noticeable patterns? Using the chart, have learners count by 10's off the decade. Each player will set a marker anywhere on a game board with the numbers 1-200 except on 100. EAch learner has to choose a differnt column. Players take turns rolling a die to see how many 10's to move, and flipping a penny to see whether to move forward (heads) or backwards (tails). The learner whose game marker lands closest to 100 (either under or over) after 5 turns wins the game. I will begin the game first and then the learners will.
F - Session 5: Three-Digit Numbers Checkpoint pages 1 + 2 / Learners will work on this activity worksheet and then we will go over it when they complete it. Work on 3 digit numbers with more or less. Count on by 10's and 100's from any given number.
Standard(s): 2.NBT.1: Demonstrate an understnading that the digits in a 3-digit number represent amouns of hundreds, tens, and ones. 2.NBT.2: Skip-count by 10's within 1,000. Count within 1,000, starting and ending with any given pair of numbers. 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.4: Compare pairs of 3-digit numbers based on an understanding of what the digits in their hundreds, tens, and ones places represent and use the >, < and =. 2.NBT.8: Mentally add 10 to any 3 digit number between 100 and 900. 2.NBT: Order numbers from 0-1,000. 2.MP.2: Reason abstractly and quantitatively. 2.MP.4: Model with mathematics. 2.MP.6: Attend to precision. 2.MP.7: Look for and make use of structure.
M - NO SCHOOL PRESIDENT'S DAY
T - Session 4: Introduce Place Value Triple Roll: Ask learners to think, pair, and share some of their observations. Do you see any patterns? Count by 10's off the decade. Play Jump-a-Ten together as a class using the student book page. Learners will take turns rolling a More or Less Dice to decide if they will create a 3 digit number that is more or less than their partners 3 digit number. Once the learner has created a 3 digit number they can take as many craft sticks as possible to create that number. Offer them bundles of 100 sticks, bundles of 10's and single craft sticks. Compare whose number is the least or more. Record on Record Sheet. Once you have completed 3 rounds each, I want them to write down their 3 digit numbers from least to greatest. NO SKYLEX + AIDEN
W -Session 4 + 5: Continue with yesterdays game Place Value Triple Roll
Th - Continue with Session 5: I will introduce the Jump-a-Ten activity: Ask learners to think, pair, and share some of their observations. Can you describe any noticeable patterns? Using the chart, have learners count by 10's off the decade. Each player will set a marker anywhere on a game board with the numbers 1-200 except on 100. EAch learner has to choose a differnt column. Players take turns rolling a die to see how many 10's to move, and flipping a penny to see whether to move forward (heads) or backwards (tails). The learner whose game marker lands closest to 100 (either under or over) after 5 turns wins the game. I will begin the game first and then the learners will.
F - Session 5: Three-Digit Numbers Checkpoint pages 1 + 2 / Learners will work on this activity worksheet and then we will go over it when they complete it. Work on 3 digit numbers with more or less. Count on by 10's and 100's from any given number.
Place Value Triple Roll Activity Peyton's Roll Mrs. Cassutt's Roll
Week #21 2/8 - 2/12 Unit 5 Module 1
Standard(s): 2.NBT.1: Demonstrate an understanding that the digits in a 3-digit number represents amounts of hundreds, tens, and ones. 2.NBT.2: Skip-count by 10's adn d100's up to 1,000. 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.7: Use strategies based on place value, properties of operations, or the relationship between addition + subtraction to add with sums to 1,000 and subtract with minuends to 1,000. Use concrete modles or drawings to add with sums to 1,000. 2:MP.3:Construct viable argumments and critique the reasoning of others. 2.MP.6: Attend to precision.
M - Session 2: Pick-Up Sticks: Learners will build place value understandings to 1,000 as they work to count a large number of craft sticks. They will estimate together and then count out sticks into bundles of 10 and then 10 bundles of 10 sticks will equal 100. They will record, compare, and order the number of sticks in containers.
T - Session 3 One thousand Cubes?: Learners and teacher will work together to revisit the base ten area pieces, reviewing the fact that there are 10 units and 10 strips or 100 units in a mat. We will arrange and count 10 hundreds pieces to discover that there are 1,000 units in 10 mats. I will introduce and assign the Comparing & Fact Family Practice Home Connection. We will arrange and count 10 hundreds pieces to discover that there are 1,000 units in 10 mats.
