s3.amazonaws.com · web views ess i on 4.5: solving story problems, continued standards: mp1. make...

Unit at a Glance – Long Range PlanningGrade 2, Unit 1: Addition, Subtraction and the Number System 1

2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Level 4 More complex learning goal Evidence shows students are able to transfer learning above and beyond level three expectations (products and performances)Authentic problem /task [SMP 1, 2, 3, 4, 5, 6, 7, 8]

Level 3 Target learning goalEvidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards Identify all coins and their values. [SMP 4] Use the cent symbol appropriately. [SMP 6] Identify coin equivalencies. [SMP 4, 7] Trade coins for coins of equal value. [SMP 4, 7] Skip-count to determine the value of a set of coins. (2.NBT.2) [SMP 7, 8]

Level 2 Simpler learning goalEvidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates. Identify some coins and their values. [SMP 4] Trade pennies for coins of equal value. [SMP 4, 7] Skip count by 5s and count on by 1s.

Level 1 Foundational knowledge, prerequisiteEvidence shows students have demonstrated basic foundational knowledge as related to the standards Identify some coins and their values. [SMP 4] Trade pennies for coins of equal value. [SMP 4, 7] Skip-count by 5s and 10s using a hundreds chart and coins. (2.NBT.2) [SMP 5, 7, 8]

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

G2.U1 of 35



Level 3 Target learning goalEvidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards Skip count by 5s from any number to 100. [SMP 7, 8] Skip count by 10s from any number to 100. [SMP 7, 8]

Level 2 Simpler learning goalEvidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates. Skip count by 5s starting at a multiple of 5 to 100 [SMP 7, 8] Skip count by 10s starting at a multiple of 10 to 100. [SMP 7, 8]

Level 1 Foundational knowledge, prerequisiteEvidence shows students have demonstrated basic foundational knowledge as related to the standards Rote count to 120 starting at any number up to 120. [SMP 7] Skip count by 5s using a hundred chart or manipulatives. [SMP 5, 7, 8]

G2.U1 of 35


2.OA.1 Use addition and subtraction within 100 (45) to solve one- and two-step word problems involving situations of adding to, taking from, putting together, and comparing, with unknowns in all position, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.


Level 3 Target learning goalEvidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards Solve addition and subtraction word problems with totals up to 45 and solve word problems with the following structures: [SMP 1, 2, 4, 5,

6, 7] Put Together/Total Unknown Take From/Result Unknown Add To/Result Unknown

Use pictures, words, and numbers to show my thinking in solving a word problem. [SMP 1, 2, 4, 5, 6, 7] Write an equation to represent the story problem. [SMP 2] Solve addition and subtraction word problems using an open number line. [SMP 1, 2, 4, 5, 6, 7]

Level 2 Simpler learning goalEvidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates. Solve addition and subtraction word problems with totals up to 20 and solve word problems with the following structures: [SMP 1, 2, 4, 5,


Use pictures and numbers to show my thinking in solving a word problem. [SMP 1, 2, 4, 5, 6, 7]Level 1 Foundational knowledge, prerequisite

Evidence shows students have demonstrated basic foundational knowledge as related to the standards Solve word problems by acting them out and using manipulatives. Solve addition and subtraction word problems with totals up to 10 and solve word problems with the following structures: [SMP 1, 2, 4, 5,


Use pictures and numbers to show my thinking in solving a word problem. [SMP 1, 2, 4, 5, 6, 7]

G2.U1 of 35


2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.


Level 3 Target learning goalEvidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards Explain how the commutative property works. [SMP 3, 4, 7] Fluently add and subtract within 20 using mental strategies such as: [SMP 4, 7, 8]

Counting On/Counting Back Counting Up Make a Ten Doubles

Explain how addition and subtraction are related. [SMP 3, 7]Level 2 Simpler learning goal

Evidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates. Fluently add and subtract within 20 using mental strategies such as: [SMP 4, 7, 8]

Counting On/Counting Back Counting Up To Make a Ten Decomposing a Number Leading to a Ten

Use the commutative property to add and subtract. [SMP 4, 7]Level 1 Foundational knowledge, prerequisite

Evidence shows students have demonstrated basic foundational knowledge as related to the standards Fluently add within 10 using addition strategies such as: [SMP 4, 7, 8]

Counting All Counting On from the Larger Number Counting Back Make a Ten

Use visual models and manipulatives to add and subtract. [SMP 4]

G2.U1 of 35


27 sessions, 28 days allotted Suggested Unit Completion Date:

Start Date: End Date:

Session, Standards, Objective, and Materials

Pre-Planning Notes – Reflection

Session 1.1: Ten Cubes and TimeStandards: MP5: Use appropriate tools strategically. Add and subtract within 20.2.OA.2: Fluently add and subtract within 20 using mental strategies. Work with time and money.2.MD.7: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

Objective: Exploring Connecting Cubes: Develop an

understanding of the characteristics of materials and when to use them by freely exploring the materials.

