Second Grade Notes

Second Grade Notes• Play games everyday! Games are suggested but use whatever you feel is appropriate• No Numbers in excess of 1,000• Replace calculators, Frames and Arrows and Change Diagrams with Bar Modeling as

appropriate• If “Readiness” is included, do first• Odd and even introduced this year• Fractions has only been taught as partitioning shapes• Do sections listed• Unlisted items can be omitted• Problem Solving activities not yet included- do at least one per week• Additional slides are meant to focus on consistent models throughout grades- use as needed• Common models focused on in great depth:

– Number lines– Number Grids– Bar Models– 10 Frames– Pan Balance Equations

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.• 2.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:100 can be thought of as a bundle of ten tens — called a “hundred.”•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).

Use Place Value Understanding and Knowledge 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.

Grade 2 – Unit 1Numbers and Routines

Common Core Domain Focus: Numbers and Operations in Base 10

Common Core Focus2.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.2.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.

Lesson• Readiness Activity (Use during game time)• Mental Math And Reflexes, Math Message• Part 1- All (only to 1,000)

– Writing #’s in sequence– Pg #1 (no #6)

• Part 2- All- Do human line with slates– Put a # on a slate for each student, put themselves in order– Math Masters- pg. 2 make own- use #’s to 1000

*Use Complete the Number Line slide to model whole group, give additional practice with varied numbers and skip counting

Lesson 1.1 Number Sequences

Number Grids

# of ____ Total

1

2

3

4

5

6

7

8

9

10

11

12

Number Lines

What is a number line?

Where do we see number lines?

How do number lines help us?

Number Lines- Writing Numbers In Sequence

Complete The Number Line

Learning Goal- use your knowledge of place value to correctly order numbers along a number line

• Look at the beginning numbers. Use your knowledge of place value to fill in the rest of the numbers along the number line.

Lesson

• Readiness Activity – sorting coins• Mental Math and Reflexes• Part 1- all • Part 2 – all• Part 3

– Readiness (do in beginning)– Enrichment (whole group- same coins

• *If time allows

Common Core Focus• 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s• 2.MD.8. Preparation For: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Lesson 1.2: Tools and Coins

• Complete each number line below by skip counting from the beginning number

1

5

10

25


Sorting Coins

Common Core Focus• 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes,

using a.m. and p.m.

Lesson• Mental math and reflexes• Part 1- All but math message follow up

– Concentrate on clocks, not calendars• Part 2- All

– Observe to assess who needs re-teaching of telling time

*1st grade focused on reading time to ½ hour*Teach in small groups telling time to 5 minutes

Lesson 1.3 Calendars and Clocks

Telling Time- Counting By Fives# of 5’s Total

1

2

3

4

5

6

7

8

9

10

11

12

Common Core Focus• 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.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded

form.• 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from

memory all sums of two one-digit numbers.

Lesson• Mental Math and Reflexes• Part 1- All

– Use dominoes; do extra domino problems on slates– Mini-lesson: students should be ‘counting on’ from larger number

• Part 2- All– A # grid for 3-4 students– Find patterns- count up, count back– Compare to a # line

• Part 3- Play ‘Top It’- may need to use counters• *Additional slides

– Number Grid Slide- reinforce ‘counting on– Intro to bar modeling and pan balance- more slides available for further exploration– ***Bar Modeling Slides ( To support Domino Addition)

• Introduction to Bar Modeling- all examples are provided but don’t need to be used

Lesson 1.4a: Basic Facts

Number Grids

Start Number

Count On(+)

End Number

Pan Balance Equations

>

<

=

Bar Modeling

Number Model:

_____________+_____________=_____________

Bar Modeling: Joining (Addition) Samples

Total Amount Unknown # Story•The team had 8 runs. They scored 2 more. How many do they have in all?

•8+2=r

Amount Joined Unknown •John has $2 in his piggy bank. He needs $10 to buy the new toy he wants. How much more does he need to save to have enough money?

•2+x=10

Initial Amount Unknown •Mary added 5 books to her library. Now she has 10 books in her library. How many books did she start with?

•X+5=10

r

8 2

10

2 x

10

5

Bar Modeling: Joining (Addition)

Total Amount Unknown Picture

Amount Joined Unknown Picture

Initial Amount Unknown Picture


Total Amount Unknown Number Model

Amount Joined Unknown Number Model

Initial Amount Unknown Number Model


Total Amount Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Amount Joined Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Initial Amount Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bar Modeling: Joining (Addition)- Total Amount Unknown





Total Amount Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Total Amount Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Total Amount Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bar Modeling: Joining (Addition)- Amount Joined Unknown





Amount Joined Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Bar Modeling: Joining (Addition)- Initial Amount Unknown





Initial Amount Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Lesson• Mental Math and Reflexes

– (More Examples from Day 1)• Domino Addition

– focus on counting on from the larger number instead of counting all dots• Play ‘Top It’ Or ‘Coin Top It’ (Enrichment)

*Continue using Bar Modeling, Pan Balance Equations

Common Core Focus• 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.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2,

know from memory all sums of two one-digit numbers.

Lesson 1.4 : Basic Addition FactsDay 2

Lesson• Play ‘Top It’• Mental Math and Reflexes• Part 1 – All – use money to show place value as well• Part 2- all: money exchange game• Part 3 Small groups- readiness or enrichment based on need.

Lesson 1.5: Counting by 1’s, 10’s and 100’s

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

Complete The Number LineLearning Goal- create number lines to help you count coins.