W - Session 4: Place Value Triple Roll: We will play a variation of the Work Place game Base Ten Triple Spin. Learners will build numbers using the bundles of craft sticks created in Tuesdays's session.
Th - NO LEARNERS VALENTINE'S PARTY RESCHEDULED TO THIS TIME
F -NO SCHOOL
Standard(s): 2.NBT.1: Demonstrate an understanding that the digits in a 3-digit number represents amounts of hundreds, tens, and ones. 2.NBT.2: Skip-count by 10's adn d100's up to 1,000. 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.7: Use strategies based on place value, properties of operations, or the relationship between addition + subtraction to add with sums to 1,000 and subtract with minuends to 1,000. Use concrete modles or drawings to add with sums to 1,000. 2:MP.3:Construct viable argumments and critique the reasoning of others. 2.MP.6: Attend to precision.
M - Session 2: Pick-Up Sticks: Learners will build place value understandings to 1,000 as they work to count a large number of craft sticks. They will estimate together and then count out sticks into bundles of 10 and then 10 bundles of 10 sticks will equal 100. They will record, compare, and order the number of sticks in containers.
T - Session 3 One thousand Cubes?: Learners and teacher will work together to revisit the base ten area pieces, reviewing the fact that there are 10 units and 10 strips or 100 units in a mat. We will arrange and count 10 hundreds pieces to discover that there are 1,000 units in 10 mats. I will introduce and assign the Comparing & Fact Family Practice Home Connection. We will arrange and count 10 hundreds pieces to discover that there are 1,000 units in 10 mats.
W - Session 4: Place Value Triple Roll: We will play a variation of the Work Place game Base Ten Triple Spin. Learners will build numbers using the bundles of craft sticks created in Tuesdays's session.
Th - NO LEARNERS VALENTINE'S PARTY RESCHEDULED TO THIS TIME
F -NO SCHOOL
Week #20 2/1 - 2/5 Unit 5 Module 1
Standard(s): 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.7: Use stratefies based on place value, properties of operations, or the relationship between addition + subtraction to add with sums to 1,000 and subtract with minuends to 1,000. 2.MD.8: Solve money story problems involving dollar bills, quarters, dimes, nickels, pennies. 2:MP.2: Reason abstratly + quantitatively. 2.MP.4: Model with mathematics.
M - Session 4: Patterns and Problems with Threes: Stud.ents use the Snow People Threes Chart again to extend counting by 3's from 1-100 on a hundreds grid. Learners will work individually to write observations about the resulting patterns found in their work and to solve problems related to counting by 3's. / If time permits, learners will solve story problems in their Blue Math Notebook with addition + multiplication.
T -Learners will work on filling in the missing numbers on the 100 grid. They will be instructed to skip count by 3's and to color them one color, then to skip count by 2's and to use a different color and finally to color all of the 10's place value blue. Session 1: Learners will each write and share one thing they already know about 1,000 on post-it notes. I will read How Much, How Many, How Far, How Heavy, How Long, How Tall is 1,000? by Helen Nolan. Pre-Assessment
W - Session 2: Pick - Up Sticks : Learners will build place value understandings to 1,000 as they work together to count a large number of craft sticks. After estimating the total number of craft sticks in 6 containers, students work in groups to count the sticks and bundle them into 10's + 100s. Learners will record, compare, and order the number of sticks in each container. Finally, they find the total number of sticks + compare ir to their original estimate.
Th - Session 3: One Thousand Cubes? : Learners will revisit the fact that there are 10 units in a ten-strip, and 10 ten-strips or 100 units in a mat. Learners will then arrange and count 10 hundreds pieces (mats) to discover that there are 1,000 units in 10 mats.
F - Session 4: Place Value Triple Roll:
Standard(s): 2.NBT.3: Read + write numbers to 1,000 represented with numerals and words. 2.NBT.7: Use stratefies based on place value, properties of operations, or the relationship between addition + subtraction to add with sums to 1,000 and subtract with minuends to 1,000. 2.MD.8: Solve money story problems involving dollar bills, quarters, dimes, nickels, pennies. 2:MP.2: Reason abstratly + quantitatively. 2.MP.4: Model with mathematics.