Using 10 Cubes: Represent combinations that make 10 by writing numerical expressions.

Introducing the Time Routine: Tell time to the hour by reading analog and digital clocks.

Materials to Gather: Connecting cubes (at least 30 per student) Folders or large envelopes (1 per student;

optional) Demonstration clock (1 per class) Student clocks (1 per pair)

Materials to Prepare: M1, Using 10 Cubes Make copies. (as

needed)G2.U1 of 35


M2, Clocks Make 1 copy and use as described below in preparation of chart paper. (optional)

Chart paper Title a sheet of chart paper: "Clocks." Divide the chart paper in half, and use (or copy) the clock faces from M2 to make labels for the top of each column. Write ANALOG or DIGITAL next to each clock face. See photo, p.33.

Number Line and Pocket 100 Chart Pose 0-100 of the number line and a Pocket 100 Chart with removable numbers at student eye level.

Digital clock Bring in a digital clock and set it to the correct time.

M3-M4, Family Letter Make copies. (1 per student, optional)

BCPS Parent Newsletter (distribute via email to parents)

Session 1.2: Counting Cubes and Pattern BlocksStandards: MP5: Use appropriate tools strategically.o Reason with shapes and their attributes.2.G.1 Recognize and draw shapes having specific attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.

Objective: Introducing Cover and Count and Building

Cube Things: Identify the quantity in a set by counting.

G2.U1 of 35


Math Workshop: Cover and Count and Building Cube

Things: Identify the quantity in a set by counting.

Materials to Gather: Pattern Blocks (1 set per 6-8 students) Connecting cubes (at least 30 per student) Student Activity Book, pp. 36-37, ( 1 of each

per student)

Materials to Prepare: M5-M6, Cover and Count: Shapes A-B (1

per class) M7-M8, Family Letter (1 per student,

optional)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 1.3: The Number LineStandards: MP5. Use appropriate tools strategically. Relate addition and subtraction to length. 2.MD.6 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. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.

Objective: Guess My Number on the Number Line:

Identify numbers on a number line by using information about the magnitude and

G2.U1 of 35


relationship of numbers. Cover and Count and Building Cube Things:

Identify the quantity in a set by counting.

Materials to Gather: Class number line (1 per class) Large clothespins or clips (2 per class) Chart paper (1 sheet per class) Pattern blocks (1 set per 6-8 students) Connecting cubes (at least 30 per student)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 1.4: The 100 ChartStandards: MP5. Use appropriate tools strategically. Relate addition and subtraction to length.2.MD.6 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. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies

Objective: Guess My Number on the Number Line:

Identify numbers on a number line by using information about the magnitude and relationship of numbers.

Math Workshop: Cover and Count and Building Cube

Things: Identify the quantity in a set by counting.

Materials to Gather: G2.U1 of 35


Class number line Large clothespins or clips (2 per class) Chart paper (1 sheet per class) Pattern blocks (1 set per 6-8 students) Connecting cubes (at least 30 per student) Pocket 100 chart (1 per class)

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 1.5: Today’s NumberStandards: MP1: Make sense of problems and persevere in solving them. Relate addition and subtraction to length.2.MD.6 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. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies

Objective: Introducing the Today’s Number

Routine: Represent numbers by writing numerical expressions that equal a given number.

Materials to Gather: Class number line (1 per class) Large clothespins or clips (2 per class) Connecting cubes (about 20 per student

optional) Chart paper (2 sheets per class)

G2.U1 of 35


Materials to Prepare: Chart paper - Label the top of a sheet of chart

paper "How We Count."Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.1: Enough for the Class?Standards: MP4: Model with mathematics. Relate addition and subtraction to length. 2.MD.6 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. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.

Objective: How Many Children Are in Our Class?:

Represent a number by writing equations. Enough for the Class?: Find the difference

between two quantities by comparing.

