Second Grade Unit 1: Extending Base Ten Understanding9 weeksIn this unit students will: Understand the value placed on the digits within a three-digit number Recognize that a hundred is created from ten groups of ten Use skip counting strategies to skip count by 5s, 10s, and 100s within 1,000 Represent numbers to 1,000 by using numbers, number names, and expanded form Compare two-digit number using >, =, < Cultivate an understanding of how addition and subtraction affect quantities and are related to each other Will reinforce the multiple meanings for addition (combine, join, and count on) and subtraction (take away, remove, count back, and compare) Further develop their understanding of the relationships between addition and subtraction Count with pennies, nickels, and dimes. Represent a money amount with words or digits and symbols (either cent or dollar signs). Represent and interpret data in picture and bar graphs. Use information from a bar graph to solve addition and subtraction equations.Unit Resources:Unit 1 Overview video Parent Letter (Spanish) Parent Standards Clarification Number Talks Vocabulary Cards Prerequisite Skills Assessment Sample Post Assessment Student Friendly Standards Concept Map

Topic 1: Place ValueBig Ideas/Enduring Understandings: Use models, diagrams, and number sentences to represent numbers within 1,000. Write numbers in expanded form and standard form using words and numerals. Identify a digit’s place and value when given a number within 1,000. Compare two 3-digit numbers with appropriate symbols (<, =, and >). Understand and explain the difference between place and value. The value of a digit depends upon its place in a number. Understand the digit zero and what it represents in a given number. Numbers can be represented in many ways, such as with base ten blocks, words, pictures, number lines, and expanded form. Place value determines which numbers are larger or smaller than other numbers. Explain how place value helps us solve problems.Essential Questions: Why should we understand place value? What is the difference between place and value? How does place value help us solve problems?

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How does the value of a digit change when its position in a number changes? What does “0” represent in a number?Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.MGSE2.NBT.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: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MGSE2.NBT.2 Count within 1000; skip-count by 5’s, 10’s, and 100’s. MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MGSE2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Vertical Articulation Kindergarten Place Value StandardWork with numbers 11-19 to gain foundations for place value.MGSEK.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

First Grade Place Value StandardUnderstand place valueMGSE1.NBT.1 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle on ten ones- called a “ten”.

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones)

Third Grade Place Value StandardUse place value understanding and properties of operations to perform multi-digit arithmetic.MGSE3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

Instructional StrategiesThe understanding that 100 is equal to 10 groups of ten and 100 ones, is critical to understanding of place value. Using proportional models like base-ten blocks or bundles of tens along with place-value mats create connections between the physical and symbolic representations of a number and their magnitude. These models can build a stronger understanding when comparing two quantities and identifying the value of each place value position.

Van de Walle (p.127) notes that “the models that most clearly reflect the relationship of ones, tens, and hundreds are those for which the ten can actually be made or grouped from single pieces.” Groupable base ten models can be made from beans and cups, bundled straws or craft sticks, unifix cubes, etc. If children are struggling with base ten blocks, you may consider using number cubes or inexpensive homemade manipulatives to help develop their understanding.

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Groupable Base Ten Models

Bean Counters and Cups:Ten single cups are placed in a

portion cup. To make a hundreds put ten cups in a larger tub.

Bundles of Sticks:Use craft sticks or coffee stirers.

To make a hundred, put ten bundles into a larger bunch held together with a rubber

band.

Cubes:Ten single cubes form a bar of ten.

To make a hundred put ten bars on cardboard backing

Model three-digit numbers using base-ten blocks in multiple ways. For example, 236 can be 236 ones, or 23 tens and 6 ones, or 2 hundreds, 3 tens and 6 ones, or 20 tens and 36 ones. Use activities and games that have students match different representations of the same quantity. Provide games and other situations that allow students to practice skip-counting. Students can use nickels, dimes and dollar bills to skip count by 5, 10 and 100. Pictures of the coins and bills can be attached to models familiar to students: a nickel on a five-frame with 5 dots or pennies and a dime on a ten-frame with 10 dots or pennies.

On a number line, have students use a clothespin or marker to identify the number that is ten more than a given number or five more than a given number.

Have students create and compare all the three-digit numbers that can be made using digits from 0 to 9. For instance, using the numbers 1, 3, and 9, students will write the numbers 139, 193, 319, 391, 913 and 931. When students compare the digits in the hundreds place, they should conclude that the two numbers with 9 hundreds would be greater than the numbers showing 1 hundred or 3 hundreds. When two numbers have the same digit in the hundreds place, students need to compare their digits in the tens place to determine which number is larger.

NBT.1This standard calls for students to work on decomposing numbers by place value. Students should have ample experiences with concrete materials and pictorial representations examining that numbers all numbers between 100 and 999 can be decomposed into hundreds, tens, and ones and then into several different combinations.Example:285 can be shown as 2 hundreds, 8 tens, and 5 ones but it is also correct to show as 28 tens and 5 ones OR 1 hundred, 18 tens, and 5 ones and so on.

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Interpret the value of a digit (1-9 and 0) in a multi-digit numeral by its position within the number with models, words, and numerals.

Use 10 as a benchmark number to compose and decompose when adding and subtracting whole numbers.

NBT.1a calls for students to extend their work from 1st Grade by exploring a hundred as a unit (or bundle) of ten tens.NBT.1b builds on the work of 2.NBT.2a. Students should explore the idea that numbers such as 100, 200, 300, etc., are groups of hundreds that have no tens or ones. Students can represent this with place value (base 10) blocks.