M - Session 4: Patterns and Problems with Threes: Stud.ents use the Snow People Threes Chart again to extend counting by 3's from 1-100 on a hundreds grid. Learners will work individually to write observations about the resulting patterns found in their work and to solve problems related to counting by 3's. / If time permits, learners will solve story problems in their Blue Math Notebook with addition + multiplication.
T -Learners will work on filling in the missing numbers on the 100 grid. They will be instructed to skip count by 3's and to color them one color, then to skip count by 2's and to use a different color and finally to color all of the 10's place value blue. Session 1: Learners will each write and share one thing they already know about 1,000 on post-it notes. I will read How Much, How Many, How Far, How Heavy, How Long, How Tall is 1,000? by Helen Nolan. Pre-Assessment
W - Session 2: Pick - Up Sticks : Learners will build place value understandings to 1,000 as they work together to count a large number of craft sticks. After estimating the total number of craft sticks in 6 containers, students work in groups to count the sticks and bundle them into 10's + 100s. Learners will record, compare, and order the number of sticks in each container. Finally, they find the total number of sticks + compare ir to their original estimate.
Th - Session 3: One Thousand Cubes? : Learners will revisit the fact that there are 10 units in a ten-strip, and 10 ten-strips or 100 units in a mat. Learners will then arrange and count 10 hundreds pieces (mats) to discover that there are 1,000 units in 10 mats.
F - Session 4: Place Value Triple Roll:
Week #19 1/25 - 1/29 Unit 2 Module 4
Standard(s): 2.0A: Describe and model multiplication situations in which sets of equal size are joined , 2.MP.1: Make sense of problems and perserver in solving them, 2.MP.3: Construct viable arguments and critique the reasoning of others, 2.MP.4: Model with mathematics
Learner Agency: I reflect on my learning.
M - Session 1: This is the first of 4 sessions in which students move into the arena of multiplication through adding sets of 3 and exploring the number patterns that result. The Paper Circles Problem = Students will figure out how many circles are needed to make a snow person if each student is given 3 consturction paper circles of vaious sizes.
T - Session 2 :Thinking About Threes = Students will examine, discuss, and write equations to match a collection of dot arrays. Then each student will make a snow person for 3 white circles and glue onto blue background paper.
Th - Session 3: The Snow People Threes Chart = The teacher leads the class in labeling the Snow People Threes Chart from the previous session with addition and multiplication equations. Then students share and discuss mathematical observations about the chart. The teacher poses more questions about extending the pattern created and then students work independently to write their own observations on record sheets.
W - Learners worked on
F - Session 4: Patterns and Problems with Threes: Students use the Snow People threes chart again to extend counting by 3's - 1-- on a hundreds grid. They work individually to write observations about the resulting patterns found in their work and to solve problems related to counting by 3's.
Standard(s): 2.0A: Describe and model multiplication situations in which sets of equal size are joined , 2.MP.1: Make sense of problems and perserver in solving them, 2.MP.3: Construct viable arguments and critique the reasoning of others, 2.MP.4: Model with mathematics
Learner Agency: I reflect on my learning.
M - Session 1: This is the first of 4 sessions in which students move into the arena of multiplication through adding sets of 3 and exploring the number patterns that result. The Paper Circles Problem = Students will figure out how many circles are needed to make a snow person if each student is given 3 consturction paper circles of vaious sizes.
T - Session 2 :Thinking About Threes = Students will examine, discuss, and write equations to match a collection of dot arrays. Then each student will make a snow person for 3 white circles and glue onto blue background paper.
Th - Session 3: The Snow People Threes Chart = The teacher leads the class in labeling the Snow People Threes Chart from the previous session with addition and multiplication equations. Then students share and discuss mathematical observations about the chart. The teacher poses more questions about extending the pattern created and then students work independently to write their own observations on record sheets.
W - Learners worked on
F - Session 4: Patterns and Problems with Threes: Students use the Snow People threes chart again to extend counting by 3's - 1-- on a hundreds grid. They work individually to write observations about the resulting patterns found in their work and to solve problems related to counting by 3's.