Materials to Gather: Timer (that can time up to an hour) Connecting cubes (at least 30 per student;

optional) Self-stick notes (as needed)

Materials to Prepare: M9, Every Hour on the Hour At the end of

the day, transfer What Time Is It? data to M9 for use in Session 2.3.

M10, Enough for the Class? (as needed) Chart paper - Title the chart paper "How

Many Students?" and divide it into two

G2.U1 of 35


columns. Label the columns "Children sitting at each table" and "Girls and Boys in our class". See page 64.

Counting Bag A - Fill a bag with connecting cubes in two colors. Put 12 more cubes in the bag than the number of students in your class. Label the bag: "A".

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.2: Assessment: Counting PenniesStandards: MP1: Make sense of problems and persevere in solving them. Work with time and money.2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.Objective: Exploring Pennies: Describe coins by

identifying their attributes. Math Workshop: Exploring Nickels, Dimes, and Quarters:

Describe coins by identifying their attributes. Assessment: Counting Pennies: Create a set

G2.U1 of 35


of a given quantity by counting.

Materials to Gather: Real penny, nickel, dime, quarter (1 of each

per person) Pennies (3-4 sets)

Materials to Prepare: M10, Enough for the Class? (1 per student) M11, coins for Coin Charts Make 2 copies.

(One is for use in Session 2.3) M12, Assessment Checklist: Counting

Pennies (as needed) Chart paper: Title the chart paper "Coins"

along the long side and divide it into four columns labeled "Penny," "Nickel," "Dime," and "Quarter." Paste the coins from M11 in the appropriate columns. See page 69 for an example.

Counting Bags: Fill 10-15 bags, each with 15-60 cubes in 2 colors. Label the bags B, C, D, and so on.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.3: Counting StripsStandards: MP4. Model with mathematics.MP6. Attend to precision.MP7. Look for and make use of structure. Work with time and money.

G2.U1 of 35


2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Understand place value. 2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Objective: Introducing Counting Strips: Represent

numbers by writing numerals in sequential order.

Math Workshop: Counting Strips*: Represent numbers by

writing numerals in sequential order. Exploring Nickels, Dimes, and Quarters:

Describe coins by identifying their attributes. Assessment: Counting Pennies: Create a set

of a given quantity by counting.

Materials to Gather: Materials for Enough for the Class? Materials for Assessment: Counting Pennies Tape Real penny, nickel, dime, quarter (1 of each

per student) 60 pennies (2-3 sets) Class coin chart (1 per class)

Materials to Prepare: M9, Every Hour on the Hour Make copies

after What Time Is It? data from Session 2.1 has been written on it. (1 per student)

Counting strips - Cut adding machine tape into strips about 2 feet long. (2 per class; 3-4

G2.U1 of 35


per student) Chart paper Title the chart paper "How

Many Pennies?" and divide it into four columns. Label the columns "Name of the coin," "What does it look like?," "How much is it worth," and "How many pennies?" Paste the coins from M11 in the second column. See page 83 for an example.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.4: Collect 25 CentsStandards: MP4. Model with mathematics. Relate addition and subtraction to length.2.MD.6 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. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective:

G2.U1 of 35


Introducing Collect 25¢ and Collect 25¢: Identify coin equivalencies by creating coin combinations for a given amount.

Materials to Gather: Number cube (1 per class) Chart "How Many Pennies?" (1 per class) Pennies (22 per class); Nickels (4 per class);

Dimes (2 per class)

Materials to Prepare: M13, Collect 25¢ (1 per student) M14, How Many Pennies (1 per student) Coin set - Put 100 pennies, 20 nickels, 20

dimes, and 8 quarters in a small container (1 set per 4 student)

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 2.5: How Many Pockets?Standards: MP3. Construct viable arguments and critique the reasoning of others.MP4. Model with mathematics. Work with time and money.2.MD.7 Tell and write time from analog and

G2.U1 of 35


digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s.

Objective: Introducing the Pocket Data Routine

and Writing About Pockets: Represent a set of data by organizing and displaying a data collection.

Materials to Gather: Connecting cubes (100 per class) Large, clear, plastic jar Masking tape or rubber band Chart paper. Title the chart paper with "How

many pockets are we wearing today?" Save this chart for use in Session 4.2.

Session, Objective, and Materials Pre-Planning Notes – Reflection

G2.U1 of 35


Session 2.6: Plus 1 or 2 BINGO Standards: MP8. Look for and express regularity in repeated reasoning. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Use place value understanding and properties of operations to add and subtract.2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies. Objective: Introducing Plus 1 or 2 BINGO: Add within

20 by using plus one and plus two combinations.