Understanding that 10 ones make one ten and that 10 tens make one hundred is fundamental to students’ mathematical development.Students need multiple opportunities counting and “bundling” groups of tens in first grade. In second grade, students build on their understanding by making bundles of 100s with or without leftovers using base ten blocks, cubes in towers of 10, ten frames, etc. This emphasis on bundling hundreds will support students’ discovery of place value patterns.

As students are representing the various amounts, it is important that emphasis is placed on the language associated with the quantity.

For example, 243 can be expressed in multiple ways such as 2 groups of hundred, 4 groups of ten and 3 ones, as well as 24 tens and 3 ones.

When students read numbers, they should read in standard form as well as using place value concepts. For example, 243 should be read as “two hundred forty-three” as well as two hundreds, 4 tens, 3 ones.

A document camera or interactive whiteboard can also be used to demonstrate “bundling” of objects. This gives students the opportunity to communicate their thinking.

NBT.2The standard calls for students to count within 1,000. This means that students are expected to “count on” from any number and say the next few numbers that come afterwards.

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Understand that counting by 2s, 5s and 10s is counting groups of items by that amount.

Example:What are the next 3 numbers after 498? 499, 500, 501.

When you count back from 201, what are the first 3 numbers that you say? 200, 199, 198.

This standard also introduces skip counting by 5s and 100s. Students are introduced to skip counting by 10s in First Grade.

Students should explore the patterns of numbers when they skip count. When students skip count by 5s, the ones digit alternates between 5 and 0. When students skip count by 100s, the hundreds digit is the only digit that changes, and it increases by one number.

Students need many opportunities counting, up to 1000, from different starting points (Example: Skip count by 3s starting at 10). They should also have many experiences skip counting by 5s, 10s, and 100s to develop the concept of place value.

Examples:The use of the 100s chart may be helpful for students to identify the counting patterns.The use of money (nickels, dimes, dollars) or base ten blocks may be helpful visual cues.The use of an interactive whiteboard may also be used to develop counting skills.

The ultimate goal for second graders is to be able to count in multiple ways with no visual support.

NBT.3This standard calls for students to read, write and represent a number of objects with a written numeral (number form or standard form). These representations can include place value (base 10) blocks, pictorial representations or other concrete materials. Remember that when reading and writing whole numbers, the word “and” should not be used between any of the whole-number words – “and” represents the decimal point.

Example:235 is written and spoken as two hundred thirty-five.

Students need many opportunities reading and writing numerals in multiple ways.Examples:Base-ten numerals 637 (standard form)Number names six hundred thirty seven (written form)Expanded form 600 + 30 + 7 (expanded notation)Short word form can also be used - 6 hundreds + 3 tens + 7 ones

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When students say the expanded form, it may sound like this: “6 hundreds plus 3 tens plus 7 ones” OR 600 plus 30 plus 7.”NBT.4This standard builds on the work of 2.NBT.1 and 2.NBT.3 by having students compare two numbers by examining the amount of hundreds, tens and ones in each number.

Students are introduced to the symbols greater than (>), less than (<) and equal to (=) in First Grade, and use them in Second Grade with numbers within 1,000.

Students should have ample experiences communicating their comparisons in words before using only symbols in this standard.

Example: 452 _____ 455

Students may use models, number lines, base ten blocks, interactive whiteboards, document cameras, written words, and/or spoken words that represent two three-digit numbers.

To compare, students apply their understanding of place value. They first attend to the numeral in the hundreds place, then the numeral in tens place, then, if necessary, to the numeral in the ones place.

Comparative language includes but is not limited to: more than, less than, greater than, most, greatest, least, same as, equal to and not equal to. Students use the appropriate symbols to record the comparisons.

Engage NY Lessons are included in the activity file. Coming Soon…Common MisconceptionsSome students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 8 singles, 5 bundles of 10 singles or tens, and 3 bundles of 10 tens or hundreds. Use base-ten blocks to model the collecting of 10 ones (singles) to make a ten (a rod) or 10 tens to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred.

1. When counting tens and ones (or hundreds, tens, and ones), the student misapplies the procedure for counting on and treats tens and ones (or hundreds, tens, and ones) as separate numbers. When asked to count collections of bundled tens and ones such as 32, student counts 10, 20, 30, 1, 2, instead of 10, 20, 30, 31, 32.

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2. The student has alternative conception of multi-digit numbers and sees them as numbers independent of place value. Student reads the number 32 as “thirty-two” and can count out 32 objects to demonstrate the value of the number, but when asked to write the number in expanded form, he/she writes “3 + 2.” Student reads the number 32 as “thirty-two” and can count out 32 objects to demonstrate the value of the number, but when asked the value of the digits in the number, he/she responds that the values are “3” and “2.”

3. The student recognizes simple multi-digit numbers, such as thirty (30) or 400 (four hundred), but she does not understand that the position of a digit determines its value. Student mistakes the numeral 306 for thirty-six. Student writes 4008 when asked to record four hundred eight.

4. The student misapplies the rule for reading numbers from left to right. Student reads 81 as eighteen. The teen numbers often cause this difficulty.5. The student orders numbers based on the value of the digits, instead of place value. 69 > 102, because 6 and 9 are bigger than 1 and 2.DifferentiationIncrease the RigorNBT.1 Represent the number 592 two different ways using base ten blocks (or another base ten manipulative). Does this model represent the number 321? Why or why not? Can you show 321 a different way? How many bundles of tens are equivalent to 500? How do you know? Show me. Are 7 tens and 5 ones the same as 5 tens and 7 ones? Why or why not? Explain your thinking. A number is less than 200, the ones digit is 2 more than the hundreds digit, the tens digit is less than the ones digit and two of the digits are the same.

