math photography jessica

8/9/2019 Math Photography Jessica

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2nd Grade

By: Jessica DeHays


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These 6 frogs were lounging on the rock relaxing in the sun. 5 more frogs joinedthem for an hour, then 10 more joined them for another hour, and then 7 more

joined them for another hour. No frogs left the rock during this time. How many

frogs were hanging out on this rock after 3 hours passed?


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Hint 1:-Could you use a number

line to solve thisproblem?

Hint 2:-Could you use a hundreds

chart to help you solvethis problem?


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These 6 frogs were hanging out on a branch waiting for insects to fly by so theycould eat them. They decided that they needed to split up if they wanted to catchmore insects. If these frogs wanted to arrange themselves so that only two frogs

were on each branch instead of 6, how many branches would they need to occupy?


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Hint 1:-Could you draw a picture

to solve this problem?

-What would it look like?

Hint 2:

-What manipulatives couldhelp you solve this

problem?


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The average number of spots found on this type of frog is 9 spots. Imagine that 5more frogs joined this frog in the tree. If each frog has 9 spots, how many spots

do all 5 frogs have together?


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Hint 1:-What operation is being

used here?

-How do you know?

Hint 2:-Could you draw a picture

or chart to help you solvethis problem?


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Originally, there were 26 frogs laying on the shore. A strong wave came alongand washed some frogs back into the lake. Now there are 7 frogs left on the

shore. How many frogs did the strong wave wash back into the lake? Show your

number sentence.


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Hint 1:-Could you use a number

line to help solve thisproblem?

Hint 2:-What operation should

you use to solve?

-How should you set this

up?


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Answers:y Problem 1: 28 frogs on the rock after 3 hours

y Problem 2: 3 branches

y Problem 3: 45 spotsy Problem 4: 19 frogs


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GPS for 2nd

grade math:y M2N2. Students will build fluency with multi-digit addition and subtraction.y a. Correctly add and subtract two whole numbers up to three digits each with regrouping.y b. Understand and use the inverse relation between addition and subtraction to solve problems

and check solutions.y c. Use mental math strategies such as benchmark numbers to solve problems.y d. Use basic properties of addition (commutative, associative, and identity) to simplify

problems (e.g. 98 + 17 by taking two from 17 and adding it to the 98 to make 100 and replacingthe original problem by the sum 100 + 15).y e. Estimate to determine if solutions are reasonable for addition and subtraction.y M2N3. Students will understand multiplication, multiply numbers, and verifyy results.y a. Understand multiplication as repeated addition.y b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly

multiply 1-digit numbers and construct the multiplication table.y c. Use the multiplication table (grid) to determine a product of two numbers.y d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections

of objects and determine factors for multiplication.y M2N5. Students will represent and interpret quantities and relationships usingy mathematical expressions including equality and inequality signs (=, >,

math photography jessica

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