Math Workshop: Plus 1 or 2 BINGO: Add within 20 by using

plus one and plus two combinations. Collect 25¢*: Identify coin equivalencies by

creating coin combinations for a given amount

Counting Strips: Represent numbers by writing numerals in sequential order.

Materials to Gather: Counters (2 kinds; 20 of each per class) Materials for Counting Strips

G2.U1 of 35


Materials for Collect 25¢ Materials for Enough for the Class?

Materials to Prepare: Primary Number Cards, located in the Cards

Package Remove Wild Cards. (1 deck per pair)

M19, Plus 1 or 2 BINGO; M20, Plus 1 or 2 BINGO Gameboard (1 of each per pair)

Counting strips Make strips that show errors. See page 96.

M21-22, Family Letter (1 per student, optional)

Session 2.7: Comparing Two NumbersStandards: MP3. Construct viable arguments and critique the reasoning of others.MP4. Model with mathematics. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies. Objective: Math Workshop: Plus 1 or 2 BINGO: Add within 20 by using

plus one and plus two combinations.

G2.U1 of 35


Collect 25¢: Identify coin equivalencies by creating coin combinations for a given amount.

Counting Strips: Represent numbers by writing numerals in sequential order.

Materials to Gather: Materials for Math Workshop

Materials to Prepare: M15-M18, Primary Number Cards (1 of each

page per student to take and keep at home) M19, Plus 1 or 2 BINGO M20, Plus 1 or 2 BINGO Gameboard - Write

"To Keep at Home" at the top of each. (1 of each per student)

Session 2.8: Assessment: Enough for the Class?Standards: MP5. Use appropriate tools strategically. Understand place value.2.NBT.2 Count within 1000; skip count by 5s, 10s, and 100s. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Enough for the Class?: Find the difference

between two quantities by comparing.Math Workshop:

G2.U1 of 35


Plus 1or 2 BINGO: Add within 20 by using plus one and plus two combinations.

Materials to Gather: Connecting cubes (as needed) Materials for Collect 25¢ Materials for Plus 1 or 2 BINGO

Materials to Prepare: M23, Assessment: Enough for the Class? (1

per student) Counting Bag Z Fill a bag with 11-19

more red and blue cubes than the number of students in your class. Label the bag "Z".

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 3.1: Make 10 and Quick ImagesStandards: MP1. Make sense of problems and persevere in solving them.MP3. Construct viable arguments and critique the reasoning of others.MP4. Model with mathematics. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Introducing Make 10 and Make 10: Identify

combinations of 10 by composing and recording combinations for quantities of ten using addition notation.

Quick Images: Identify combinations up to ten by analyzing and reproducing visual images of quantities.

G2.U1 of 35


Materials to Gather: Primary Number Cards, located in the Cards

Package (1 deck per pair) Connecting cubes (as needed) Counters (10 per student; optional)

Materials to Prepare: M24, Make 10 (1 per student) M26, Blank Ten-Frames (5 per class,

optional) M27-M28, Family Letter (1 per student) Make Ten Recording Sheet (1 per student)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 3.2: Tens Go FishStandards: MP1. Make sense of problems and persevere in solving them. Relate addition and subtraction to length.2.MD.6 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. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies. Objective: Introducing Tens Go Fish: Determine the

unknown whole number when the total, ten, and one part are known by using a variety of strategies.

Math Workshop: Tens Go Fish: Determine the unknown

whole number when the total, ten, and one part are known by using a variety of strategies.

Materials to Gather: Primary Number Cards, located in the Cards

Package (1 deck per pair) Connecting cubes (10 per class, plus extras)

G2.U1 of 35

https://s3.amazonaws.com/engrade-bcps-myfiles/4200000000047428/08Make_Ten_Recording_Sheet.doc


Materials to Prepare: M29, Tens Go Fish (as needed) M30, An Individual Number Line Make

copies and laminate. (as needed) Tens Go Fish Recording Sheet (1 per

student)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 3.3: Strategies for Finding Combinations of 10Standards: MP1. Make sense of problems and persevere in solving them.MP7. Look for and make use of structure.MP8. Look for and express regularity in repeated reasoning. Relate addition and subtraction to length.2.MD.6 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. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Tens Go Fish: Determine the unknown

whole number when the total, ten, and one part are known by using a variety of strategies.

