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CURRICULUM FRAMEWORK PROGRESS GUIDE Based on the Maryland Voluntary State Curriculum

Elementary Grades Mathematics Grade 2

√ July 30, 2008, revised 2009

Prince George’s County Public Schools

PGIN 7690-0951

Board of Education of Prince George’s County, Maryland

BOARD OF EDUCATION OF PRINCE GEORGE’S COUNTY, MARYLAND Verjeana M. Jacobs, Esq., Chair Ron L. Watson, Ph.D., Vice Chair Donna Hathaway Beck Pat J. Fletcher Heather Iliff R. Owen Johnson, Jr. Rosalind A. Johnson Linda Thornton Thomas Amber P. Waller Edward Burroughs III, Student Board Member William R. Hite, Jr., Ed.D., Superintendent of Schools Bonita Coleman-Potter, Ph.D., Deputy Superintendent

Geno Flores, Chief Academic Officer Gladys Whitehead, Ph.D., Director, Curriculum and Instruction Kara Miley-Libby, Ed.D., Coordinating Supervisor, Academic Programs Gwendolyn F. Smith, Ph.D., Coordinating Supervisor, Comprehensive Instructional Support Judith Russ, Supervisor, Elementary Mathematics Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Acknowledgements Prince George’s County Public Schools Mathematics Department wishes to thank the following professionals who worked on the K-6 Grade Curriculum Framework Progress Guides for Mathematics under the direction of the Mathematics Team: Beverly Acors, Stephanie Adams, Ajoke Adigun, Tony Anderson, Troy Anderson, Charmaine Banks, Crystal Baskin, Patricia Belgrave, Erica Bennett, Richard Birecree, Lois Bracey, Kimberly R. Brown, Theresa Brown, Vernee Brown, Jenn Buczek, Regina Clay, Deborah Cooke, Felice DeSouza, Mischa Dorr, Talaya Ferguson, Chitina Fulford, Jill Gabrielson, Valerie Gifford, Melissa Goldsmith, Brenna Graham, Sheenequa Gray, Derrick Grubb, Tanaga Hannah, Leslie Hammond, Linda Hobbs, Julie Hughey, Tracey Jackson, Londa James, Pearline James, Phyllis A. Johnson, Richard Johnson III, Kathleen Kearns, Julie Kelso, Karin E. King, Meghen Kobli, Jennifer Kubit, Monique Lamar, Joan Liberto, Janell Lewis, Elizabeth Mader, Roderick Mance, Maukia McPherson, Denise Moroney, Patricia Morrison, Yvette Motley, Paulette Napora, Valerie T. Nelson, Sheila Parham, Julieta Perez, Lavicia Peterson, Alyce Pointer, Heather Porterfield, Diane Reisinger, Kanika Rivers-Spann, Stephanie Roberts, Delisa Robinson, Erica Rogers, Robert Roman, Mary Santos, Beyunka Scates, Jessica Schiery, Barbara Seldon, Carol Sisson, Diane Skulski, Keisha Smith-Branch, Marcia Sun, Carole Swisdak, Tracey Smith, Sandra Stovall, Maisha Strong, Tiffany Uhlig, Nneka Unonu, Tamara Wade, Aqila S. Waheed, Laurie Walker, Lila Walker, Regina Walters, Myrna Webb, Melanie Whitaker, Ebony White, Erica Wilson, Stephanie Wilson-Murray, and Geraldine Woods.

We would also like to thank the Curriculum Writing Production Staff for their assistance.

Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Table of Contents Page Numbers 1

Week 5

Page Numbers 65

Process Standards

1

Week 6

69

Instructional Block

2

Week 7

74

Calculator Use

2

Week 8

90

Terms Used in Curriculum Framework Progress Guide Planning/Observation Guide

2

Week 9

95

3

Week 10

118

Manipulatives and Tools Needed

4

Week 11

137

Calendars

5–8

Week 12

Quarter At A Glance

9 - 11

Week 13

143 IFL Lesson: 144-147 153

Accelerated Curriculum

12

Week 14

163

Lesson Seed Content Page

13

Week 15

170

14 - 380

Week 16

177

Week 1

14

Week 17

189

Week 2

25

Week 18

211

Week 3

46

Week 19

22i

Week 4

61

Week 20

228

Introduction

Curriculum Framework: Lesson Seeds and Extension Lessons are included within each week


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Table of Contents Week 21

Page Numbers 247

Week 33

Page Numbers 341

Week 22

256

Week 34

350

Week 23

261

Week 35

358

Week 24

269

Week 36

365

Week 25

272

Week 37

369

Week 26

275

Week 38

374

Week 27

286

Week 39

Week 28

294

Week 40

Week 29

309

MSA Rubric

379 Review Week 379 Review Week 380

Week 30

316

Suggested Websites

Week 31

325

Evaluation

Week 32

334


381

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INTRODUCTION The revised Prince George’s County Public Schools Mathematics Curriculum Framework Progress Guide is aligned with the Mathematics Voluntary State Curriculum, (VSC), as prepared by the Maryland State Department of Education (MSDE). The indicators, objectives and assessment limits are shown in the document along with the resources needed to deliver instruction to cover the indicators, objectives and assessment limits. There are instances when lessons must be extended or additional problems included to meet assessment limits. The needs for extension and reference to teacher created lessons have been noted in the lesson column in most cases. The teacher created lessons are noted by the Scott Foresman Addison-Wesley connection, (7-1 meaning chapter seven, lesson 1) or with reference to the source of the lesson (AIMS). The Process Standards are expected to be incorporated into the standards for Knowledge of Algebra, Patterns and Functions, Knowledge of Geometry, Knowledge of Measurement, Knowledge of Statistics, Knowledge of Probability, and Knowledge of Number Relationships and Computations. The Process Standards, in which students demonstrate the processes of mathematics by making connections and applying reasoning to solve and to communicate their findings, consists of the following things: A. Problem solving 1. Apply a variety of concepts, processes, and skills to solve problems a. Identify the question in the problem b. Decide if enough information is present to solve the problem c. Make a plan to solve a problem d. Apply a strategy, (i.e., draw a picture, guess and check, finding a pattern, writing an equation) e. Select a strategy, (i.e., draw a picture, guess and check, finding a pattern, writing an equation) f. Identify alternative ways to solve a problem g. Show that a problem might have multiple solutions or no solution h. Extend the solution of a problem to a new problem situation B. Reasoning 1. Justify ideas or solutions with mathematical concepts or proofs a. Use inductive or deductive reasoning b. Make or test generalizations c. Support or refute mathematical statements or solutions d. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction C. Communication 1. Present mathematical ideas using words, symbols, visual displays, or technology a. Use multiple representations to express concepts or solutions b. Express mathematical ideas orally c. Explain mathematically ideas in written form d. Express solutions using concrete materials e. Express solutions using pictorial, tabular, graphical, or algebraic methods f. Explain solutions in written form g. Ask questions about mathematical ideas or problems h. Give or use feedback to revise mathematical thinking D. Connections 1. Relate or apply mathematics within the discipline, to other disciplines, and to life a. Identify mathematical concepts in relationship to other mathematical concepts b. Identify mathematical concepts in relationship to other disciplines c. Identify mathematical concepts in relationship to life d. Use the relationship among mathematical concepts to learn other mathematical concepts


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Instructional Block The instructional block for grades K-2 is 75 minutes. A minimum of 60 minutes is uninterrupted. The Standards for Excellence Planning and Observation Guide is enclosed to use as a model for lesson components noted in each textbook resource. Lessons have been included at the end for those indicators that were not addressed in the textbook resource. Highly Able/TAG extensions for Grade 2 in addition to lesson modifications have been included to address all learning styles for grades K – 5. Extensions for Advanced Learners Extensions for Advanced Learners are designed to provide differentiation to appropriately challenge highly able and/or gifted mathematics students. Tasks/projects include a variety of open-ended, challenging, abstract math activities to extend learning beyond the grade level standards. Through the use of advanced content, enrichment activities, opportunities for choice, and authentic product creation, highly able and/or gifted math students will be able to work independently or in flexible groups to gain a deeper understanding of the mathematical concepts. The Extensions for Advanced Learners have been noted in the third column where they align with the weekly objectives. Calculator Use All state assessments in mathematics require the use of a calculator unless indicated by a shaded assessment limit. The National Council of Teachers of Mathematics (NCTM) Principles and Standards advocates computational fluency as an expectation for all students. It encourages thoughtful use of calculators in all mathematics classrooms. Calculators are important tools for learning and doing mathematics. Teachers must examine the instructional goals for a given unit or lesson to decide whether various tools, including calculators, can help students learn. In general teachers should model and encourage calculator use when— • the focus of instruction is problem solving • the availability of an efficient and accurate computational tool is important • the lesson involves a search for, and an exploration of, patterns • anxiety about computation might hinder problem-solving • student motivation and confidence can be enhanced through calculator use Terms Used in the Curriculum Framework Progress Guide • SFAW (Scott Foresman Addison Wesley) text book • VSC (Maryland Voluntary State Curriculum) • BCR (Brief Constructed Response) • ECR (Extended Constructed Response) • SPR (Student-Produced Response) • SR (Selected Response known as multiple choice) • Lesson 6-3 refers to SFAW correlation (Chapter 6-Lesson 3) • DIS (Diagnostic Intervention System) • PS (Problem Solving) • E (Enrichment) Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Mathematics Planning and Observation Guides The 5 Es Model for the teaching of mathematics is based on the constructivist approach to learning. Learning new concepts or attempting to understand something familiar in greater depth, is not a linear process. Therefore, suggested time slots for each of the stages within the model may vary according to the activity planned for the instructional day. There are 75 minutes for the K-2 instructional block. A minimum of 60 minutes is uninterrupted. 75 Minute Model Suggested Time Type of Work 5 minutes - 2 problematic homework problems - Drill Problems - Review of Prior Skills 15-20 minutes - A High-Level Task - Literature Connection - Manipulatives