Week #18 1/18 - 1/22
Standard(s): 2.MD.1: Select and use the appropriate tool for measuring the length of an object. 2.MD.2: Measure the length of an object twice, using a different unit each time. Descrube how the size of the unit used to measure an object;s length relates to the measurement of the object's length. 2.MD.3: Estimate length in inches and feet. 2.MP.2: Reason abstractly and quantitatively. 2.MD.2: Measure length to the nearest whole unit in customary units. 2.MP.5: Use appropriate tools strategically. 2.MP.6: Attend to precision.
Learner Agency:
M -NO SCHOOL
T - Continue with Unit 2 Module 4 Session 5: Climb the Beanstalk game / Inches, Feet and Yards Checkpoint 2 pages
W - Unit 4 Module 3 Proportions and Fractions with a Giant Session 1: Footworms : Learners investigate the effect of measuring the length of an object with different units. Students compare the units of measurement and compares how the size impacts the units to measurement.
Th - Session 2: Yardworms: Learners compare related units of measurements: inches, feet and yards and how the size impacts the units of measurement. 2.MP.6:
F - Session 3: Outside the Giants Door: Learners solve problems and discuss them using non-standard units of measurements based on a picture of Jim and his friends on the outside of the giants door.
Standard(s): 2.MD.1: Select and use the appropriate tool for measuring the length of an object. 2.MD.2: Measure the length of an object twice, using a different unit each time. Descrube how the size of the unit used to measure an object;s length relates to the measurement of the object's length. 2.MD.3: Estimate length in inches and feet. 2.MP.2: Reason abstractly and quantitatively. 2.MD.2: Measure length to the nearest whole unit in customary units. 2.MP.5: Use appropriate tools strategically. 2.MP.6: Attend to precision.
Learner Agency:
M -NO SCHOOL
T - Continue with Unit 2 Module 4 Session 5: Climb the Beanstalk game / Inches, Feet and Yards Checkpoint 2 pages
W - Unit 4 Module 3 Proportions and Fractions with a Giant Session 1: Footworms : Learners investigate the effect of measuring the length of an object with different units. Students compare the units of measurement and compares how the size impacts the units to measurement.
Th - Session 2: Yardworms: Learners compare related units of measurements: inches, feet and yards and how the size impacts the units of measurement. 2.MP.6:
F - Session 3: Outside the Giants Door: Learners solve problems and discuss them using non-standard units of measurements based on a picture of Jim and his friends on the outside of the giants door.
Week #18 1/11 - 1/15 Module 2: Inches, Feet & Yards
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 - STAR Math Assessment
T - Unit 4 Module 1 Session 5: Review and Practice Subtracting & Graphing Using a Number Line pgs 91 + 92
W - Unit 4 Module 2 Session 1 +2 : Measuring in Yards 4B with a partner ( Paths & Piggybanks pgs 1 + 2) Brainstorm things that are smaller than a yard, larger than a yard and just about a yard. Refer back to the story Jim and the Beanstalk. Today's activity introduces the learners to measuring with a yard that is the same as 3 feet or 3 12 inch rulers.
Th - Session 4: Twice as Tall Part 1: Use adding machine paper to measure each learner and then double the length of student. What would happen if you were twice the size as you are right now? Would you be able to enter Mrs. Cassutt's room without ducking? Would you be able to sit in your desk or in your little chair at school? Would you be able to wear the same size pants, shoes or shirt that you do today? Think-Pair-Share
F - Session 4 Work Place Measure and Compare Activity: Learners will draw 2 cards and measure the objects shown of both items. Then they will find the differnce between the 2 items. (Work Place Instructions 4C Measure + Compare pgs. 186-187)
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 - STAR Math Assessment
T - Unit 4 Module 1 Session 5: Review and Practice Subtracting & Graphing Using a Number Line pgs 91 + 92
W - Unit 4 Module 2 Session 1 +2 : Measuring in Yards 4B with a partner ( Paths & Piggybanks pgs 1 + 2) Brainstorm things that are smaller than a yard, larger than a yard and just about a yard. Refer back to the story Jim and the Beanstalk. Today's activity introduces the learners to measuring with a yard that is the same as 3 feet or 3 12 inch rulers.