What is the number? (113) Sam created a number using 9 base ten blocks. What different numbers could Sam have made? How many different numbers can you make between 700 and 750 with a 6 in the tens place? With a 6 in the ones place? How are 867 and 464 alike and how are they different?NBT.2 If you count by 5’s, and start at 27, what other numbers will be in the pattern? If you start at 438 and count by 5s and then start at 438 and count by 10s, what are three numbers that will come up in each pattern? (10s: 438, 448, 458,

468, 478) (5s: 438, 443, 448, 453, 458, 463, 468, 473, 478) Starting at 100, what are all the numbers you can skip count by to get to 150? Give examples to support your answer. If you start at 17 and count by 10s, will you land on 100? Why or why not? What patterns do you see in the ones, tens, and hundreds place when skip counting by 5s? 10s? 100s? Summer started on 205. She counted by 100s. Is 808 in her pattern? Explain how you know.NBT.3 Write 3 numbers where the digit in the tens place is 2 more than the ones place. Write the expanded form for a number that is 100 more than 546. List all the different numbers you can make between 400 and 450 that have a 2 in the tens place? With a 2 in the ones place? Using the digits 8, 3, and 7, make the largest possible number. Make the smallest possible number. A two-digit number has more ones than tens. What could the number be? Name five possibilities.NBT.4 Summer and Tara are comparing numbers. Summer wrote 59 and Tara wrote 112. Summer says you start at left when comparing numbers, so she says

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her number is largest because 5>1. Tara says her number is largest because it has more digits. Who is correct and why? Use what you know about place value to explain your answer.

Using the digits 4, 6, and 2, create three different three-digit numbers and then order them greatest to least. Write three numbers that are even and greater than 300. Write three numbers that are odd and less than 300. Sue and Julie each have a 3-digit number that contains the digits 2, 8, and 6. Sue’s number is larger. What could Sue and Julie’s numbers be? What are two

other numbers they could be? 432 > 423 even though each number has the same digits. Using place value vocabulary, explain why this is true.

Accelerated Intervention Coming Soon…Evidence of LearningBy completion of this lesson, students will be able to:

Use models, diagrams, and number sentences to represent numbers within 1,000. Write numbers in expanded form and standard form using words and numerals. Identify a digit’s place and value when given a number within 1,000. Compare two 3-digit numbers with appropriate symbols (<, =, and >). Understand the difference between place and value.

Additional Assessment Elementary Formative Assessment Lesson: MGSE2.NBT.1 What's The Value of the Place? pg.38Shared Assessments: See the formative assessment folder for Topic 1.Adopted ResourcesMy Math:Chapter 5: Place Value to 1,0005.1 Hundreds5.2 Hundreds5.3 Place Value to 1,0005.4 Problem Solving5.5 Read and Write Numbers to 1,0005.6 Count by 5’s, 10s, and 100s5.7 Compare Numbers to 1,000

*These lessons are not to be completed in consecutive days as it is way too much material. They are designed to help support you as you teach your standards.

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

http://www.exemplarslibrary.com/

User: Cobb EmailPassword: cobbmath

Suggested Exemplars: Flowers for the Hallway (NBT.2) Pets (NBT.2) Collecting Shells (NBT.4)

Think Math:Chapter 3: Place Value3.1 Estimating and Counting Larger Numbers3.2 Grouping by Tens and Hundreds3.3 Representing Two-Digit Numbers3.4 Representing Three-Digit Numbers3.6 Using Place Value to Compare3.7 Connecting Numbers and Words3.8 Working with Hundreds, Tens and Ones3.9 Problem Solving Strategy

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Counting Corners (NBT.4) Dinosaur Models (NBT.4) Eating Apples (NBT.4) Picking Up Shapes (NBT.4)

Additional Web Resources K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html NBT.1Make Ten BundlesBase Ten Concentration (ver. 2)

NBT.2Counting CollectionsCount by Fives (ver.4)

NBT.3Make Six NumbersRoll 3 DigitsNumeral Writing Barrier Game

NBT.4Comparing 3-Digit NumbersPlace Value Challenge (ver.1)

Illustrative Mathematics https://www.illustrativemathematics.org/content-standards/2/NBT/A/1NBT.1Boxes and Cartons of PencilsBundling and UnbundlingCounting StampsLargest Number GameLooking at Numbers Every Which Way (also incorporates standard NBT.3)Making 124One, Ten, and One Hundred More and LessRegroupingTen $10s make $100Three Composing/Decomposing ProblemsParty Favors (NBT.1a)

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NBT.2Saving Money (also incorporates standards OA.1 and NBT.5)

NBT.4Ordering 3-Digit NumbersComparisons 1Number Line ComparisonsDigits 2-5-7Comparisons 2Using Pictures to Explain Number Comparisons Mathematics TEKS Toolkit http://www.utdanacenter.org/mathtoolkit/instruction/lessons/2_placevalue.phpEstimation 180 http://www.estimation180.com/days.htmlGreg Tang http://www.gregtang.comFor additional assistance with this unit, please watch the unit webinarhttps://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspxSuggested Manipulativesbase ten blocksplace value matnumber linehundred chartthousand chartExpanda-numbers

Vocabulary base tens hundred thousandplace valueexpanded formgreater than >less than <

Suggested Literature A Fair Bear Share 17 Kings and 42 ElephantsThe Kings CommissionersOne Hundred Hungry Ants How Many Snails?A Counting BookMy Little Sister Ate One HareFive Little MonkeysFrog in the BogCount on Pablo

VideosSEDL NBT.4

Task Descriptions

Scaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.