25-35 minutes Continue Work Above

20 minutes - Related Task - Learning Centers - Problem of the Week - Games 10-15 minutes - Constructed Response Problem - Journal Entries

5 Es and Student and Teacher Indicators *Engagement (Warm-Up)** (Individual, Small Group or Whole Group Work) Students are: sharing strategies for automating math facts making connections or looking for relationships among drill problems or homework problems The teacher: states the objective engages students in discussing the patterns or relationships among the problems *Exploration (Teach/Learn)** (Individual or Small Group Work) Students are: exploring with manipulatives working with and talking with peers about how to solve the task debating and challenging their peer’s ideas keeping a written record of their work The teacher is: asking students questions to find out what they know (assessing questions) challenging students to show different representations (a picture, table, graph, context, written explanation) asking students to put other students’ ideas into their own words clarifying vocabulary *Explanation (Practice)** (Whole Group Work) Students are: sharing and justifying how they arrived at a solution proving that their method works when solving similar problems making mathematics connections between concepts, representations and real world situations repeating and putting other’s ideas into their own words The teacher is: engaging students in clarifying misconceptions and errors inviting students to ask their peers question Elaboration (Reasoning and Problem Solving)** (Individual or Flexible Small Group Work) Students are: compare problems for similarities and differences making connections to previous strategies and mathematical ideas. The teacher is pressing students to reflect on the similarities and differences among tasks and strategies. Grouping students in ways to support each other’s learning *Evaluation(Assess)** (Individual or Flexible Small Group Work) Students are: completing open-ended questions responding to teacher questions The teacher is: observing students and noting indictors of student understanding of concepts and strategies giving students feedback on class work, journal entries, and open-ended questions bringing closure to the lesson restating lesson objective assigning homework

Questions for Planning

Planning/Observation Notes

What is the objective for the lesson? (State the objective as: “Students will (use indicator) in order to (use objective/assessment limit).)”

What prior knowledge will they need in the exploration of the task? How will students be expected to work together? What will you see and hear from students that lets you know they understand the concept? What questions will you ask students to assess their understanding of the concept? What questions will you ask to advance their work on the task? How will you aid students in constructing meaning of new concepts? What will you hear if students understand the concept? How will you introduce new skills or procedures? What vocabulary is important for understanding the concepts? What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to real-world situations? How will you assist students in reflecting upon what they learned today and preparing for tomorrow’s lesson? What homework will be assign?

*Indicates part of daily instruction **Indicates alignment to Scott Foresman/Addison Wesley Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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MANIPULATIVES NEEDED TO DELIVER THIS CURRICULUM FRAMEWORK PROGRESS GUIDE • • • • •

Two Color Counters Fraction Bars/Circles Color Tiles Geometric Solid Models Dominoes Geobards and bands

•

Dual Scaled ruler Calculator

•

• • • • •

•

Base-Ten Blocks Double Pan Scale with Weights Interlocking Cubes Equation Mats Pattern Blocks Tangrams

MSA TOOLS NEEDED TO DELIVER THIS CURRICULUM FRAMEWORK PROGRESS GUIDE •


• •

Protractor – grades 5-6 Graph Paper

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PGCPS 2009 - 2010 School Calendar Quarter One, Grade 2 (45 days) AUGUST 2009 Monday

Tuesday

Wednesday

Thursday

Friday

10

11

12

13

14

17 Professional duty day all teachers




21

24 Students return Week One

25

26

27

28

SEPTEMBER 2009 Monday

Tuesday

Wednesday

Thursday

Friday

31 Week Two

1

2

3

4

7 Holiday-Labor Day* Week Three

8

9

10

11

14 Week Four

15

16

17

18

21 Week Five

22

23

24

25 Professional Development Day – schools closed for students

28 Holiday- Yom Kippur* Week Six

29

30

1

2

OCTOBER 2009 Monday

Tuesday

Wednesday

Thursday

Friday

5 Week Seven

6

7

8

9

12 Week Eight

13

14

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16 MSTA Convention – schools closed for students and teachers

19 Week Nine

20

21

22

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26 Week Ten

27

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29 End Q1

30 Grading/ Teacher Planning – schools closed for students

*Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day


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PGCPS 2009 – 2010 School Calendar Quarter Two, Grade 2 (48 days) NOVEMBER 2009 Monday

Tuesday

Wednesday

Thursday

Friday

2 Begin Q2 Week Eleven

3

4

5

6

9 Week Twelve

10

11 Parent/ Teacher Conferences – schools closed for students

12

13

16 Week Thirteen

17

18

19

20

23 Week Fourteen

24

25 Thanksgiving Break

26 Thanksgiving Day

27 Thanksgiving Break Eid Al-Adha**

DECEMBER 2009 Monday

Tuesday

Wednesday

Thursday

Friday

30 Week Fifteen

1

2

3

4

7 Week Sixteen

8

9

10

11

14 Week Seventeen

15

16

17

18

21 Week Eighteen

22

23

24 Holidays – Christmas*

25 Holidays – Christmas*

JANUARY 2010 Monday

Tuesday

Wednesday

Thursday

Friday

4 Week Nineteen

5

6

7

8

11 Week Twenty

12

13

14

15

19 Holiday –MLK Day* Week Twenty-One 25 Grading/ Teacher Planning – schools closed for students Week Twenty- Two

19

20

21

22 End Q2

26 Begin Q3

27

28

29

*Schools and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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PGCPS 2009 – 2010 School Calendar Quarter Three, Grade 2 (41 days) FEBRUARY 2010 Monday

Tuesday

Wednesday

Thursday

Friday

1 Week Twenty - Three

2

3

4

5

8 Week Twenty - Four

9

10

11

12 Professional Development – schools closed for students

15 Holiday – President’s Day* Week Twenty - Five

16

17

18

19

22 Week Twenty - Six

23

24

25

26

MARCH 2010 Monday

Tuesday

Wednesday

Thursday

Friday

1 Week Twenty - Seven

2

3

4

5

8 MSA Testing Window Begins (March 9 - 19) Week Twenty – Eight 15 Week Twenty -Nine

9

10

11

12

16

17

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19

22 Week Thirty 29 Spring Break

23

24

25 End Q3

30 Spring Break Passover**

31 Spring Break Passover**

1 Spring Break

26 Grading/ Teacher Planning – schools closed for students 2 Holiday- Easter*

APRIL 2010 Monday 5 Holiday- Easter* Week Thirty- One 12 Week Thirty- Two

Tuesday

Wednesday

Thursday

Friday

6 Begin Q4

7

8

9

13

14

15

16

*School and offices closed **Holiday begins at sunset the previous day, PGCPS prohibits scheduling of any meetings or activities during or after the regular school day


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PGCPS 2009 – 2010 School Calendar Quarter Four, Grade 2 (47 days) APRIL 2010 Monday

Tuesday

Wednesday

Thursday

Friday

19 Week Thirty – Three

20

21

22

23

26 Week Thirty – Four

27

28

29

30

MAY 2010 Monday

Tuesday

Wednesday

Thursday

Friday

3 Week Thirty – Five

4

5

6

7

10 Week Thirty –Six

11

12

13

14

17 Week Thirty – Seven

18

19

20

21

24 Week Thirty – Eight

25

26

27

28

JUNE 2010 Monday

Tuesday

Wednesday

Thursday

Friday

31 Holiday – Memorial Day* Week Thirty – Nine Review Week 7 Week Forty Review Week

1

2

3

4

8

9

10 End Q4 Last Day Students

11 Last Day Teachers

14 Inclement Weather Make-up Days



17

18


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QUARTER AT A GLANCE NOTES: Provide students with computation practice (+, - , x, ÷) and skills taught in previous grades throughout the quarter. The Processes of Mathematics are ongoing and should be included in every lesson. By the end of the First Quarter your students should be able to: Algebra, Patterns and Functions: • Represent relationships using appropriate relational symbols (>, , , , , $5.39

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Content Focus for Week Eight Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Indicators/Assessment Limits: A. Knowledge of Number and Place Value 3. Apply knowledge of money a) Determine the value of a given set of mixed currency up to $10 b) Represent money amounts up to $10 c) Compare the value of 2 sets of mixed currency up to $10

Strategies to Facilitate Student Learning: (Concrete level)

Prerequisite Skills needed: • Recognition and identification of money • Knowledge of coins value • Basic addition facts • Skip counting General Consideration: Allow students to use manipulative or calculators to check their answers.

