2nd grade session6

7/27/2019 2nd Grade Session6

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2nd Grade Math Academy

There is light at the end of

the tunnel

Session # 6 Bundle 10/11

Fractions

Probability

Measurement

Make sure ou si n in


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Make sure ou si n in END of Year Assessment..

25 questions

Will be given in one day

April testing window : April 18th 22nd

Follows 3rd grade TAKS blueprint, and BOY 3rd Gr AMI

All SEs for the year covered DMAC results, scantrons

Printing will be done on campus.

English and Spanish version

Test will not be oral. Exceptions listed below.

IEP states to give oral instruction. Student is in the PSST process and there is a recommendation

from the committee for oral administration.

Teacher may read one or two words of the question, but not theentire question/answer choice


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Agenda.

2nd Sense Lessons on Fractions

Investigations on Fractions

Envisions on Fractions

Measurement Lessons


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Bundle # 102.2 The student describes how fractions are

used to name parts of whole objects or

sets of objects.

2.2A Use concrete models to represent and

name fractional parts of a whole object

(with denominators of 12 or less)

Note: Make sure you are representing fractions

using the following models:Region/Area (ex. paper folding, fraction

circles, pattern blocks)

Length (ex. Cuisenaire rods, fraction

strips)

Set (ex. 2 color counters, color ti les, etc.)

Including but not limited to

use "out of" when distinguishing part versus

whole (ex: one out of three equal parts)

identify part to whole relationships such as one-

half means one out of two equal parts recognize fractions are represented by equal size

parts of a whole or of a set of objects

relates fraction symbol to model

model with real world examples such as pizzas,cookies, cakes, paper

folding/cutting/shading

Second Sense

Lesson 2.2 A

Pages 3745

Lesson 2.2 B

Pages 4649

Lesson 2.2 C

Pages 50 - 62

Parts of a Whole, Parts of a

Group

Unit 7

Investigation 1

Session 14

pages 2040

Investigation 2

Sessions 16

pages 46-75

Whole Group Lessons

Envision

Topic 10

Lessons 17

Small Group Lessons/Centers

A.I.R.R.

Name the Parts of Whole # 47

What Part of the Whole is

Shaded? # 48Modeling Fractions # 50

What Part is Shaded? # 56

What Part of the Whole? # 57

Fractional Parts # 60


A.I.R.R.

What is Closer to? # 65

Close Fractions # 68

Kamico

Fraction Fun

Page 64-65

2.2 The student describes how fractions are


sets of objects.

2.2B Use concrete models to represent and

name fractional parts of a set of objects(with denominators of 12 or less).


use "out of" when distinguishing part versus the

total set of equal parts model with real world objects such as marbles,

tiles, counters, etc.

2.2 The student describes how fractions are


sets of objects.

2.2C Use concrete models to determine if a

fractional part of a whole is closer to 0,

or 1.


use real world objects such as pies, cakes,

marbles, tiles

have concrete examples of 0, and 1 available

for comparisons (ex: Is a of a pie closer

to 0, or 1? The pictures would be no pie,

a pie, of a whole pie)

2.11 The student organizes data to make it

useful for interpreting information.

2.11C Use data to describe events as more

likely or less likely such as drawing a

certain color crayon from a bag of seven

red crayons and three green crayons.


Understanding the concept of impossible,

likely, less likely, etc.

Describe probable events using not only

similar sets, but sets that include varioussizes, shapes, and objects

Whole Group Lessons

Envision

Topic 20

Lesson 5


A.I.R.R.

Is it More Likely or Less Likely?

#224

More Likely or Less Likely? #

225 and # 226

Which Outcome is More or Less

Likely? # 227


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2nd Sense Fraction Lessons

3 lessons

2.2 A

Concrete models to represent and name fractionalparts of a whole (less than 12 in denominator)

2.2 B

Concrete models to represent and name fractionalparts of a set (less than 12 in denominator)

2.2 C

Concrete models to determine if a fraction part of awhole is closer to a whole, half, or zero


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The student describes how fractions are


sets of objects.

The student is expected to use concretemodels to represent and name fractional

parts of whole objects (with denominators of

twelve or less)

2.2 A


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Is it fair?


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What does sharing mean?


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What is a FRACTION?

Number Symbol Number Words Fraction Name

1 One Whole

2 Two Half

3 Three Third

4 Four Fourth

5 Five Fifth

6 Six Sixth

7 Seven Seventh

8 Eight Eighth

9 Nine Ninth

10 Ten Tenth

11 Eleven Eleventh

12 Twelve Twelfth


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Activity Rope/String/Clay

How can you prove 2 pieces are the same size?

One of the pieces represents what fractionalpart?

one out of two pieces

The one stands for?

The two stands for?


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Assessment.

I just cut a piece of paper.

I gave some to a student.

What fractional part of my paper

did I give to _________?

How do you correctly say?

____ out of _____


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sets of objects.