Make 10: Identify combinations of 10 by composing and recording combinations for quantities of ten using addition notation.

Materials to Gather: M30, An Individual Number Line (as

needed) Primary Number Cards, located in the Cards

G2.U1 of 35

https://s3.amazonaws.com/engrade-bcps-myfiles/4200000000047412/09Tens_Go_Fish_.doc


Package (1 deck per pair) Connecting cubes (as needed)

Materials to Prepare: M24, Make 10 (1 per student)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 3.4: More Than Two to Make 10Standards: MP1. Make sense of problems and persevere in solving them.MP7. Look for and make use of structure.MP8. Look for and express regularity in repeated reasoning. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Objective: Today’s Number: 10: Identify combinations

of 10 by generating and recording expressions.

Math Workshop: Today’s Number: 10*: Identify combinations

of 10 by generating and recording expressions.

Tens Go Fish: Determine the unknown whole number when the total, ten, and one part are known by using a variety of strategies.

Make 10 or More Than Two to Make 10*: Identify combinations of ten by composing and recording combinations for quantities of ten using addition.

G2.U1 of 35


Materials to Gather: M30, An Individual Number Line (as

needed) Primary Number Cards, located in the Cards

Package (1 deck per pair) Connecting cubes (as needed)

Materials to Prepare: Chart paper (1 sheet per class)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 3.5: Addition CombinationsStandards: MP1. Make sense of problems and persevere in solving them. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Use place value understanding and properties of operations to add and subtract.2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Introducing the Addition Cards and Which

Combinations Do I Know?: Find the total of two addends by using a variety of strategies.

Materials to Gather: Envelopes (2 per class; 2 per student)

Materials to Prepare: M31-M33, Addition Cards: Set 1 (1 set per

student)Session, Objective, and Materials Pre-Planning Notes – Reflection

G2.U1 of 35


Session 4.1: An Addition Story ProblemStandards: MP4. Model with mathematics.MP6. Attend to precision. Use place value understanding and properties of operations to add and subtract.2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: An Addition Story Problem: Solve story

problems by using a variety of strategies.

Materials to Gather: Connecting cubes (as needed) Pocket 100 Chart Class number line Chart paper

Materials to Prepare:

G2.U1 of 35


Chart paper - Title a sheet of chart paper "How Many Children?" Write the first story problem from Student Activity Book page 34 at the top.

Story-Problem-Bookmark (1 per student) Story-Problem-Routine (1 per class)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 4.2: Today’s Number and Pocket DayStandards: MP2. Reason abstractly and quantitatively.MP3. Construct viable arguments and critique the reasoning of others. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Today’s Number: 15: Represent a given

number by generating and recording addition expressions.

Pocket Day: Represent a set of data by organizing and displaying a data collection.

Materials to Gather: Class Pocket Data Chart (from Session 2.5) Pocket Day jar (from Session 2.5) Connecting cubes (100 per class) Tape or rubber band

Materials to Prepare: Chart paper - Title a sheet of chart paper

"Students in Our Class." List the names of all students in your class.

Session, Objective, and Materials Pre-Planning Notes – Reflection

G2.U1 of 35

https://s3.amazonaws.com/engrade-bcps-myfiles/4200000000047438/011Story-Problem-Routine.doc

https://engradebcps.com/lessonplans/null


Session 4.3: A Subtraction Story ProblemStandards: MP1. Make sense of problems and persevere in solving them.MP6. Attend to precision. Work with time and money.2.MD.7 Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Use place value understanding and properties of operations to add and subtract.2.NBT.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.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: A Subtraction Story Problem: Solve story

problems by using a variety of strategies.G2.U1 of 35


Materials to Gather: Chart paper Connecting cubes (as needed)

Materials to Prepare: Chart paper - Title a sheet of paper "How

Many Cards." Write the first story problem from Student Activity Book p. 41 at the top.

Session 4.4: Solving Story ProblemsStandards: MP1. Make sense of problems and persevere in solving them.MP2. Reason abstractly and quantitatively. Use place value understanding and properties of operations to add and subtract.2.NBT.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.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

G2.U1 of 35


Objective: Solving Story Problems: Solve story

problems by using addition or subtraction strategies.


Materials to Prepare: M34-M35, Challenging Story Problems (1

per student, optional) Chart paper Title a sheet of chart paper

"Story Problem Steps." Write the steps as found in the teaching note sidebar on page 156. Or, use BCPS Story-Problem-Routine.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 4.5: Solving Story Problems, ContinuedStandards: MP1. Make sense of problems and persevere in solving them.MP6. Attend to precision. Use place value understanding and properties of operations to add and subtract.