Ways the Learner can Demonstrate Understanding and Knowledge: (Representational level)

Materials: Money (coins for each student) Model I Do:

Say: Let’s show Julian’s money using the coins that we have.

SR

Model I Do:

Bonnie has 5 coins. This is how she counts the coins. 10 cents, 20 cents, 30 cents, 31 cents, and 32 cents. How many dimes does Bonnie have?

Say: Now, I will start with a simple word problem about money. From the given word problem, we have to know the type of coins that are included in our types word problem using the value that we have. Janeice has some coins. She counts them in this way: 10¢, 20¢, 25¢, 30¢, 31¢. What coins does she have?

The value of a quarter is 25¢, a dime is 10¢ and a nickel is 5¢. Let me write the value of each coin on top of it. Then we will write the value of the coin that we have at the bottom by adding the value of each coin. Let’s start with 25¢ + 25¢ = 50¢. Let me write 50¢ on the second line then 50¢ + 10¢ = 60¢. Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Model We Do:

Materials: paper and pencil

Start with a simple word problem: Julian opened a drawer and found 2 quarters, 2 dimes and 1 nickel. How much money is in Julian’s drawer?

(Abstract level)

Say: Let’s recall the coins that we studied and the value starting from the coin with the greatest value. quarter= 25¢; dime = 10¢; nickel = 5¢ and penny = 1¢. The word problem started with 10¢ which is the value of a dime, next is 20¢ which is also another dime because it skip count by 10. Next is 25¢. From 20¢, it increased by 5 which is the value of a

A. 5 B. 3 C. 6 D. 2 E. 4 Say: First, I will draw 5 coins then I will write the value of the coin.. Then I will figure out the value of each coin by looking at the way Bonnie counts his coins. He started with 10 which is the value of a dime then 20 then 30 in which he skip counts by 10. I will write 10¢ on the 3 circles. Then from 30¢, it became 31¢ then 32¢. It seems that he added 1’s or 1¢ which is the value of a penny. So, let me write 1¢ for the remaining 2 circles. Say: Bonnie has 3 dimes and 2 pennies in all.

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Content Focus for Week Eight Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Let me write 60¢ on the third line. 60¢+10¢ = 70. Let me write 70¢ on the fourth line. 70¢+5¢ = 75¢. Let me write 75¢ on the fifth line. So, the total money of Julian in her drawer is 75¢.

nickel then it became 30¢. Another 5 is added so it must be another nickel. The last is 31¢; it added 1 so it must be a penny. So, the coins that Janeice has are 2 dimes, 2 nickels and 1 penny.

Model We Do: Model We Do: Say: Now, let’s have another example. I want you to do this on your seat as I model this to you. Start wit simple word problem. Matthew has 2 dimes, 3 nickels, and 4 pennies. What is the value of his coins?

Say: Now, let’s have another example. I want you to help me with this. Jill has 6 coins. The value of her coins is 37¢. Three of her coins are dimes. What are the other 3 coins?

Say: Now, we will learn how to answer BCR. I want you to watch me as I model this to you. The BCR is divided into 2 parts. Step A and Step B. In Step A, you will be asked to find the answer in the given question. In Step B, you will be asked to explain how or why you find the answer in Step A. Let’s try this: BCR Step A: Which is worth more? 2 dimes, 3 nickels, and 4 pennies or 1 quarter, 2 dimes, and 1 nickel? Step B: Explain how you found your answer.

Ask: How many coins does Jill have? (6 coins) Say: Let us draw 6 circles to represent the 6 coins that Jill has. Say: Show Matthew’s coins. Ask: How many dimes does Jill have? (3 dimes) What is the value of a dime? (10¢)

Ask: What is the value of each coin? (a dime is 10¢, a nickel is 5¢ and a penny is 1¢) Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Use what you know about counting coins in your explanation. Use words and/or numbers in your explanation. Say: First, I will draw the coins and its value starting from the coin with the greatest value. Then I will add them altogether.

Say: Let me label the 3 circles with 10¢. Remember the value of Jill’s coins is 37¢ and we have to find the value of the remaining 3 coins. Ask: What is the value of 3 dimes if we start with 10¢? (Let’s skip count by 10, so 10-20-30. We have

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Content Focus for Week Eight Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? 30¢ for 3 dimes) Say: Let me write the value of each coin on top of it. 10¢-10¢-5¢-5¢-5¢-1¢-1¢-1¢-1¢.

Say: We already have 30¢. How much value are we still looking for? (7¢)

Ask: What are we going to do next? (Write the value of the coin by adding them altogether). Where will I start? (Write 10¢ on the first line then add 10¢ to make it 20¢. Write 20¢ on the second line.

Ask: What do you think are the 3 coins that will give us 7¢? What do you think are value of the coins that will give us 7¢?

Say: 20¢ + 5¢ is what? (25¢) 25¢ + 5¢ is what? (30¢) 30¢ + 5¢ is what? (35¢) Then, let’s count on by 1’s. 35-36-37-38-39.

Ask: What if we use dime, will it give us 7¢? (no, because dime is worth 10¢ that is more than 7¢) Yes, your right, dime is too much for 7¢.

Say: 2 dimes, 3 nickels and 4 pennies is worth 39¢ while 1 quarter, 2 dimes and 1 nickel is worth 50¢. Therefore, 1 quarter, 2 dimes and 1 nickel worth more than 2 dimes, 3 nickels and 4 pennies.

What if we use 3 pennies? Will it give us 7¢? (No, a penny is worth 1¢ and 3 pennies is worth 3¢, that is too low to make the value of 7¢)

Use calculator to check work.

Say: So, Matthew has 39¢ altogether. Say: Alright, you said 1 nickel and 2 pennies. A nickel is worth 5¢ and 2 pennies is worth 2¢. 5¢ + 2¢ = 7¢. That’s right! The 3 coins that will give us 7¢ are 1 nickel and 2 pennies. Say: Now, let’s have another example but you have to do this all by yourself. Remember to add all the coins that you have by skip counting by 5’s 10’s or 1’s. Pamela puts 1 quarter, 2 dimes, and 3 pennies into her bank. What is the value of the coins she puts into the Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

1 quarter, 2 dimes, 1 nickel

What if we use 3 nickels? ( a nickel is worth 5¢ and 3 nickels is 15¢, that is too much for 7¢)

What would be the coin combination that will give the value of 7¢? ( 1 nickel and 2 pennies)

Model You Do:

2 dimes, 3 nickels, 4 pennies

Model You Do: Say: Now, it’s time for you to do this word problem on your own. Remember to draw the coins and its value before adding them together. SR Which shows how you could count on to find the total amount? A. 25¢, 35¢, 45¢, 55¢, 60¢, 61¢ B. 50¢, 55¢, 60¢, 65¢, 70¢, 71¢ C. 25¢, 35¢, 45¢, 50¢, 55¢, 56¢ D. 25¢, 35¢, 40¢, 45¢, 50¢, 51¢ E. 25¢, 35¢, 45¢, 55¢, 65¢, 71¢

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Content Focus for Week Eight Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? bank? Model You Do: Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check with calculator.

BCR Which has greater value? Write >, , Set 2 Step B: I started counting from the highest value coin and added on by skip counting the amount of the other coins. I started counting with the quarters, and then added the dimes, nickels and pennies. For the first set, I counted, 25, 50, 55, 60, 65, 70, 75, 80. For the second set I counted, 10, 20, 30, 40, 50, 60, 65, 70. 80 cents is more than 70 cents.