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Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation. Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

State Tasks

Task Name Task Type/Grouping Content Addressed Standards Brief Description

Straws! Straws! Straws!

3- Act TaskWhole Group

Place Value Understanding

MGSE2.NBT.1MGSE2.NBT.3

Students will be shown a picture of straws and asked what they wonder about it. The two main approaches of this task are to figure out how many straws there are by counting in an efficient manner or use the total amount of straws to figure out how many bundles there are. This task will force students to see the importance of our place value system.

Where Am I On the Number Line

Scaffolding TaskPartners

Place Value Understanding

MGSE2.NBT.1MGSE2.NBT.2MGSE2.NBT.3

Students will review counting up and counting back to get an answer. As the students play the games they will also see where a number lives on a number line and its relative position to other numbers.

I Spy a Number Scaffolding TaskPartners

Place Value Understanding

MGSE2.NBT.1MGSE2.NBT.3

Students will attempt to figure out a mystery number through reasoning. This is a game that should be introduced in this unit and become a regular classroom routine.

Number Hop

Constructing Task

Small Group/ Individual

Skip Counting MGSE2.NBT.2Students practice skip counting by jumping. They then represent skip counting by making a model of their thinking.

Place Value PlayConstructing

TaskLarge Group

Building 3 digit-Numbers

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students physically become tens and ones in order to better understand the base ten system. Students also build and compare 2 and 3-digit numbers using base ten materials (either block or a homemade system).

The Importance of Zero

Constructing Task

Large GroupUsing Zero as a Digit MGSE2.NBT.1

MGSE2.NBT.3

Students evaluate the importance of zero in building numbers in a base ten system. They represent numbers 3-digit numbers including 0 in multiple ways.

Base Ten Pictures Practice TaskLarge Group,

Individual

Represent numbers using models,

diagrams,and number

MGSE2.NBT.1MGSE2.NBT.2MGSE2.NBT.3

Students create pictures using base ten blocks. They then record base ten information about their creations.

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sentences

Building Base Ten Numbers

Constructing Task

Partners or Individual

Represent numbers using models, diagrams, and

number sentences

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students build the largest and smallest possible numbers with 3 digits. They then compare the numbers they created.

What's My Number

Constructing Task

Small Group

Represent numbers using models,

diagrams,and number sentences

MGSE2.NBT.1MGSE2.NBT.2MGSE2.NBT.3

Students try to guess a mystery number from place value clues. They then create clues to help others guess their number.

Capture the Caterpillar

Practice TaskSmall Group

Represent numbers using models,

diagrams,and number sentences

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students try to get as close as possible to a target number using their knowledge of place value.

Fill the BucketPractice TaskLarge Group,

PartnersComparing Numbers

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students use digit cards to build the largest and the smallest numbers possible. They then use >, =, and < to compare the numbers.

High Roller Practice TaskSmall Group Comparing Numbers

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students use reasoning to attempt to create the largest possible number

Place Value Breakdown

Practice TaskPartners Expanded Notation

MGSE2.NBT.1MGSE2.NBT.3MGSE2.NBT.4

Students will order digits in an attempt to create the highest or lowest possible number. Students will use previous experiences to predict the place a number should be written on the recording sheet.

Carol's NumbersCulminating

TaskIndividual

Multiple Standards Addressed

MGSE2.NBT.1MGSE2.NBT.2MGSE2.NBT.3MGSE2.NBT.4

Students will show their understanding of manipulating digits in each place value position. Skip counting is then addressed. Finally, students will be comparing numbers and writing numbers in expanded form.

Second Grade Unit 1 Extending Base Ten UnderstandingTopic 2: Addition & Subtraction StrategiesBig Ideas/Enduring Understandings: Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Understand how addition and subtraction affect quantities and are related to each other.

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Know the multiple meanings for addition (combine, join, and count on) and subtraction (take away, remove, count back, and compare) Use the inverse operation to check that they have correctly solved the problem. Solve problems using mental math strategies.Essential Questions: What strategies can I use to add or subtract larger numbers? How can combinations of numbers and operations be used to represent the same quantity? How are numbers affected when they are combined and separated? How can we solve problems mentally? What strategies help us with this?Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.Represent and solve word problems involving addition and subtractionMGSE2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations by using drawings and equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from, putting together, taking apart (part/part/whole) and comparing, with unknowns in all positions. Add and subtract within 20MGSE2.OA.2 Add and subtract within 20 using mental strategies such as: making ten (e.g., 8 +6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows the 12 – 8 = 4); and creating equivalent but easier known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Vertical Articulation Kindergarten StandardUnderstand addition as putting together and adding to, and understand subtraction as taking apart and taking from.MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

First Grade StandardRepresent and solve problems involving addition and subtraction.MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Third Grade StandardSolve problems involving the four operations, and identify and explain patterns in arithmetic.MGSE3.OA.3 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Instructional StrategiesOA.1This standard calls for students to add and subtract numbers within 100 in the context of one and two step word problems. During the first nine weeks you should concentrate on place value and addition and subtraction within 20 using only 1 step word problems to set a solid foundation. Students should have ample experiences working on various types of problems that have unknowns in all positions, including Result Unknown, Change Unknown, and Start Unknown. See the examples shown below. Students should use place value blocks or hundreds charts, or create drawings of place value blocks or number lines to support their work.