Th - Session 4: Twice as Tall Part 1: Use adding machine paper to measure each learner and then double the length of student. What would happen if you were twice the size as you are right now? Would you be able to enter Mrs. Cassutt's room without ducking? Would you be able to sit in your desk or in your little chair at school? Would you be able to wear the same size pants, shoes or shirt that you do today? Think-Pair-Share
F - Session 4 Work Place Measure and Compare Activity: Learners will draw 2 cards and measure the objects shown of both items. Then they will find the differnce between the 2 items. (Work Place Instructions 4C Measure + Compare pgs. 186-187)
Week #17 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: Learners will take the Unit 4 Pre-Assessment together with my help reading. The teacher reconvenes and conducts an activity in which learners estimate and measure the distance across the room with their feet. Then they use the teacher's foot pattern. TEACHER FEET
T - continue with Session 1 / Learners will continue to measure items with their feet
W - Session 2: Giant Feet: using a giant foot pattern learners will measure things around our area and write them down on their paper. We will share in a small group and compare what we found.
Th - Session 3: Head Strings + Measuring feet & Yards using Yarn
F - Session 4: Inchworm Rulers = using inchworm rulers learners are going to measure items around the room and write them down in their notebooks / Brainstorm things that are smaller than a foot, larger than a foot and about one foot long.
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: Learners will take the Unit 4 Pre-Assessment together with my help reading. The teacher reconvenes and conducts an activity in which learners estimate and measure the distance across the room with their feet. Then they use the teacher's foot pattern. TEACHER FEET
T - continue with Session 1 / Learners will continue to measure items with their feet
W - Session 2: Giant Feet: using a giant foot pattern learners will measure things around our area and write them down on their paper. We will share in a small group and compare what we found.
Th - Session 3: Head Strings + Measuring feet & Yards using Yarn
F - Session 4: Inchworm Rulers = using inchworm rulers learners are going to measure items around the room and write them down in their notebooks / Brainstorm things that are smaller than a foot, larger than a foot and about one foot long.
Week #16 12/21 - 12/22
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of
10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - Played math games of their choice
T - NO LEARNERS TODAY
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of
10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - Played math games of their choice
T - NO LEARNERS TODAY
Week #15 December 14-18, 2020 Unit 3 Module 4 Sessions 1-5
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of
10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M -Plans did not go as planned. Mrs. Stolp went and assessment with her boys to work on and so I was unable to complete by lesson. Unit 3 Module 4 Session 1 : The Many Colors Project, Part 1: Learners are to predict how many colored cm blocks are in their bags. Predict how many of each color would that be and then to compare their findings with a partner. Find the frequencies amongst each bag.
T - continue to work on Session 1: if time permits begin Session 2: Part 2: Sorting & Graphing a Collection:
W - Session 2: Part 2: The Many Colors Project: Sorting & Graphing a Collection
Th - Session 4: Part 3:The Many Colors Project: Learners will analyze their own data collected from their own graph. They will create equations based on their elbow partners data. They will discuss and compare data. Learners will also creat a class graph together based on the little data collected in class.
F - Session 5:
Week #14 Dates: 12/7 - 12/11 Unit 3, Module 2, Session 1 - 5
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - 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.
T - 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. (NO SKYLEX)
W - continue with Target 20 game
Th - Session 6 Shopping for Story Problems
F - Continue with Session 6 Shopping for Story Problems
Week #14 Dates: 12/7 - 12/11 Unit 3, Module 2, Session 1 - 5
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - 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.
T - 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. (NO SKYLEX)
W - continue with Target 20 game
Th - Session 6 Shopping for Story Problems
F - Continue with Session 6 Shopping for Story Problems
Week #13 Dates: 11/30 - 12/4 Unit 3, Module 2, Session 1 - 5
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - Unit 3 Module 2 Session 1 : Adding and Subtracting on the Number Line / How Much Older?
T - Session 1 + 2 : Complete Monday's assignment on graphing family members and their ages on a number line in addition to graphing the members of the Jimenez family. Solving Problems on the Open Number Line / Students will solve 2-3 digit story problems using the open number line.