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Mathematics Lesson Seed Lesson 10 Standard: Knowledge of Number Relationships and Computation/Arithmetic Indicator(s): C. Number Computation 1. Analyze Number Relations and Compute f) Add and subtract money amounts up to $1.00. Lesson Objective: (PG format) Students will analyze number relations and compute in order to add money amounts up to $1.00. Lesson Type: Hands-on-Lab Developmental Teacher Materials Needed: Student Materials Needed: Teacher’s Guide Mathematics Student Book pages 121 and 122 Coins – penny, nickel, dime, quarter, half dollar (from money kit) Coins- penny, nickel, dime, quarter, half dollar Dollar Bills (from money kit) Dollar Bills Real dollar bill, real dollar coin Teacher made equal signs Teacher made equal signs Baggies with Index Cards inside to be used for centers Index Cards Math Journal Baggies (The index cards and baggies will be used to create a center.) Vocabulary: dollar bill, dollar coin, dollar sign ($), decimal point (.), equal How will you ENGAGE* students in learning? The teacher will display a dollar bill and a dollar coin for the students to see. The teacher will ask the How will you connect the lesson to their prior students to tell what they see. The teacher will ask the students the value of each. The teacher will inform knowledge? (approx. 5min.) the students that the coin and the bill have the same value, which means they are equal. The value of each (SFAW-Warm-up) is $1.00. The paper form of money is called a dollar bill and the coin is called a dollar coin. The teacher will inform the students that each of them will receive one $1.00 bill to use during class today. (not a real dollar, but from the money kit) EXPLORE: How will you aid students in The teacher will attach a dollar bill and an equal sign to the board magnetically. The teacher will tell the constructing meaning of new concepts? How students that they will be finding coins that have an equal value to a $1.00 bill. The teacher will start with will you introduce/model new skills or placing the dollar coin on the other side of the equal sign. (The teacher will ask the students to write the procedures? following information in their math journal.) At this time, the teacher will introduce the vocabulary words (SFAW-Teach /Activity) “dollar bill, dollar coin, dollar sign, and decimal point,” as they are being shown on the board. The teacher will take this time to introduce the vocabulary word “equal” to the students. The teacher will then review the value of each coin with the students. The teacher will tell the students and model that 100 pennies equals $1.00 and that we can count by ones to get to 100 to show the value of $1.00. The teacher will tell the students and model that 20 nickels equals $1.00 and that we can count by five to get to 100 to show the value of $1.00. The teacher will tell the students and model that 10 dimes equals $1.00 and that we can Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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EXPLAIN: What will students do together to use new concepts or skills? How will you assist students in this process? (SFAW-Check-Practice)

ELABORATE: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? (SFAW-Reasoning and Problem Solving)


Mathematics Lesson Seed Lesson 10 count by 10 to get to 100 to show the value of $1.00. The teacher will tell the students and model that 4 quarters equals $1.00 and that we can count by 25 to get to 100 to show the value of $1.00. The teacher will tell the students and model that 2 half dollars equals $1.00 and that we can count by 50 to get to 100 to show the value of $1.00. (end of journal entries) The teacher will ask the students to tell him/her how many dimes could be placed on the board to equal $1.00. The students will come up with an answer. The teacher will display this for the students to see. The teacher will repeat this step using all nickels, all quarters, all half dollars, and mixtures of coins. The teacher will continue using vocabulary during this dialogue. The teacher will ask the students questions that will require vocabulary usage in the responses during and following each example. The teacher will give groups of the students one dollar bill, an equal sign, and a bag of coins. Each of the bags should contain at least 20 nickels, 10 dimes, 4 quarters, and 2 half dollars. The teacher will instruct and model for the students how to find values that are equal to $1.00 on one side of the equal sign and place the dollar bill on the other side of the equal sign. The students will be given approximately fifteen minutes to explore finding these amounts. Each group must find and write down at least 5 additional ways to make $1.00. The teacher will stop students after about ten minutes and give each group the opportunity to share with the class at least one set of coins they found that equal $1.00. Differentiated Lesson Model Flexible grouping model based upon student needs and/or teacher observation Group 1 Group 2 Group 3 Teacher directed Center Activity Independent Seatwork The teacher will work with small The students will be able to go to Students will complete Student groups. The teacher will work a mathematics center that has a Book pages 121and 122 in their with these students on skip bag. In the bag are index cards. mathematics Student Book. counting by 5s and 10s. They Half of the cards have money They will be given bags of coins will start with numbers other than amounts written on them to help in completing this 0. Then, the students will use numerically. The rest of the assignment. This assignment coins to count by 5s and 10s. cards have the matching coins will require students to show coin Once they have grasped 5s and drawn or copied on them. The values that equal $1.00. students will find a match for 10s, quarters can be added. each card until no cards are left. The students will be assessed during center time by the student making a list of the amounts and drawing the coins used to make 97

Mathematics Lesson Seed Lesson 10 the amount of money. (0.35 = 1 quarter and 1 dime).

EVALUATE: How will you monitor student The teacher will have sets of coins drawn on one side of the board and a $1.00 bill on the other side of the progress throughout the lesson board. The teacher will call on various students to come up and match the sets of coins that equal $1.00 to (SFAW-Check/Assess) the dollar bill. The teacher will ask various students questions regarding the new vocabulary learned. The teacher will also collect the independent work and use this to assess student learning.


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Content Focus for Week Nine Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Indicators/Assessment Limits: A. Knowledge of Number and Place Value 3. Apply knowledge of money a) Determine the value of a given set of mixed currency up to $10 b) Represent money amounts up to $10 c) Compare the value of 2 sets of mixed currency up to $10 Strategies to Facilitate Student Learning: (Concrete level) Materials: coins (penny, nickels, dimes, quarters) and bills, overhead projector or visualizer, each child will have a bag of coins as manipulative Teacher will review the students in identifying coins front and back such as penny, dime, nickel, quarter and its corresponding value. Anticipatory Activity: Teacher will ask the students to do the activity on SFAW Teacher’s Edition pg 113A. Model I Do Say: Today, we will arrange money from its greater value to the lesser value and count how much it is. Let’s start with simple word problem. I want you to look at me as I model this problem to you. Luisa has 2 dimes, 3 nickels and 1 quarter in her pocket. How much money does she have in all? Say: First, let’s show the money that Luisa has on her pocket. Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Prerequisite Skills needed: • Identifying money (front and back) and its value • Sequence counting (1-100) • Skip count by 1’s, 5’s and 10’s • Concept of addition

General Consideration: Allow the use of manipulative and calculator to check their work. Have a handy print copy of the money and its corresponding value for reference. Ways the Learner can Demonstrate Understanding and (Abstract level) Knowledge: (Representational level) Model We Do:

Materials: chart with pictures of coins in paper or transparency (See student textbook pg.114 for sample); visualizer with LCD or overhead projector

SR

Model I Do

A. 1 quarter and 1 dime B. 4 dimes C. 2 dimes and 3 nickels D. 4 nickels and 2 pennies

Say: Today, we will count the coins that we have and arrange them from the coin with the greatest value to the coin with the lesser value. I want you to watch me as I model this to you. Teacher will show the chart on the overhead projector or on the visualizer. Say: I have 3 nickels, 3 dimes and 2 quarters. First, I will arrange the coins according to its value starting with the greater value. To do that, I will draw the coins and I will write N for nickel, D for dime and Q for quarter. I will start with quarters because it has the greater value followed by dimes then nickels. Then, I will add up the value of each coin starting from 25-50-60-70-80-85-90-95. The total amount of the money is 95¢.

Which amount is less than 30¢?

Say: To answer a selected response question, one good testing strategy skills is to start with C which also a process of eliminating answers that is not possible. Let’s use letter C here as an example. 2 dimes and 3 nickels is equal to 35¢. This is not what we are looking for because we need an answer that is lower than 30¢. If we move up and try B, it will probably give us a higher than 35¢ but if we move down and try D, it will probably give us a number lower than 35¢ which is possible to be less than 30¢. This might be what we are looking for. Now, let’s try moving down to letter D. There are 3 nickels and 2 pennies which is equal to 17¢. And 17¢ is less than 30¢ which is our answer. To be sure, let’s

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Content Focus for Week Nine Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? get try A & B. Letter B is equal to 40¢ and A is equal to 35¢. Therefore, D is the correct answer. Say: Now, I will show you how to answer BCR. I want you to listen carefully and watch me model this to you. Let’s read it. Say: Let’s arrange the coins from the coin with the greatest value to the coin with the least value.

BCR Model We Do Say: I will give another example but I want you to do this with me. Now, look at the picture.

Say: Quarter has a greater value. Next is the dime then the nickels. So, we have quarter-dime-dimenickel-nickel-nickel. Let’s write the value of each coin. Quarter is 25¢, dime is 10¢ and nickel is 5¢. So we have 25¢-10¢10¢-10¢-5¢-5¢-5¢. (Teacher will write the value of the coin on top each coin.)