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Working on addition and subtraction simultaneously, continually relating the two operations is important for helping students recognize and understand the (inverse) relationship of these two operations. A good place to start is by doing a “close read” of the problem and using the close read questions with the students. It is also vital that students develop the habit of checking their answer to a problem to determine if it makes sense for the situation and the questions being asked. An excellent way to do this is to ask students to write word problems for their classmates to solve.

OA.2This standard mentions the word fluently when students are adding and subtracting numbers within 20. Fluency means accuracy (correct answer), efficiency (within 4-5 seconds), and flexibility (using strategies such as making 10 or breaking apart numbers).

Second Graders internalize facts and develop fluency by repeatedly using strategies that make sense to them.

When students are able to demonstrate fluency they are accurate, efficient, and flexible. Students must have efficient strategies in order to know sums from memory.

Research indicates that teachers’ can best support students’ memorization of sums and differences through varied experiences such as, making 10, breaking numbers apart and working on mental strategies. These strategies replace the use of repetitive timed tests in which students try to memorize operations as if there were not any relationships among the various facts. When teachers teach facts for automaticity, rather than memorization, they encourage students to THINK about the relationships among the facts. (Fostnot & Dolk, 2001)

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It is no accident that the standard says “know from memory” rather than “memorize”. The first describes an outcome, whereas the second might be seen as describing a method of achieving that outcome. So no, the standards are not dictating timed tests. (McCallum, 2011)

Example: 9 + 5 = ____

Which one is more efficient? Have these discussions with students so they will be flexible in their thinking.

Example: 13 – 9 = _____

This standard is strongly connected to all the standards in this domain. It focuses on students being able to fluently add and subtract numbers to 20. Adding and subtracting fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently.

Mental strategies help students make sense of number relationships as they are adding and subtracting within 20. The ability to calculate mentally with efficiency is very important for all students. Mental strategies may include the following: Counting on (works best with +1 and +2 facts) Making tens (9 + 7 = 10 + 6) Decomposing a number leading to a ten ( 14 – 6 = 14 – 4 – 2 = 10 – 2 = 8) Fact families (8 + 5 = 13 is the same as 13 - 8 = 5)

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Doubles Doubles plus one (7 + 8 = 7 + 7 + 1); sometimes called Near Doubles

The use of objects, diagrams, or interactive whiteboards, and various strategies will help students develop fluency.

Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop, share and use efficient strategies for mental computation. An efficient strategy is one that can be done mentally and quickly. Students gain computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic operations in number systems. Efficient mental processes become automatic with use.

Have students study how numbers are related to the anchor numbers 5 and 10, so they can apply these relationships to their strategies for knowing 5 + 4 or 8 + 3.

Students might picture 5 + 4 on a ten-frame to mentally see 9 as the answer, or 1 less than 10. For remembering 8 + 7, students might think, since 8 is 2 away from 10, take 2 away from 7 to make 10+5=15 or know that 7+7= 14 and one more makes 15. Another example: After multiple experiences with ten-frames, when students add to 9, they mentally SEE 9, but THINK 10 and generalize that 9 + 8 is the same

thing as 10 + 7. Then, apply this same thinking to 19 + 8 is thesame thing as 20 + 7, SEE 19, THINK 20, and so on.

Provide activities in which students apply the commutative and associative properties to their mental strategies for sums less or equal to 20 using the numbers 0 to 20.

Provide simple word problems designed for students to invent and try a particular strategy as they solve it. Have students explain their strategies so their classmates can understand it.

Guide the discussion so the focus is on the methods that are most useful. Encourage students to try the strategies that were shared so they can eventually adopt efficient strategies that work for them.Make posters for student-developed, mental strategies for addition and subtraction within 20. Use names for the strategies that make sense to the students and include examples of the strategies.

Present a particular strategy along with the specific addition and subtraction facts relevant to the strategy. Have students use objects and drawings to explore how these facts are alike.Common MisconceptionsOA.1“Children must come to realize that errors provide opportunities for growth as they are uncovered and explained. Trust must be established with an understanding that it is okay to make mistakes. Without this trust, many ideas will never be shared.” (Van de Walle, Lovin, Karp, Bay-Williams, Teaching Student-Centered Mathematics, Developmentally Appropriate Instruction for Grades Pre-K-2, 2014, pg. 11)

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Some students end their solution to a two-step problem after they complete the first step. They may have misunderstood the question or only focused on finding the first part of the problem. Students need to check their work to see if their answer makes sense in terms of the problem situation. They need many opportunities to solve a variety of two-step problems and develop the habit of reviewing their solution after they think they have finished.

Many children have misconceptions about the equal sign. Students can misunderstand the use of the equal sign even if they have proficient computational skills. The equal sign means , ―is the same as” however, many primary students think that the equal sign tells you that the ―answer is coming up.‖ Students need to see examples of number sentences with an operation to the right of the equal sign and the answer on the left, so they do not overgeneralize from those limited examples. They might also be predisposed to think of equality in terms of calculating answers rather than as a relation because it is easier for young children to carry out steps to find an answer than to identify relationships among quantities. Students might rely on a key word or phrase in a problem to suggest an operation that will lead to an incorrect solution. They might think that the word left always means that subtraction must be used to find a solution. Students need to solve problems where key words are contrary to such thinking. For example, the use of the word left does not indicate subtraction as a solution method:

Debbie took the 8 stickers he no longer wanted and gave them to Anna. Now Debbie has 11 stickers left. How many stickers did Debbie have to begin with?It is important that students avoid using key words to solve problems. The goal is for students to make sense of the problem and understand what it is asking them to do, rather than search for “tricks” and/or guess at the operation needed to solve the problem. Students may overgeneralize the idea that answers to addition problems must be greater. Adding 0 to any number results in a sum that is equal to that number. Provide word problems involving 0 and have students model using drawings with an empty space for 0. Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students should be expected to explain why they chose that strategy then show how to use it.