The student is expected to use concretemodels to represent and name fractional

parts of a set of objects (with denominators of

twelve or less)

2.2 B


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Do you have a collection of something you really

like?

What is the collection?


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How many cubes did I pull from the sack?

How many cubes are red?

How many cubes are green?

What part of the set is red?

Write out __ of ___ are red

_____ eighths are red

What part of the set is green?Write out __ of ___ are green

_____ eighths are green


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Why show both ways?


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What does the eighth or eighths represent?

What if I pulled out eight red cubes? What part of

the set would have been red?

What if I pulled out eight green cubes? What part

of the set would have been green?

Discuss the whole concept


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One student pulls out 10 cubes from the bag

Write the fractional part of the set in journal

( # ) of 10 are ( color ) --- one color

( # ) of 10 are ( color ) --- other color number words --- one color

number words --- other color

Next student pulls out 10 cubes from the bag,continues process.

After each student has done 10 cubes, move to 11

and 12 cubes. Same process


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Each group will cut out the number cards

Each student will draw one of the cards and pullsthat number of cubes from your bag. The studentwill put the cubes back in the bag before the nextstudent draws a card and cubes.

Each student will do at least 4 different numbercards

Each student will write

( # ) of 10 are ( color ) --- one color

( # ) of 10 are ( color ) --- other color number words --- one color

number words --- other color


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sets of objects.

The student is expected to use concretemodels to determine if a fractional part of a

whole is closer to 0, , or 1

2.2 C


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What does zero mean?

Wh t b i l th 1?
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What number is less than 1?

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10


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Activities straws

0 1


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Activities circles


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1.1 Parts of a Whole, Parts of a Group

What is half?

See if students represent wholes/groups
http://comps.fotosearch.com/comp/IMZ/IMZ004/illustration-sandwich_~vmo0456.jpg


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1.2 Halves of Blocks

What is half of real objects?

Using different Geoblocks to show halves.


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1.2 Halves of Balloon BunchesUsing balloons to show halves. All equal halves?

Monday 7 balloons Tuesday 8 balloons

Wednesday 11 balloons Thursday 14 balloons

Friday 20 balloons Saturday - ? balloons

1 3 f
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1.3 Halves of Blocks, Balloons, and

Rectangles

Is ____ half of the rectangle?


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1.4 Halves of Rectangles and Sharing

Picnic Workshop This lesson goes into wholes and parts, only

use to reinforce the different concepts of

halves with real objects.

Do the student sheets Going on a Picnic


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2.1 Fourth of a Square How can you make the square into 4 equal

parts?
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2.2 Thirds of a Flag

Poland Russian Fed Mauritius
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2.3 More Fraction Flags
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2.4 Fraction Flag Posters

Great way to have students work in groups to

create/design flags with different parts


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2.5 Sharing Among Friends

Linda, Ebony, and Kira have a jar with buttons in it.If they share a bunch of buttons, what fraction does

each girl get?

What are things to think about?

What numbers/patterns should come to mind?

This activity sets the conceptual understanding ofequivalent fractions and division.

Great student problems. Student Activity Book


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2.6 Assessment

Performance Based Activities


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How to show the fractions to students

TEKS say ____ out of ______ (12)

Should also expose students to and

Make sure the key concept of parts and

wholes are mastered and understood

2

1


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ENVISION FRACTION-

Topic 10 small group review of concepts or

insert throughout the Investigations lessons

Lesson 1 Wholes and Equal Parts

Lesson 2 Unit Fractions and Regions Lesson 3 Non Unit Fraction and Regions

Lesson 4 Estimating Fractional Parts

Lesson 5 Naming Fractions of a Set

Lesson 6 Showing Fractions of a Set


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Envision Probability

Topic 20

Lesson 5 Likely and Unlikely Events


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Probability

To determine the likely or unlikely outcome of

an event

Red

Blue

Red

Blue

Red

Blue

Blue

Red


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Sums of Two Dice/Number Fun

Die 1

Die 2

+ 1 2 3 4 5 6

1

2

3

45

6


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Probability with Cards

Turn over 13. What will happen?

Turn over 26. What will happen?What if you only used black/red cards?

Change the rules.

Bundle # 11
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Bundle # 11

2.9 The student selects and uses nonstandard

units to describe length, area, capacity, and

weight/mass. The student recognizes and uses

models that approximate standard units (from

both SI, also known as metric and customary

systems) of length, weight/mass, capacity, and

time.

2.9A Identify concrete models that approximatestandard units and use them to measure length.

Note: Nonstandard and standard units of measure

are student expectations in science 2.4A and

2.4B.


estimation before measuring with

approximate standard units

identify tools used to measure length

associate concrete models that represent

standard units (color tile is about an inch) and

use these standards units to compare and

describe the lengths of objects Science student expectation for grade 2

specifies rulers and meter sticks.

2.4(A) Collect information using tools

including rulers, meter sticks, measuring

cups, clocks, hand lenses, computers,

thermometers, and balances.o 2.4(B) Measure and compare organisms

and objects and parts of organisms and

objects, using standard and non-standard

units.