Ask: What are the coins that you see in the picture? (there are 1 nickel, 2 quarters and 2 dimes) What is the arrangement or order of the coins from greatest to least value? (quarter-quarter-dime-dimenickel)

Step A: Use , or = to compare the coin sets. 2 quarters and 6 nickels or 6 dimes and 2 nickels Step B: Explain how you found your answer. Use what you know about money in your explanation. Use words and/or numbers in your explanation. Say: BCR is divided into two parts, Step A and Step B. In step A, we have to compare 2 sets of coins. To do this, I will draw the coins and its value then I will compare. There are 2 quarters and 6 nickels. The values are 25-25-5-5-5-5-5-5. then on the other side are 6 dimes and 2 nickels. The values are 10-10-10-10-10-10-5-5. I will add them up and compare. The bigger number has the greatest amount which is 80¢.

Say: Let me draw the coins using circle and the letter of the coin starting from quarter to nickel. So I will draw circles with Q-Q-D-D-N. Then, I will add up the value of the coin starting from 25¢-50¢-60¢-70¢-75¢. I will write its value under the coin. Ask: What is the total amount? ( 75¢ )


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Content Focus for Week Nine Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Model You Do: Now, it’s time to add all the coin that we have to find out how much money does Luisa have in all. Remember to skip count by 5 since the first value in line (which is 25) ends with 5. So, start with 25 -3545-50-55-60. The total money is 60¢. Therefore, Luisa has 60¢ in her pocket.

Say: Now, it’s time for you to do this by yourself. Remember to draw your problem so that it will be easy for you to count your money. SR

Model We Do Say: Let’s have another example. I want you to do this on your seat as I model this problem to you so you can help me find the answer. Let’s start…. Aura has 5 dimes, 5 nickels, 2 quarters and 2 pennies in her purse. How much money does Aura have in all?

Model You Do Say: It’s time for you to do another problem but you will do it all by yourself. I will just go around checking what you’re doing. I want you to do this chart. Make sure to draw the coin from the greater value down to the lesser value then add up the amount by writing it under the coin.

Ask: What are the coins that Aura has in her purse? (5 dimes, 5 nickels, 2 quarters and 2 pennies)

Viola has these coins. About how many cents does she have? A. about 50¢ B. about 80¢ C. about 70¢ D. about 65¢ BCR Step A: Use , or = to tell which is more. 1 quarter and 3 dimes or 4 dimes and 2 nickels

While students are enumerating the coins, teacher will show the coins to the students. Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the answer with a calculator.

Say: Let’s arrange the coins. How do we arrange it? (from coin with the greater value to the coin with lesser value) Ask: Which coin should we arrange first? (quarter) Then what’s next? ( dime, nickel then last is penny) Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Step B: Explain how you found your answer. Use what you know about money in your explanation. Use words, numbers and/or symbols in your explanation. Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the

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Content Focus for Week Nine Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? answer with a calculator. So what’s the arrangement of the coins? (quarterquarter-dime-dime-dime-dime-dime-nickel-nickelnickel-nickel-nickel-penny-penny)

Ask: What is the value of each coin? (quarter is 25¢, dime is 10¢. Nickel is 5¢ and penny is 1¢) Say: So, we have 25-25-10-10-10-10-10-5-5-5-5-5-11. Now let’s add them all together. 2 quarters = 50 5 dimes = 50 5 nickels = 25 2 pennies = 2 50 +50 = 1 dollar then 25-26-27 So, we have $1.27¢. Therefore, Aura has $1.27¢ in her purse.


Instructional Resources: Website: • http://www.hbschool.com/activity/ counting money/ • http://www.littleg.com/shockwave/cents.html How many cents? Use the keypad to enter the total number of cents shown, and then click the checkmark to check your answer. • http://www.gamequarium.com/money.html Click Spending Spree: Pick the item that you would like to buy. Then choose the correct amount of coins you need to pay for that item. This game has 10 questions. • http://nlvm.usu.edu/en/nav/grade_g_2.html Click Money as the activity

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Content Focus for Week Nine Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Model You Do Say: Now, let’s have another example but this time you will do this all by yourself. Remember to use your manipulative and to skip count by 1’s, 5’s or 10’s or whichever is easy for you. Maryanne has 5 pennies, 4 quarters, 4 nickels and 3 dimes. How much money does she have in all? Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the answer with a calculator.


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Extensions for Advanced Learners Extension 3: Weeks 9,13,23,24 Content Standard: Statistics ( 4..A.1.a) (4.A.1.b) (4.A.1.c) (4.B.1.a) (4.B.1.b) (4.B.1.c) Activity Number, Title, and Multiple Intelligence Connections and Bloom’s Taxonomy Levels 1. How Tall Are You?

Resources and Manipulative

Procedures/ Discussions

Technological Resources

*Note: Refer to students’ IEP/504/ELL Plan for specific accommodations. Required: Tape measure Tape Graph paper Pencils Markers Survey tool

Multiple Intelligence Connection(s): Verbal/Linguistic Logical/Mathematica Optional: l Interpersonal Calculator Bloom’s Taxonomy Level(s): Application Analysis

Students are presented with a problem in which the school principal needs height and age data for second and third grade students in order to purchase appropriate desks and classroom furniture. Students are asked to create a bar graph that represents height and age data collected from five second grade students and five third grade students. A tape measure attached to a wall will be needed for measuring students’ height. The scenario asks students to develop one table for listing name, height and age for students in grades two and three. Analyze the following data by answering the following questions: • • • • • • •

•


The following website can be used to print the Sample Survey Tool: http://illuminations.nctm.org/Lessons/H eights/Heights-AS-RecSheet.pdf. Calculator

What do you think the height of a fourth grade student would be? What patterns can you see in the information shown on the table? What is the most common age for second grade students? For third grade students? What is the most common height for second grade students? For third grade students? Is it easier to see patterns in the age information or in the height information on the table? Why? What patterns can you see in the graph that reflects the relationship between height and age? As we grow older, do we continue to get taller? If we know the age of a person, can we accurately predict their height? Why or why not?

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Extensions for Advanced Learners Extension 3: Weeks 9,13,23,24

Suggestions for students with special needs: •

•

2. Super Sandwiches Multiple Intelligence Connection(s): Visual/Spatial Interpersonal Verbal/Linguistic

Required: Graph paper Pencil Markers Paper Optional: Calculator Digital or tape recorder

Bloom’s Taxonomy Level(s): Application Analysis

3. Go Green

Required: Classroom paper activity Multiple Intelligence Sheet Connection(s): Graph paper Logical/Mathematica Pencils l Markers Visual/Spatial Poster paper Interpersonal Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

work with a peer use a calculator

This activity encourages students to use their creativity as well as mathematical skills to develop a sandwich menu for the school cafeteria. Students will design a sandwich menu and conduct a survey to determine which sandwiches students prefer. After collecting data from their class, students are asked to construct a pictograph with each symbol representing two students. Students are asked to summarize their findings in a paragraph and share with the school’s cafeteria manager.

Calculator Digital or Tape Recorder

Suggestions for students with special needs: • • • •

work with a peer use a calculator dictate paragraph with digital or tape recorder dictate paragraph with peer

This activity asks students to make predictions and gather information about their notebook paper usage over a period of five days. They are then asked to create a bar graph of their data and interpret the results. After analyzing their data students are asked to develop ideas for posters that will encourage classroom conservation of paper. Suggestions for students with special needs:

The following website can be used to print the Classroom Paper Activity Sheet: http://illuminations.nctm.org/lessons/m athenvironment/MathEnvironment-ASClassroomPaper.pdf.

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Extensions for Advanced Learners

Bloom’s Taxonomy Level(s): Analysis Synthesis

Optional: Calculator

4. Picture This

Required: Paper Pencils

Multiple Intelligence Connection(s): Visual/Spatial


Multiple Intelligence Connection(s): Visual/Spatial Bodily/Kinesthetic

Extension 3: Weeks 9,13,23,24 work with a peer use a calculator

Students are asked to conduct a classroom survey to find out students’ vegetable preferences from the following list: corn, green beans, carrots, broccoli, and peas. The information will help the school cafeteria manager decide which types of vegetables will be best to offer. After conducting the survey students are asked to create a pictograph using the data collected with each symbol representing two students. Write a letter to the cafeteria manager informing him or her of your findings.

Calculator

Calculator

Suggestions for students with special needs:


5. Test Pilot

• •

• • Required: Tape measure or yardstick Paper Optional: Calculator Digital or tape recorder


work with a peer use a calculator

In this activity students will design and construct three paper airplanes and test each plane 10 times to determine the distance traveled. Before conducting a test flight, students are to predict which plane will fly the furthest. Students are to determine a starting point for all test flights and use a tape measure provided by the teacher to measure each flight distance. After each test flight the students will record the distance traveled for each of their planes on a chart. When all trials are completed students will construct a bar graph of distance traveled during each test flight for each plane. Students will determine which design was best based on distance traveled, compare this to their predictions, and hypothesize reasons why their predictions were correct or incorrect.