OA.2Students may over-generalize and begin to think that answers to addition problems must be greater. Example: Adding 0 to any number results in a sum that is equal to that number and not greater. Provide word problems involving 0 and have students model using drawings with an empty space for 0.

Students are usually proficient when they focus on a strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact. Students should be expected to explain why they chose that strategy then show how to use it. This relates to efficiency.DifferentiationIncrease the RigorOA.1 I made a total of 52 cookies and I put them randomly on 2 plates. I gave 14 cookies to my neighbor from the first plate but there were still 17 on that plate.

How many cookies are on the second plate? The difference is 23, create a story problem that can be solved by subtracting two 2-digit numbers with this difference. Jackie picked some blackberries. Her kids ate 29. She now has 52. How many blackberries did Jackie pick? Bill caught 23 fish. He caught some of the fish on Monday, some on Tuesday, and some on Wednesday. Each day he caught more than the day before. What

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are some fish amounts for each day that could have happened? What is another possible solution? Mrs. Coleman’s class is going on a field trip! Each student will be bringing one adult. There will be as many adults riding as children. The bus has 40 seats, but

ten seats are empty. How many adults and children are riding the bus if they each have their own seat? Write your answer in a number sentence. Are there an odd or even number of adults and children?

Jabril came to school with 48 pencils. Some of his friends didn’t have a pencil, so he gave some of his pencils away. He now has 32 pencils. How many pencils did he share with his friends?

OA.2 (making 20) Beth had a pack of 20 pencils. The pencils were two different colors. Show all the combinations of pencils she could have that equal 20. Draw

pictures and write equations to support your answer. If you don’t know 9 + 3, how can knowing 10 + 2 help you? If you don’t know 9 + 8, is there a doubles fact that can help you? How? (use of strategies) If you don’t know the sum of 8 + 5 (or any other fact), what are some good strategies you can use to help you figure out the answer? (finger

counting isn’t appropriate, looking for mental math ideas) Have students think, pair, share ideas. Write all ideas on board for class to see. (making 10) Meghan wants to have 10 donuts in each box. How many more donuts does she need to put in each of the following boxes? A box with 9 donuts?

A box with 8 donuts? A box with 3 donuts? (doubling) Sherry already has 4 erasers. Now her goal is to collect 20 in all. She got 4 more on Monday and 8 on Tuesday. How many does she have in all? How

many more does she need to make her goal? (halving) Connie and Cheryl are twins. Connie’s hair is twice the length of Cheryl’s hair. Connie has decided that she wants to cut her hair to be the same length

as her sister’s. Connie’s hair dresser measured her hair and it is 16 inches long. How long will the twins’ hair be?Evidence of LearningBy completion of this lesson, students will be able to: Represent and solve problems involving addition and subtraction. Understand and apply properties of operations and the relationship between addition and subtraction. Understand how addition and subtraction affect quantities and are related to each other. Know the multiple meanings for addition (combine, join, and count on) and subtraction (take away, remove, count back, and compare) Use the inverse operation to check that they have correctly solved the problem. Solve problems using mental math strategies.Additional AssessmentsCaterpillars and Leaves (FAL)Shared Assessments: See the formative assessment folder for Topic 2. Adopted ResourcesMy Math:Chapter 1: Apply Addition and Subtraction Concepts1.1 Addition Properties1.2 Count on to Add1.3 Doubles and Near Doubles

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1

Think MathChapter 1: Counting Strategies1.4 Adding and Subtracting on the Number Line1.5 Completing Number Sentences1.9 Finding Ways to Make 10Chapter 2: Working with 10

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1.4 Make a 101.5 Add Three Numbers1.6 Write a Number Sentence1.7 Count Back to Subtract1.8 Subtract All and Subtract Zero1.9 Use Doubles to Subtract1.10 Relate Addition and Subtraction1.11 Missing AddendsChapter 2: Number Patterns 2.7 Sums of Equal Numbers *These lessons are not to be completed in consecutive days as it is way too much material. They are designed to help support you as you teach your standards.

Student User ID: ccsd(student ID)Password: cobbmath1

http://www.exemplarslibrary.com/

User: Cobb EmailPassword: cobbmath

Suggested Exemplars Counting Corners (OA.1 & OA.2) Insect Collecting (OA.1 & OA.2) Keeping the Park Clean (OA.1) Flowers for the Hallway (OA.1) Making Bracelets (OA.1) Mini Muffins (OA.1) Turkey Feathers #1 (OA.1) Counting Puppy Legs (OA.1) Franco’s Favorite Fruit (OA.1) Looking for Pigs (OA.1) Name Tags (OA.1) Bug Watching (OA.2) Clay Pots (OA.2) Field Trip (OA.2) Fishing (OA.2) Frog and Toad (OA.2) License Plates (OA.2) Marshmallow Peeps All in a Row (OA.2) Number Cube Game (OA.2) Snow Play (OA.2) Witches Transportation (OA.2) Betty’s Blocks (OA.2) Buttons for Snowmen (OA.2) Chaperones (OA.2) Riding at the Playground (OA.2) Sharing Sleds (OA.2) Someone’s Been Eating My Porridge (OA.2)

2.1 Finding Sums of 102.4 Mastering Sums of 102.6 Finding How Close to 10 2.7 Adding Numbers by Making 10

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Collecting Shells (OA.2)Additional Web ResourcesK-5 Math Teaching Resources http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html OA.1Add To: Result Unknown (within 100)Take From: Result Unknown (within 100)