Measuring Length and

Time

Unit 9

Investigation 1

Sessions 1-6, pages 24-54

Investigation 2

Sessions 1-3, pages 58-74

Region IV - Making

Connections with

Measurement

Length 34-57

Whole Group Lessons

Envision

Topic 17

Lessons 2-5



weight/mass. The student recognizes and uses

models that approximate standard units (from

both SI, also known as metric and customary

systems) of length, weight/mass, capacity, and

time.

2.9B Select a non-standard unit of measure, such

as square tiles or triangles to determine the area

of a two-dimensional surface.


Determine the number of rows and columns

has a direct correlation to the

size of the area covered

identify nonstandard measurement tools

used to determine area (ex: using color tiles

to represent a square inch and base-10 units

to represent a square centimeter)

Teacher Note: There is not an

Investigations Unit that cover

these TEKS/SEs.

Whole Group Lessons

Envision

Topic 17

Lessons 68

TIGHT, TIGHT BUNDLE

2.9 The student selects and uses nonstandard Including but not limited to Region IV Making Whole Group Lessons


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weight/mass. The student recognizes and

uses models that approximate standard units

(from both SI, also known as metric and

customary systems) of length, weight/mass,

capacity, and time.

2.9C Select a non-standard unit of measure,

such as a bathroom cup or a jar, to determine

the capacity of a given container.

g

use estimation before measuring capacity

identify and use nonstandard

measurement tools used to determine

capacity

g g

Connections with

Measurement

Capacity

Pages 58-86

p

Envision

Topic 18

Lesson 1



weight/mass. The student recognizes and

uses models that approximate standard units

(from both SI, also known as metric and

customary systems) of length, weight/mass,

capacity, and time.

2.9D Select a non-standard unit of measuresuch as beans or marbles to determine the

weight/mass of a given object.


estimate weight/mass before measuring

use uniform objects in the environment to

measure weight/mass

identify nonstandard measurement tools

used to determine weight/mass

use a benchmark weight/mass to decide if

another object is greater in weight/mass

Region IVMaking

Connections with

Measurement

Mass and Weight

Pages 87-110

Whole Group Lessons

Envision

Topic 18

Lessons 57

2.10 The student uses standard tools to

estimate and measure time and temperature

(in degrees Fahrenheit).


identify the tool to measure temperature

(thermometer--standard, circular and digital

using various measuring increments)

estimate temperature before measuring read scale on thermometer to determine

Fahrenheit degrees

Identify and compare activities and clothing

appropriate for various temperatures

Region IVMaking

Connections with

Measurement

Temperature

Pages 111-145

Whole Group Lessons

Envision

Topic 19

Lesson 5


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Investigations Measurement

1.1 - Scavenger Hunt

Finding things in the classroom that are

certain length/width

Cut adding machine tape and have studentsfind those items. NON-STANDARD in 2nd

grade math. (science)


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1.2 - Scavenger Hunt Workshop

Finding and comparing objects

6 long

3 long


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1.3 Measuring Different Kinds of Jumps

Using different measuring units to

measure the same distance. Discuss and

build the understanding of standard units


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1.4/1.5 Measurement Stations

Can use this time to have students use more

non-standard units to measure the sameobjects or put in some Envision lessons


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1.6Assessment..Performance Based


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Investigations Measurement (optional)

2.1 2.3 The Land of INCH and activities

3 lessons to develop the concept for the need of

a standard unit, without using a ruler, andhow to measure different things.

This section will take about a week. Greatengaging activities for the students.


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Envision on Measurement - Length

Topic 17

Lesson 2

Lesson 3

Lesson 4 standard units * Lesson 5 metric units *

* Not a 2

nd

grade TEKS, but does reinforcescience TEKS.


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Envision on Measurement - Area

DIRECT TEACH No Investigations or other

resources

ACCES cards with square tiles

AIRR activities Topic 17

Lesson 6

Lesson 7


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Area with non-standard units 2.9b


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Envision on MeasurementCapacity 2.9c

Topic 18

Lesson 1 nonstandard

Lesson 2 nonstandard

Lesson 3 standard units * Lesson 4 metric units *

* Not a 2

nd

grade TEKS, but does reinforcescience TEKS.


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Envision on MeasurementMass 2.9d

Topic 18

Lesson nonstandard

Lesson 6 standard units*

Lesson 7 metric units *

* Not a 2nd grade TEKS, but does reinforce

science TEKS.


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Problem Solving with Mass

E i i M t


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Envision on Measurement

Temperature 2.10a

Topic 19

Lesson 5

Kamico and AIRR lessons


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Problem Solving with Thermometers

R i 4 M ki C ti ith


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Region 4: Making Connections with

Measurement

There are 4 HANDS ON-ENGAGING lessons

Length

Capacity

Mass and Weight Temperature


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Explore and Plan

Go over the different Anchors

Begin to plan next set of bundles

2nd grade session6

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