Directions for sample airplanes can be found at the following website: http://www.funpaperairplanes.com/Pla ne%20Downloads.html. Calculator Digital or Tape Recorder



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Extensions for Advanced Learners

• • • •

6. What’s in a Name? Multiple Intelligence Connection(s): Visual/Spatial Verbal/Linguistic

Required: Graph paper Pencil Markers Optional: Calculator Digital or tape recorder


Extension 3: Weeks 9,13,23,24 work with a peer use a calculator dictate response using digital or tape recorder paper planes can be preassembled

In this activity students will create a bar graph representing the number of vowels contained in each classmate’s full name. After recording and determining the number of vowels in each first name students will create a bar graph that represents this data using graph paper.

Calculator Digital or Tape Recorder

Students will then create a pictograph with a star representing two students using the following categories: Students with 1-3 vowels in their first name Students with 4-6 vowels in their first name Students with 7-9 vowels in their first name Students with more than 9 vowels in their first name They will then compare the bar graph and pictograph by answering the following questions. How does a pictograph differ from a bar graph? How are the two representations alike? Example answers: They show data in different representations; They both show numerical data. When a symbol represents two students, how do you show ten people? Eight people? Eleven people? 5; 4; 5 ½. How would you describe making a pictograph to a friend? Student responses may vary.


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Suggestions for students with special needs: • • • • 7. Trash to Treasure Multiple Intelligence Connection(s): Visual/Spatial Verbal/Linguistic

Required: Graphing trash material Activity sheet Poster paper Markers Optional: Graph paper


work with a peer provide student with class list use a calculator dictate response using digital or tape recorder

In this activity students are asked to make their classmates aware of the kinds of trash they typically throw away and about some possible ways to recycle. Student participants will be asked to request that several of their friends save items that they would normally discard in the classroom over a period of several days. The items students save should be clean and safe. Students will categorize the trash by attributes (e.g. paper, plastic, glass, wood, etc.) and create a bar graph based on the number of items in each category. Predictions may also be recorded prior to constructing their bar graphs. Next, each student participant will bring ten clean and safe trash items from home. Have students create a bar graph based on their home trash and compare their results with their previously made graphs of classroom trash. Ask them to write a paragraph about possible differences between trash items from home and school. After analyzing their data students may create posters that encourage their classmates to recycle specific items.

The Graphing Trash Material worksheet can be found at the following website: http://illuminations.nctm.org/lessons/m athenvironment/MathEnvironment-ASGraphingTrash.pdf. **Note to Teacher: the sheet at this website above should only be used as a guide as it is actually a histogram instead of a bar graph.

Suggestions for students with special needs: • •

•


work with a peer use a calculator dictate response using digital or tape recorder

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8. Weather Watchers Multiple Intelligence Connection(s): Visual/Spatial

Required: Internet access Optional: Calculator

In this activity students are asked to collect and analyze their own data so that they can summarize their findings and make predictions about the weather in our area. Students will collect high and low daily temperatures for a period of thirty days and create separate high temperature and low temperature bar graphs with this data. You may want to have a regular time during the week to talk about patterns that students see in their data. Students will be asked to reflect on the graphs by considering the following questions:


• • • • •

Calculator Digital or Tape Recorder The following website will provide students will weather information: http://www.noaa.gov/.

What can you tell me about your graphs? If we continue to collect data in the same way, would your graphs look the same next month? Why or why not? How will the graphs help us predict weather for the same time next year? Why is it important that we try to predict the weather? Why would the scientists and engineers at NASA be interested in collecting data about the weather?

Suggestions for students with special needs: • • •


work with a peer use a calculator dictate response using digital or tape recorder

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1. How Old and Tall Are You?

2. Super Sandwiches

3. Go Green

Your school’s principal needs your help in order to buy the correct desks and classroom furniture for the next school year. She needs height data on a sampling of second and third grade students. Your task is to develop a table and record the height and age for five second grade students and five third grade students. Ask your teacher if you can attach a tape measure to the wall for measuring students’ height. Use your data to create a bar graph that will help answer the following questions:

Your school’s cafeteria manager would like to start selling special sandwiches in your school cafeteria but needs help finding out which sandwiches students will buy. Create a colorful menu with five different kinds of sandwiches. After making your sandwich menu take a survey of students in your class by asking them to choose the one that they would like the school cafeteria to sell. Create a pictograph that displays your data and let your school’s cafeteria manager know which sandwiches your classmates chose most and least often. Let each symbol on your pictograph stand for two students. Write a paragraph about your findings and share with your school’s cafeteria manager.

Help your class Go Green! Did you ever think about how much paper you use in a week? Use the Classroom Paper Activity Sheet your teacher will provide to predict the number of pieces of notebook paper you use in five days. You will then collect data and create a bar graph of the actual number of pieces of paper you used in a week. Think of ways to save paper in your classroom and make a poster that encourages your classmates to conserve and Go Green! (Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal)

What is the most common age for secondgrade students? For third grade students? What is the most common height for second-grade students? For third grade students? Is it easier to see patterns in the age information or in the height information on the table? Why? As we grow older, do we continue to get taller? If we know the age of a person, can we accurately predict their height? Why or why not?

(Logical/Mathematical, Visual/Spatial, Interpersonal, Verbal/Linguistic) .

(Verbal/Linguistic, Logical/Mathematical, Interpersonal)


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4. Picture This Your teacher would like you to help with a classroom survey to find out students’ favorite vegetables. This information will help the cafeteria staff decide what types of vegetables students like to eat with their lunches. Conduct a survey of your classmates to determine their favorite vegetable from the following list: corn, green beans, carrots, broccoli, and peas. After completing the survey display your data in a pictograph with each symbol representing two students. Write a paragraph that explains the information that is contained in your pictograph and share with the cafeteria manager. (Mathematical/Logical, Visual/Spatial, Interpersonal)

5. Test Pilot

Free Choice! Design your own project. It must be approved by your teacher.

Your school is having a paper airplane design contest and you would like to come up with a winning design. The following website will help with airplane designs: http://www.funpaperairplanes.com/Plane%20Downlo ads.html. Construct three different paper airplanes and fly each plane 10 times. Record the distance traveled after each test flight on a chart. When flight trials are completed make a bar graph of distance traveled during each test flight for each plane. Write a paragraph telling which airplane design was the best and some possible reasons why. (Visual/Spatial, Bodily/Kinesthetic)


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6. What’s In A Name? Find out how many vowels are in each of your classmates’ names. First, record the first names of all of the students in your class. Next, construct a bar graph that shows how many vowels are in each of their first names. Then create a pictograph with a star representing two students for the following: Students with 1-3 vowels in their first name Students with 4-6 vowels in their first name Students with 7-9 vowels in their first name Students with more than 9 vowels in their first name Now you will compare the bar graph and pictograph by answering the following questions.

7. Trash to Treasure Ask three or four of your friends to save things that they would usually throw away in your classroom trash. Your friends will collect only clean safe things for at least five days. Record the data from the trash your friends collected and create a bar graph based on the categories of the items (e.g. paper, plastic, wood, etc.). Next ask your friends to bring ten clean and safe trash items from home. Make a bar graph from their home trash and compare their results with the classroom trash data. Write a paragraph about possible differences between trash items from home and school. Create posters that encourage your classmates to recycle specific items. (Visual/Spatial ,Verbal/Linguistic)

How does a pictograph differ from a bar graph? How are the two representations alike?

8. Weather Watcher Be a Weather Watcher. Use the internet to collect data for high and low temperatures for our town for 30 days. After collecting your temperature data display your daily high and low temperatures on separate bar graphs. The following website can be used to find daily temperatures for your town: http://www.noaa.gov/. Keep a Weather Journal and write answers to the following questions: •

• • •

When a symbol represents two students, how do you show ten people? Eight people? Eleven people?

If we continue to collect data in the same way, would your graphs look the same next month? Why or why not? How will the graphs help us predict weather for the same time next year? Why is it important that we try to predict the weather? Why would the scientists and engineers at NASA be interested in collecting data about the weather?

(Visual/Spatial) How would you describe making a pictograph to a friend? ( Visual/Spatial, Verbal/Linguistic)


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Mathematics Learning Contract Name:

Date

Directions: During the next ____ days, you will complete ____ activities from the list below in place of the regular math assignments. 1. Circle the activities you plan on completing. 2. Complete a journal entry each day that tells what you’ve accomplished toward your goal.