1

5

10

100

Lesson• Mental Math and Reflexes• Part 1 – All but no math box #3• Part 2- Penny Plate: All-model how to draw diagrams- draw and play• Part 3 – readiness with small groups

• ***Bar Modeling Slides ( To support Penny Plate)– Can introduce Subtraction Bar Modeling- all examples are provided but don’t

need to be used

Lesson 1.6: Basic FactsCommon Core Focus

• 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.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of

Grade 2, know from memory all sums of two one-digit numbers.

Bar Modeling

Number Model:

_____________-_____________=_____________

Bar Modeling: Separating (Subtraction)

Amount Remaining Unknown # Story•Suzie had $10. She spent $8 on lunch. How much money does she have left over?

•10-8=x

Amount Separated Unknown •John had to read 10 books over the summer. He only has 2 left to read. How many books did he read?

•10-x=8

Initial Amount Unknown •Jim ate 5 cookies out of the box. He only has 5 left. How many were in the box?

•X-5=5

10

8 x

10

x 8

x

5 5


Amount Remaining Unknown Picture

Amount Separated Unknown Picture



Amount Remaining Unknown Number Model

Amount Separated Unknown Number Model



Amount Remaining Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Amount Separated Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Bar Modeling: Separating (Subtraction)- Initial Amount Unknown





Initial Amount Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Bar Modeling: Separating (Subtraction)- Amount Remaining Unknown





Amount Remaining Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Amount Remaining Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Amount Remaining Unknown ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Bar Modeling: Separating (Subtraction)- Amount Separated Unknown

Amount Separated Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Lesson• Mental Math and Reflexes• Part 3- Do readiness 1st with whole group• Part 1-All

– While making scrolls, may need to pull small groups to reteach even/odd– Use counters, draw circle to find even and odd– Part 2 –All

• Math Box- no #6

Lesson 1.7: Number PatternsCommon Core Focus

• 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

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

Moving Along The Number GridAdding 10’s

Start #

+10

+20

+30

+40

+50

+60

+70

+80

+90

Subtracting 10’s

Start #

-10

-20

-30

-40

-50

-60

-70

-80

-90

Number Grid- Even and Odd

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

What’s the difference?

Lesson • Mental Math and Reflexes• 3- Readiness- Do first

– Have students sit around grids and point, outline find patterns in small groups• 2- All• Writing- How is a number grid like a number line? How is it different?

Lesson 1.8: Counting By 1’s and 10’s(2 Days- Day 1)

Common Core Focus• 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.• 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900

Number Grids and Number LinesAlike

Number Line Number Grids

Lesson 1.8: Counting By 1’s and 10’s(2 Days- Day 2)

Lesson• Math Message

– practice counting up and back by 10 from various numbers• Play Number Grid Game• Part 1 – finding patterns• Enrichment• Math Boxes – no #5

Common Core Focus• 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.• 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract

10 or 100 from a given number 100–900

Finding PatternsWhen add 1 to a number, you

__________________________________

__________________________________

When you subtract1 from a number, you

__________________________________

__________________________________

When you add 10 to a number, you

__________________________________

__________________________________When you subtract 10 to a number, you

__________________________________

__________________________________

Unit 1- Lesson 9: Equivalent Names For Numbers

Lesson• Mental Math and Reflexes• Part 1- All

– No calculators- students are given a number and asked to use manipulatives and write numbers in notebooks (name collections boxes..share with partners)

– Determine if numbers are odd or even– Journal pg. 11

• Part 2- all– Use money to solve problems

Common Core Focus2.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 cases2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.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.1

Equivalent Names For NumbersDraw It Expanded Form 3 Addends

Equivalent Names For Numbers

Equivalent Names Bar Model

Starting Number

Unit 1.10: Names For Numbers

Lesson• Mental Math and Reflexes

– slate assess for place value• Part 3- readiness only

– Do first with everybody• Part 2- all

– Use manipulatives instead of calculators– Math Box- No #5

*Use previous slides as needed

Common Core• 2.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..• 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.


2

5

10

25


Equivalent Names For Numbers

Equivalent Names Bar Model

Starting Number

Lesson• Mental Math and Reflexes• Part 3- readiness (do first): compare 1 type of object

– 3+2 cubes weighs less than 6+4 cubes• Math message• Part 1- All

– Writing: how is a pan balance like <,>,=– Part 2- All (Top It)

• All math Boxes• Homelink

Common Core Focus• 2.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• 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.OA.2. Fluently add and subtract within 20 using mental strategies.2

• By end of Grade 2, know from memory all sums of two one-digit numbers.

Lesson 1.11: Comparing Numbers

Pan Balance Equations ( Equal: = )

=Picture

=

=Picture

=

=Picture

=

Pan Balance Equations ( Equal: = )

=Number Model

=

=Number Model

=

=Number Model

=

Pan Balance Equations ( Less Than: < )

<Picture

<

<Picture

<

<Picture

<

Pan Balance Equations ( Less Than: < )

<Number Model

<

<Number Model

<

<Number Model

<

Pan Balance Equations ( Greater Than: > )

>Picture

>

>Picture

>

>Picture

>

Pan Balance Equations ( Greater Than: > )

>Number Model

>

>Number Model

>

>Number Model

>

Lesson• Mental Math and Reflexes• Centers

– Exploration C– Addition Top It– Penny Plate Game– Math Boxes- No #5

Lesson 1.12- Basic Facts: Explorations

Common Core2.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 cases2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Sorting Dominoes1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18

Unit 1 Lesson 13- Assessment2 Days

• Day 1- All except #5• Day 2- Open response and or problem solving

activity

Second Grade Notes

Documents

Transcript of Second Grade Notes