W - Session 1 Unit 2 Module 3: Introducing Presents and Parcels using Math Journals. Play Ten Triple Spin
Th - Session 4: Hit the Zone
F - Session 5: Addition and Subtraction Checkpoint
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals. 2.0A.1: Solve one-step subtraction story problems with minuends to 100 involving situations of comparing, with unknowns in all positions. 2.MD.6 Represent whole numbers as lengths on a number line. Represent whole number differences from minuends up to 100 on a number line. 2.MP.4: Model with mathematics. 2.MP.5: Use appropriate tools strategically.
M - Unit 3 Module 2 Session 1 : Adding and Subtracting on the Number Line / How Much Older?
T - Session 1 + 2 : Complete Monday's assignment on graphing family members and their ages on a number line in addition to graphing the members of the Jimenez family. Solving Problems on the Open Number Line / Students will solve 2-3 digit story problems using the open number line.
W - Session 1 Unit 2 Module 3: Introducing Presents and Parcels using Math Journals. Play Ten Triple Spin
Th - Session 4: Hit the Zone
F - Session 5: Addition and Subtraction Checkpoint
Week #12 Dates: 11/23 - 11/27 Unit 3, Module 1, Session 5
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
2.0A .2: Recall from memory all sums of two 1-digit numbers.
Learner Agency:
M - Work on addition and subtraction with 2 digit numbers. Begin with a large group and move into smaller groups.
T - Five in a Row
W - Session 5
Th - NO SCHOOL THANKSGIVING BREAK
F - NO SCHOOL THANKSGIVING BREAK
Week #11 Dates: 11/16 - 11/20 Unit 3, Module 1, Session 1
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
Learner Agency: I listen to other's ideas when I have a problem. 2.0A .2: Recall from memory all sums of two 1-digit numbers.
M - Unit 3 Module 1 Session 3 STAR POWER
T - Session 4 Sticks and Bundles
W - Session 5 Stick Flash
Th - Skip trips = challenge learners to use a number line to jump to another number with as few jumps as possible.
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Week #11 Dates: 11/16 - 11/20 Unit 3, Module 1, Session 1
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred. 2.NBT,2: Skip-count by 10's within 1000. 2.NBT.3: Write numbers within 1000 represented with numerals.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
Learner Agency: I listen to other's ideas when I have a problem. 2.0A .2: Recall from memory all sums of two 1-digit numbers.
M - Unit 3 Module 1 Session 3 STAR POWER
T - Session 4 Sticks and Bundles
W - Session 5 Stick Flash
Th - Skip trips = challenge learners to use a number line to jump to another number with as few jumps as possible.
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Week #10 Dates: 11/9 - 11/13 Unit 3, Module 1, Session 1
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
Learner Agency: I can teach myself to work through setbacks.
M - (No Noah) The boys worked on their Unit 3 Pre-Assessment Test about adding and subtracting using a number line. / Peyton worked on the same thing but on a white board.
T - worked on addition and subtraction using a number line with Story Problems / Go to Work Place called Steps and Leaps
W - NO SCHOOL VETERANS' DAY
Th Skip trips = challenge learners to use a number line to jump to another number with as few jumps as possible.
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram.
Learner Agency: I can teach myself to work through setbacks.
M - (No Noah) The boys worked on their Unit 3 Pre-Assessment Test about adding and subtracting using a number line. / Peyton worked on the same thing but on a white board.
T - worked on addition and subtraction using a number line with Story Problems / Go to Work Place called Steps and Leaps
W - NO SCHOOL VETERANS' DAY
Th Skip trips = challenge learners to use a number line to jump to another number with as few jumps as possible.
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Week #9 Dates: 11/2 - 11/6
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.0A.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.
Learner Agency: I can teach myself to work through setbacks.
M - Introduce and play Race to 100 with a partner / review number line addition with white boards and markers / Routine with Folders
T - Reviewed Addition Flashcards /continue to work on addition and subtraction using a number line with Story Problems / Routine with folders
W - Review how to play Trash (card game) and making 10's / skip count by 10's with starting at any number besides 10. / Routine with folders
Th -
F - continue to work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose / Routine with folders
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.0A.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.
Learner Agency: I can teach myself to work through setbacks.