1. How Old and Tall Are You? (Verbal/Linguistic, Logical/Mathematical Interpersonal)

2. Super Sandwiches (Logical/Mathematical, Visual/Spatial, Interpersonal, Verbal/Linguistic)

3. Go Green ( Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal)

4. Picture This (Mathematical/Logical, visual/spatial, interpersonal)


5. Test Pilot (Visual/Spatial Bodily/Kinesthetic)

6. What’s In A Name? (Visual/Spatial , Verbal/Linguistic).

7. Trash to Treasure (Visual/Spatial ,Verbal/Linguistic)

8. Weather Watcher (Visual/Spatial)

Student signature

Date

Teacher signature

Date

Parent/Guardian signature

Date


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1. How Old and Tall Are You? Your school’s principal needs your help. In order to buy the correct desks and classroom furniture for the next school year. She needs height data on a sampling of second and third grade students. Your task is to develop a table and record the height and age for five second grade students and five third grade students. Ask your teacher if you can attach a tape measure to the wall for measuring students’ height. Use your data to create a bar graph that will help answer the following questions: What is the most common age for second-grade students? For third grade students? What is the most common height for second-grade students? For third grade students? Is it easier to see patterns in the age information or in the height information on the table? Why? As we grow older, do we continue to get taller? If we know the age of a person, can we accurately predict their height? Why or why not? (Verbal/Linguistic, Logical/Mathematical, Interpersonal)

2. Super Sandwiches Your school’s cafeteria manager would like to start selling special sandwiches in your school cafeteria but needs help finding out which sandwiches students will buy. Create a colorful menu with five different kinds of sandwiches. After making your sandwich menu take a survey of students in your class by asking them to choose the sandwich that they would like the school cafeteria to sell. Create a pictograph that displays your data and let your school’s cafeteria manager know which sandwiches your classmates chose most and least often. Let each symbol on your pictograph stand for two students. Write a letter to your school’s cafeteria manager summarizing your findings. (Logical/Mathematical, Visual/Spatial, Interpersonal, Verbal/Linguistic)


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3. Go Green Help your class Go Green! Did you ever think about how much notebook paper you use in a week? Use the Classroom Paper Activity Sheet your teacher will provide to predict the number of pieces of notebook paper you use in five days. Then, collect data and create a bar graph of the actual number of pieces of paper you used in a week. Think of ways to save paper in your classroom and make a poster that encourages your classmates to conserve and Go Green! ( Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Intrapersonal)

4. Picture This Your teacher would like you to help with a classroom survey to find out students’ favorite vegetables. This information will help the cafeteria staff decide what types of vegetables students like to eat with their lunches. Conduct a survey of your classmates to determine their favorite vegetable from the following list: corn, green beans, carrots, broccoli, and peas. After the survey display your data in a pictograph with each symbol representing two students. Write a paragraph that explains the information that is contained in your pictograph and share it with the cafeteria manager. (Mathematical/Logical, visual/spatial, interpersonal)


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5. Test Pilot Your school is having a paper airplane design contest and you would like to come up with a winning design. The following website will help with airplane designs: http://www.funpaperairplanes.com/Plane%20Downloads.html. Construct three different paper airplanes and fly each plane 10 times. Before flying the planes, predict which plane will fly the furthest. Choose a starting point for all flights. Measure the distance traveled using a tape measure provided by your teacher. Record the distance traveled after each test flight on a chart. When flight trials are completed make a bar graph of distance traveled during each test flight for each plane. Write a paragraph comparing your prediction with the results from the test. Tell which airplane design was the best and state some possible reasons why. (Visual/Spatial Bodily/Kinesthetic)

6. What’s In A Name? Find out how many vowels are in each of your classmates’ names. First, record the first names of all of the students in your class. Next, construct a bar graph that shows how many vowels are in each of their first names. Then create a pictograph with a star representing two students for the following: • • • •

Students with 1-3 vowels in their first name Students with 4-6 vowels in their first name Students with 7-9 vowels in their first name Students with more than 9 vowels in their first name

Now you will compare the bar graph and pictograph by answering the following questions: How does a pictograph differ from a bar graph? How are the two representations alike? When a symbol represents two students, how do you show ten people? Eight people? Eleven people? How would you describe making a pictograph to a friend? ( Visual/Spatial, Verbal/Linguistic)


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7. Trash to Treasure Ask three or four of your friends to save things that they would usually throw away in your classroom trash. Your friends will collect only clean safe things for at least five days. Record the data from the trash your friends collected and create a bar graph based on the categories of the items (e.g. paper, plastic, wood, etc.). Next, ask your friends to bring ten clean and safe trash items from home. Make a bar graph from their home trash and compare their results with the classroom trash data. Write a paragraph about possible differences between trash items from home and school. Create posters that encourage your classmates to recycle specific items. (Visual/Spatial ,Verbal/Linguistic)

8. Weather Watcher Be a Weather Watcher. Use the internet to collect data for high and low temperatures for our town for 30 days. After collecting your temperature data display your daily high and low temperatures on separate bar graphs. The following website can be used to find daily temperatures for your town: http://www.noaa.gov/. Keep a Weather Journal and write answers to the following questions: • • •

If we continue to collect data in the same way, would your graphs look the same next month? Why or why not? How will the graphs help us predict weather for the same time next year? Why is it important that we try to predict the weather? Why would the scientists and engineers at NASA be interested in collecting data about the weather? (Visual/Spatial)


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Week Content Standard WEEK TEN Knowledge of Number Relationships and Computation Literature Connection: Bunny Money Rosemary Wells On Market Street Arnold Lobel

Grade 2 Voluntary State Curriculum Indicators/Assessment Limits C. Number Computation 1. Analyze number relations and compute b) Add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100 f) Add and subtract money amounts up to $1 2. Estimation a) Determine the reasonableness of sums and differences

Manipulatives of the Week: • Money (coins and bills)

SFAW Lessons Lesson Seeds SFAW 4-1 DIS: C-1 p. 1-2, 117 E 4-1 PS 4-1 SFAW 4-2 DIS: C-2 p. 3-4, 118 E 4-2 PS 4-2 SFAW 4–3 DIS: C-4 p. 7-8, 120 E 4-3 PS 4-3 Lesson Seed #11 SFAW 4–4 DIS: C-9 p. 17-18, 125 E 4-4 PS 4-4

Teacher will need to extend lessons to meet objectives


Problem of the Week (To be scored with MSA Rubric) TEACHER MODELED SR and BCR SR A bag of sunflower seeds cost 69¢. Miguel gave the cashier 75¢. How much change did he receive? A. 8¢ B. 7¢ C. 6¢ D. 3¢ BCR Deon bought a pack of Jolly Ranchers for 25¢ and a pack of gummy worms for 60¢. He gave the cashier $1.00. Step A: How much change did he receive? Step B: Explain how you found your answer. Use what you know about counting on to make change in your explanation. Use words, numbers and/or symbols in your explanation. Sample Answer: Step A: Deon received 15 cents for his change. Step B: I started with how much Deon paid for his candy, 25 ¢ + 60¢= 85¢. Then I counted from 85¢ up by five to get to $1.00: $0.90, $0.95, $1.00. Three nickels is fifteen cents.

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Mathematics Lesson Seed Lesson 11 Standard: Knowledge of Number Relationships and Computation/ Arithmetic Indicator(s): C. Number Computation 1. Analyze number relations and compute b) Add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100 Lesson Objective: (PG format) Students will analyze number relations and compute in order to add no more than 3 whole number addends with no more than 2 digits in each addend and a sum of no more than 100. Lesson Type: Hands-on-Lab Developmental Teacher Materials Needed: Student Materials Needed: Connecting Cubes Connecting Cubes Problem-Solving Sheet 4-3 Index Cards (with 2-digit addition problems) Practice Sheet 4-3 Math Book, page 140 Re-teaching Sheet 4-3 Workmats Red crayons/colored pencils Yellow crayons/colored pencils Vocabulary: addends sums How will you ENGAGE* students in learning? The teacher will write on the board or overhead: 13 + 12 = ____ How will you connect the lesson to their prior The teacher will divide the students into groups. Each of the groups will be given 30 cubes. knowledge? (approx. 5min.) The teacher will tell the students to use their counting cubes to model the number 13. (SFAW-Warm-up) The teacher will tell the students to use their counting cubes to model the number 12. The teacher will have the students work together to add and find the sum of 12 and 13. EXPLORE: How will you aid students in The teacher will allow the students time to use their counting cubes to explore on their own or with a partner constructing meaning of new concepts? How how to solve the following addition problems: will you introduce/model new skills or 11 + 14 = ____ 10 + 15 = ___ 16 + 12 = ____ procedures? (SFAW-Teach /Activity) EXPLAIN: What will students do together to The teacher will ask the students to explain how to add 18 to 12. If the students can not explain how to add 18 use new concepts or skills? How will you to 12, have them to use their connection cubes to add. If students are having difficulty remembering to add assist students in this process? ones to ones and tens to tens, then the teacher will have the students to circle the ones to keep track of which (SFAW-Check-Practice) numbers are added together. The students will complete Student Workbook page 139. Student Workbook page 139 will assess the students’ ability to add a two-digit number to a two-digit number.