G2.U1 of 35


2.NBT.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.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Solving Story Problems: Solve story

problems by using addition or subtraction strategies.


Materials to Prepare: M36-M37, More Challenging Story

Problems (1 per student; optional)Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 4.6: Introducing Doubling:

G2.U1 of 35


The Magic PotStandards: MP1. Make sense of problems and persevere in solving them.MP6. Attend to precision.MP8. Look for and express regularity in repeated reasoning Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies.

Objective: Introducing Doubling: The Magic Pot: The

Magic Pot: Represent doubles combinations by using standard notation.

Magic Pot Problems: Solve doubling problems by using addition strategies.

Materials to Gather: Two of Everything: A Chinese Folktale by

Lily Toy Hong Or, • View a video version of “The Magic Pot” on YouTube at http://www.youtube.com/watch?v=cYRo0o1sZ9o.

12" by 18" construction paper (1 sheet per student, plus extras)

Markers or crayons Connecting cubes (as needed)Materials to Prepare: 12" by 18" construction paper - Fold a sheet

almost in half, leaving a one and a half inch margin on the left. Write A Magic Pot problem on the front and the solution with

G2.U1 of 35

http://www.youtube.com/watch?v=cYRo0o1sZ9o

http://www.youtube.com/watch?v=cYRo0o1sZ9o


equation under the flap. See Session 4.6 pages 165-166.

Session, Objective, and Materials Pre-Planning Notes – ReflectionSession 4.7: Games About DoublingStandards: MP1. Make sense of problems and persevere in solving them.MP6. Attend to precision.MP8. Look for and express regularity in repeated reasoning. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Add and subtract within 20.2.OA.2 Fluently add and subtract within 20 using mental strategies. Work with equal groups of objects to gain foundations for multiplication.2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.

Objective: Math Workshop: Double It: Represent doubles combinations

by using standard notation. Doubles Arrays: Represent doubles

combinations by using rectangular arrays and standard notation.


Story Problems: Solve story problems by using addition or subtraction strategies.

G2.U1 of 35


Materials to Gather: Primary Number Cards located in the Cards

Package (1 deck without Wild Cards per class)

Materials for Magic Pot Problems and Story Problems

Materials to Prepare: M38, Doubling It Recording Sheet (1 per

student) M39, Double Arrays Recording Sheet (1 per

student) M40, Inch Grid Paper (as needed)Session 4.8: Assessment: How Many Cans?Standards: MP1. Make sense of problems and persevere in solving them.MP6. Attend to precision.MP8. Look for and express regularity in repeated reasoning. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Work with equal groups of objects to gain foundations for multiplication.2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.

Objective: How Many Cans?: Solve a story problem by

using a variety of strategies.

G2.U1 of 35


Double It: Represent doubles combinations by using standard notation.

Doubles Arrays: Represent doubles combinations by using rectangular arrays and standard notation.


Story Problems: Solve story problems by using addition or subtraction strategies.

Materials to Gather: Connecting cubes (as needed) Materials for Double It and Doubles Arrays Materials for Magic Pot Problems Materials for Story Problems

Materials to Prepare: M41, Assessment: How Many Cans? (1 per

student)

Session, Objective, and Materials Pre-Planning Notes – ReflectionLesson 4.9: End-of-Unit Assessment(Investigations Assessment Optional for Additional Evidence, BCPS Part 1 and Part 2 Mandatory)

Standards: MP2. Reason abstractly and quantitatively.MP5. Use appropriate tools strategically. Represent and solve problems involving addition and subtraction.2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems

G2.U1 of 35


involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Work with equal groups of objects to gain foundations for multiplication.2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as the sum of equal addends.

Objective: End-of-Unit Assessment: Solve addition and

subtraction story problems and use standard notation (+, -, =) to represent addition and subtraction situations.

Materials to Gather: Addition Cards: Set 1 (1 set per class)

Materials to Prepare: Online Part 1 Assessment Part 2 BCPS Unit 1 Assessment (1 per

student)

(Optional) M42-M43, End-of-Unit Assessment (1 of each per student)

M44, Assessment Checklist: Addition Combinations: Set 1 (4 per class)

G2.U1 of 35

s3.amazonaws.com · web views ess i on 4.5: solving story problems, continued standards: mp1. make...

Documents