OA.2 Find TenMaking Ten (ver. 1)Doubles Cover Up (ver. 2)Four in a Row with Near DoublesFour in a Row SubtractionPart Part Whole Cards11 MoreMagic SquaresSum Search

Illustrative Mathematics https://www.illustrativemathematics.org/content-standards/2/OAOA.1Pencil and a StickerSaving Money 2 (also incorporates NBT.2 & NBT.5)

OA.2Building Toward FluencyHitting the Target Number

Robert Kaplinsky Problem Solving http://robertkaplinsky.com/lessons/ Inside Mathematics http://www.insidemathematics.orgYummy Math http://www. yummymath .com For additional assistance with this unit, please watch the unit webinarhttps://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspxSuggested Manipulativesbase-ten blocks counterssnap cubes

Vocabulary symbols (+ -, =) total sum

Suggested Literature Domino Addition The Empty PotMarvelous Math

202nd Grade Unit 1 4/14/2016

number lines hundreds chartten frames two-colored counters

difference equation

Shark Swimathon A Collection for Kate Subtraction ActionSubtraction Strategies17 Kings and 42 Elephants

Task DescriptionsScaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation. Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

Task Name Task Type Content Standard Content Addressed Brief Description

Developing Meaning Using Story Problems: Result

Unknown

Constructing TaskWhole Group, Small Group,

Individual

MGSE2.OA.1 Problem solving with the result unknown

Students will solve real world math problems using addition and subtraction.

Meaning Using Story Problems: Change

Unknown

Constructing TaskWhole Group/ Small Group/

Individual

MGSE2.OA.1 Problem solving with the change unknown

Students will solve real world math problems using addition and subtraction.

Developing Meaning Using Story Problems: Start

Unknown

Constructing TaskWhole Group/ Small Group/

Individual

MGSE2.OA.1 Problem solving with the initial unknown

Students will solve real world math problems using addition and subtraction.

Incredible Equations Scaffolding TaskLarge Group, Small Groups MGSE2.OA.2 Composing and

decomposing numbers

Gain additional understanding of the magnitude of a given number as well as its

relationship to other numbers; learn multiple ways of composing decomposing numbers.

Order is Important MGSE2.OA.2 Using a number line Gain an understanding of the concept and

212nd Grade Unit 1 4/14/2016

Scaffolding TaskLarge Group for addition and

subtractionapplication of the commutative property of

addition.

Second Grade Unit 1: Extending Base Ten UnderstandingTopic 3: Money and GraphingBig Ideas/Enduring Understandings: Count with pennies, nickels, and dimes Represent a money amount with words or digits and symbols (either cent or dollar signs) Interpret data in picture and bar graphs Use information from a bar graph to solve addition and subtraction questions and equationsEssential Questions: What are the different ways we can represent an amount of money? Why is it important to be able to count amounts of money? What type of graph should I use to display data? Why do I need to ask questions and collect data?

Content StandardsContent standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections that exist among mathematical topics.Work with time and money.MGSE2.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 interpret data.

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MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Vertical ArticulationKindergarten Money and Graphing StandardsMGSEK.CC.5c Identify and be able to count pennies within 20. (Use pennies as manipulatives in multiple mathematical contexts.)MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count

First Grade Money and Graphing StandardsMGSE1.NBT.7 Identify dimes, and understand ten pennies can be thought of as a dime (Use dimes as manipulatives in multiple mathematical contexts.)MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Third Grade Graphing StandardsMGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

Instructional StrategiesMD.8This standard calls for students to solve word problems involving either dollars or cents.

Since students have not been introduced to decimals, problems should either have only dollars or only cents.

Example:What are some possible combinations of coins (pennies, nickels, and dimes) that equal 37 cents?

Since money is not specifically addressed in kindergarten, first grade, or third grade, students should have multiple opportunities to identify, count, recognize, and use coins in and out of context.

Students should solve story problems connecting the different representations. These representations may include objects, pictures, charts, tables, words, and/or numbers.

Students should communicate their mathematical thinking and justify their answers. An interactive whiteboard or document camera may be used to help students demonstrate and justify their thinking.

Example:Sandra went to the store and received 76¢ in change. What are three different sets of coins she could have received?

The topic of money begins at Grade 2 and builds on the work in other clusters in this and previous grades. Help students learn money concepts and solidify their understanding of other topics by providing activities where students make connections between them.

232nd Grade Unit 1 4/14/2016

Students use the context of money to find sums and differences less than or equal to 100 using the numbers 0 to 100. They add and subtract to solve one- and two-step word problems involving money situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions .

Students need to learn the relationships between the values of a penny, nickel, and dime.

MD.10This standard calls for students to work with categorical data by organizing, representing and interpreting data. Students should have experiences posing a question with 4 possible responses and then work with the data that they collect.

Example:Students pose a question and the 4 possible responses. Which is your favorite flavor of ice cream? Chocolate, vanilla, strawberry, or cherry?

Students collect their data by using tallies or another way of keeping track.

Students organize their data by totaling each category in a chart or table. Picture and bar graphs are introduced in Second Grade.

Students display their data using a picture graph or bar graph using a single unit scale. Students answer simple problems related to addition and subtraction that ask them to put together, take apart, and compare numbers.

Students should draw both picture and bar graphs representing data that can be sorted up to four categories using single unit scales (e.g., scales should count by ones).

In second grade, picture graphs (pictographs) include symbols that represent single units. Pictographs should include a title, categories, category label, key, and data.