M - Introduce and play Race to 100 with a partner / review number line addition with white boards and markers / Routine with Folders
T - Reviewed Addition Flashcards /continue to work on addition and subtraction using a number line with Story Problems / Routine with folders
W - Review how to play Trash (card game) and making 10's / skip count by 10's with starting at any number besides 10. / Routine with folders
Th -
F - continue to work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose / Routine with folders
Week #8 Dates: 10/26 - 10/30 2S Learners: Skylex, Hope, Aiden T and Peyton
**Some materials will be found in the blue drawer labeled 2S Math + each group has a pencil box that is labeled on my bookshelf
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I can search for solutions to problems.
M - Unit 2 Module 3 Session 6 Google Classroom Assignment
T - Adding Tens and Ones using white boards and markers
W - Test from classroom
Th - NO LEARNERS TEACHER REQUEST AT THE LAST MINUTE
F - NO LEARNERS TEACHER REQUEST AT THE LAST MINUTE
**Some materials will be found in the blue drawer labeled 2S Math + each group has a pencil box that is labeled on my bookshelf
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I can search for solutions to problems.
M - Unit 2 Module 3 Session 6 Google Classroom Assignment
T - Adding Tens and Ones using white boards and markers
W - Test from classroom
Th - NO LEARNERS TEACHER REQUEST AT THE LAST MINUTE
F - NO LEARNERS TEACHER REQUEST AT THE LAST MINUTE
Week #7 Dates: 10/19 - 10/23
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I am so engaged that I lose track of my time.
M -
T - Reviewed Addition Flashcards / worked on addition and subtraction using a number line with Story Problems
W - Worked on our double facts and played the game Double Trouble with a partner. Also played the game I Have...Who Has... (doubles and halves) as a whole group
Th -
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Learner Agency: I am so engaged that I lose track of my time.
M -
T - Reviewed Addition Flashcards / worked on addition and subtraction using a number line with Story Problems
W - Worked on our double facts and played the game Double Trouble with a partner. Also played the game I Have...Who Has... (doubles and halves) as a whole group
Th -
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose
Week #6 Dates: 10/12 - 10/16
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.MDA.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.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe
how the two measurements relate to the size of the unit chosen. 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Learner Agency: I like to learn new things.
M - NO SCHOOL
T - Worked on measurement using Unifix Cubes and various shaped green beans and garden plots. (No Peyton)
W - continue to work on measurement using nonstandard units of measurements using unifix cubes, colored tiles and / or Place Value rods and units
Th - Work on Classroom Assessment
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose.
Standard(s): 2.NBT.1a Demonstrate an understanding that 100 can be thought of a bundle or group of 10 tens, called a hundred.
2.MDA.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.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe
how the two measurements relate to the size of the unit chosen. 2.MD.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Learner Agency: I like to learn new things.
M - NO SCHOOL
T - Worked on measurement using Unifix Cubes and various shaped green beans and garden plots. (No Peyton)
W - continue to work on measurement using nonstandard units of measurements using unifix cubes, colored tiles and / or Place Value rods and units
Th - Work on Classroom Assessment
F - Work on Addition and Subtraction Strategies on the white board taking turns to describe what strategy that they chose.
Week #5 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.2.NBT.A.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:
Learner Agency: Confidence, success and
M - Discussed place value with using ones and ten rods / Learners worked with a partner and had to come up with a 2 digit number given the clues I gave them. In addition to that, learners worked to solve 2 digit numbers and how many more to reach the nearest 10.
T - Introduced the Doubles Addition game / worked on place value up to 100+
W - Skylex and Hope needed to finish their STAR Math Assessment / Liv and Aiden played a card game on Doubles Addition
Th - Worked on grouping 10's to count how many ones, tens and hundreds. / Math Riddles up to 200
F - Test
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.2.NBT.A.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:
Learner Agency: Confidence, success and
M - Discussed place value with using ones and ten rods / Learners worked with a partner and had to come up with a 2 digit number given the clues I gave them. In addition to that, learners worked to solve 2 digit numbers and how many more to reach the nearest 10.
T - Introduced the Doubles Addition game / worked on place value up to 100+
W - Skylex and Hope needed to finish their STAR Math Assessment / Liv and Aiden played a card game on Doubles Addition
Th - Worked on grouping 10's to count how many ones, tens and hundreds. / Math Riddles up to 200
F - Test