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Second Graders should draw both horizontal and vertical bar graphs. Bar Graphs include a title, scale, scale label, category label and data.

Engage NY Lessons are included in the activity file. Coming Soon…Common MisconceptionsMD.8Remind students that the cent sign goes after the number and there is no decimal point used with the cent sign nor can both signs be used in the same amount.

Students might over-generalize the value of coins when they count them. They might count them as individual objects. Also some students think that the value of a coin is directly related to its size, so the bigger the coin, the more it is worth.

Place pictures of a nickel on the top of five-frames that are filled with pictures of pennies. In like manner, attach pictures of dimes and pennies to ten-frames and pictures of quarters to 5 x 5 grids filled with pennies. Have students use these materials to determine the value of a set of coins in cents.

MD.10The attributes for the same kind of object can vary. This will cause equal values in an object graph to appear unequal. For example, when making an object graph using shoes for boys and girls, five adjacent boy shoes would likely appear longer than five adjacent girl shoes. To standardize the objects, place the objects on the same-sized construction paper or sticky-note, then make the object graph.

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DifferentiationIncrease the RigorMD.8 A pencil costs 75¢, an eraser costs 45¢, and a piece of paper costs 59¢. Which one of these items can you purchase with exactly 6 coins? Carla’s brother says he’ll trade her 2 quarters, 4 dimes, and 2 nickels for a one dollar bill. Is this a fair trade? How do you know? Donald has 12 quarters and 60 nickels. He has $3.00 more than Tanya. How much money does Tanya have? Sam gets 92¢ change back from the cashier. What combination of coins might he have received? Is there another possibility? Sean buys a baseball card. He gives the cashier $1.00. He received 2 dimes, 1 quarter, and 1 penny as change. How much did Sean’s baseball card cost? Sally gets a job digging weeds. She gets paid 5¢ for each weed she digs up. At the end of the day she gets paid 85¢. How many weeds did she dig up? (not

division, skip counting) How many nickels will she get paid? How many dimes could she receive if she trades in her nickels?MD.10 Choose a topic. Provide at least four categories for your classmates to choose from. Ask everyone in the class. Tally the results and record your

information on a graph. Choose which type of graph you will use. Why did you choose this type of graph? What scale did you use? Write three questions based on the graph. Have another student answer them. Check for accuracy. Why are bar graphs good for comparisons? Tell your partner the different types of graphs you know how to use. What are the differences and similarities between them? Do they all use numbers? Is it important to label and write a number scale before you start graphing the data? Why or why not?

Accelerated Intervention Coming Soon…Evidence of LearningBy completion of this lesson, students will be able to: Count with pennies, nickels, and dimes Represent a money amount with words or digits and symbols (either cent or dollar signs) Interpret data in picture and bar graphs Use information from a bar graph to solve addition and subtraction questions and equationsAdditional AssessmentShared Assessments: See the formative assessment folder for Topic 3.Adopted ResourcesMy MathChapter 8: Money8.1 Pennies, Nickels, and Dimes8.3 Count Coins

Adopted Online Resourceshttp://connected.mcgraw-hill.com/connected/login.do

Teacher User ID: ccsde0(enumber)Password: cobbmath1Student User ID: ccsd(student ID)Password: cobbmath1

http://www.exemplarslibrary.com/

Think MathChapter 4: Addition and Subtraction with Place Value4.7 Fewest Dimes and Pennies

262nd Grade Unit 1 4/14/2016

User: Cobb EmailPassword: cobbmath

Suggested Exemplars Pets (MD.8) Typical Objects (MD.10)

Additional Web ResourcesK-5 Math Teaching Resources http://www.k-5mathteachingresources.com/2nd-grade-measurement-and-data.htmlMD.8Money BoardWhich has the Greater Value?MD.10Button Bar GraphIllustrative Mathematics https://www.illustrativemathematics.org/content-standards/2/MD/C/8MD.8Alexander, Who Used to be Rich Last SundayChoices, Choices, ChoicesJamir’s Penny JarPet ShopSusan’s ChoiceVisiting the ArcadeMD.10Favorite Ice Cream FlavorSuggested ManipulativesCoinsWeighted Money

Vocabularydimenickelpenny

Suggested LiteratureOne Cent, Two Cents, Old Cent, New CentWhat is Money?The Penny PotTrouble with MoneyThe Coin Counting Book

Task DescriptionsScaffolding Task Task that build up to the learning task.Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving Practice Task Task that provide students opportunities to practice skills and concepts.Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation. Formative Assessment Lesson (FAL)

Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical ideas and applications.

272nd Grade Unit 1 4/14/2016

3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.

State TasksTask Name Task Type Content Standard Content Addressed Brief Description

Desktop Basketball – Money Version

Practice TaskPartner, Individual

MGSE2.MD.8MGSE2.MD.10MGSE2.NBT.6MGSE2.NBT.8

Use money as a medium of exchange

Work with categorical data by organizing and interpreting data. Students will also participate in a game in order to develop efficient mental processes. Students will create either a picture or bar graph to represent data collected.

What I Have and What I Need

Performance TaskIndividual

MGSE2.MD.8MGSE2.NBT.9

Use money as a medium of exchange

Use knowledge of coin values to determine how much more money is needed to reach a total amount given a

specific starting amount.

Shopping for School Supplies

Constructing TaskLarge Group

MGSE2.MD.8MGSE2.NBT.8 Use money as a

medium of exchange

Apply knowledge of benchmark numbers to estimate costs and determine whether or not there is enough

money to make a purchase.

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