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ELABORATE: What opportunities will students have to use the new skills and concepts in a meaningful way? How will students expand and solidify their understanding of the concept and apply it to a real-world situation? How will students demonstrate their mastery of the essential learning outcomes? (SFAW-Reasoning and Problem Solving)


Mathematics Lesson Seed Lesson 11 Differentiated Lesson Model Flexible grouping model based upon student needs and/or teacher observation Group 1 Group 2 Group 3 Teacher directed Center Activity Independent Seatwork The teacher will assign Practice The teacher will write AGL-The students will be (horizontally) on the assigned Enrichment Sheet 4-3. 4-3 as Independent Seatwork. board/overhead several addition The students will find the missing The students will count and write problems for the students to addend or sum. Students will be the amount of tens and ones in order to find the sum. solve. allowed time to use their connecting cubes (if needed) to The teacher will use the solve the problems on connecting cubes to model how Enrichment 4-3. to solve the problems. The teacher will remind the OGL- The students will be students that the numbers being assigned Problem-solving Sheet added together are called the 4-3. The students will count and addends and that the numbers write the amount of tens and that tells how many in all is called ones in order to find the sum. the sum. BGL- The students will be given cubes, workmats, and index cards. Written on the index cards will be 2-digit addition problems for the students to solve. Before solving the problems, the students will be given red crayons / colored pencils to circle the ones and yellow crayons / colored pencils to circle the tens. The students in this group will use their crayons/colored pencils to keep track of which numbers are added together. After circling the 120

Mathematics Lesson Seed Lesson 11 tens and ones, the students will solve the addition problem, written on the index cards.

EVALUATE: How will you monitor student progress throughout the lesson (SFAW-Check/Assess)


The teacher will write (horizontally) several 2-digit addition problems on the board/ overhead. The students will discuss and explain to the teacher how to use the connecting cubes to solve the problems.

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Content Focus for Week Ten Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Indicators: C. Number Computation 1. Analyze number relations and compute. f) Add and subtract money amounts up to $1

Strategies to Facilitate Student Learning: (Concrete level)

Prerequisite Skills needed: Basic addition and subtraction skills General Consideration: Check work with a calculator

Ways the Learner can Demonstrate Understanding and Knowledge: (Representational level)

(Abstract level) Model We Do:

Materials: coins for each student Model I Do: Say: Today, we will learn to show the same amount of money in different ways using the fewest coins that we have. Let’s start with simple word problem. Mara wants to buy the Glow-in-the Dark Stars. This cost 88¢. What are the fewest coins she can use?

Materials: money coins , 3 column chart labeled with Price – You Give – You Get (See SFAW TE pg. 119) Model I Do: Say: Today, we will learn how to subtract money. If we go to the store and want to buy something, we need to know how much change we will receive. Change is an amount of money that you get back when you pay more than the price of an item. Let’s look at this example.

Ask: What are different ways to show 88¢? Say: I remember to choose coins with the greatest possible value. I will start with a quarter. This quarter is worth 25¢. I will use 3 quarters which will give me 25¢ - 50¢ - 75¢. I already have 75¢. Then I will use dime which is worth 10¢. So, this will give me from 75¢, I will add 10 ¢ which will give me 85¢. Then I will use penny which is worth 1¢. I will use 3 pennies. This will give me 3¢. From 85¢ - 86¢ - 87¢ - 88¢. So, I used 3 quarters, 1 dime and 3 pennies. Altogether, I used 7 coins. Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Dennis buys a pack of trading cards for 85¢. He pays with $1.00. What coins does he get back as change? What is their value? Say: I will write the 85¢ in the first column as the “Price” of the item. . Next, I will write 1.00¢ in the second column as “You Give” or the money I gave. Then we have to find out the amount of change and write the amount in the third column as “You Get”. To get the change, I need to count on starting from the given price of the item until I reach the amount of

SR Miguel paid 75¢ for a bag of sunflower seeds. He got 6¢ change. How much the bag of sunflower did seeds cost? A. 70¢ B. 69¢ C. 68¢ D. 63¢ E. not here Say: If Miguel paid 75¢ and his change is 6¢, I think I need to count 6 numbers backwards starting from 75¢ to get the cost of sunflower seeds. Let’s start with 75 – 74 - 73 - 72 – 71 – 70 - 69. I landed on 69. So the cost of sunflower seeds is 69¢. Or I will subtract 6¢ from 75¢.

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Content Focus for Week Ten Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? what I gave. In this case, the price of the cards is 85¢. From 85, I will count on until I reach the 1.00¢ value. I can use skip count by 10’’s, 5’s or 1’s. I remember to use the coin with the greatest value. So, from 85¢, I can skip count by 10 which is the value of a dime. From 85¢– 95¢ then I can skip count by 5 which is the value of a nickel. From 95¢- 1.00¢. So, my change is 1 dime and 1 nickel which is worth 15¢.

BCR

Say: Now, I can also show 88¢ using 2 quarters. This will give me 25¢ - 50¢. Then I will use 3 dimes. This will give me 60¢ - 70¢ - 80¢. Next, I will use a nickel which is worth 5¢. From 80¢, it will become 85¢ then add 3 pennies. This will give me 86¢ - 87¢ - 88¢. Altogether, I used 9 coins.

Step A: Deon bought a pack of Jolly Ranchers for 25¢ and a pack of gummy worms for 70¢. How much did he spend in all? He gave the cashier $1.00, how much change did he get back? Model We Do: Say: Let’s have another example. I want you to help me with this. Do this problem at your seat as I Model this to you.

Say: I can also used 3 quarters, 2 nickels and 3 pennies. The 3 quarters will give me 25¢ - 50¢ 75¢. Next is 2 nickels from 75¢ - 80¢ - 85¢ then add 3 pennies. From 85¢ -86¢ - 87¢ - 88¢. I used 8 coins altogether.

Say: Now, we will learn how to answer BCR. I want you to watch me as I model this to you. The BCR is divided into 2 parts. Step A and Step B. In Step A, you will be asked to find the answer in the given question. In Step B, you will be asked to explain how or why you found the answer in Step A. Let’s try this:

Jean buys a pack of gum for 55¢. She pays with 3 quarters. What coins does she get as change? What is their value? Ask: What is the price of gum? (55¢) Say: Let’s write 55¢ in the price column. Ask: How much did Jean pays? (3 quarters or 75¢)

Step B: Explain how you found your answer. Use what you know about money in your explanation. Use words and/or numbers in your explanation. Say: Deon spent 25¢ for Jolly Ranchers and 70¢ for gummy worms. The questions tells me to find how much did he spend in all. The key word all means to add altogether. Then find how much his change if he gives out 1.00¢. So, 25¢ + 70¢ = 95¢. Then I will count on until I reach the amount of 1.00¢. From 95¢, I will skip count by 5 which is the value of a nickel. 95¢ - 1.00¢. Deon’s change is 5¢. Say: To answer Step B, we just have to write how we arrive at the answer. We added 25¢ + 70¢ = 95¢. Then we skip count by 5 by counting on from 95¢ to 1.00¢. Or we may also skip count by 1 which is the value of a penny. From 95¢- 96¢ - 97¢ - 98¢ - 99¢ 1.00¢

Say: Let’s write 75¢ in the second column as “you Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Content Focus for Week Ten Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? give”. Ask: Which has the fewest coins? Say: The fewest coins are 3 quarters, 1 dime and 3 pennies followed by 3 quarters, 2 nickels and 3 pennies. Last is with 2 quarters, 3 dimes and 3 pennies. Model We Do: Say: Let’s have another example. Remember to first use the coins with the greatest value. Bob wants the robot stickers for 47¢. What are the fewest coins he can use to buy those stickers?

Ask: How much will Jean get back? How much is her change? Say: The price of the gum is 55¢. She gave 75¢. Ask: How do we get the change? (To get the change, we need to count on starting from the given price which is 55¢ until we reach the amount of what she gives which is 75¢. Let’s count on by skip count by 10 which the value of a dime. From 55¢ - 65¢ - 75¢. We can also do skip count by 5 which is the value of a nickel. From 55¢ - 60¢ - 65¢ - 70¢ - 75¢. The change is 20¢.

Ask: How can we show 47¢? What coin will we use first? (A quarter because it has the greatest value among the coins.) How much quarter will we use? (1 quarter)

OR

Model You Do: OR

Say: Now, it’s time for you to do this on your own. Remember to count on or count backwards using skip count by 10’s, 5’s or 1’s.

Say: Yes, 1 quarter is worth 25¢? Do we need to use another quarter? (No, because 2 quarters are worth 50¢. That is too much for 47¢.) Ask: What will be the next coin to use? ( a dime which is worth 10¢) How many dimes will we use? (2 dimes) Say: Yes, you’re right! From 25¢, it will become 35¢ - 45¢. Ask: What will be the other coin to use to complete 47¢? We already have 45¢. (We can add 2 pennies. From 45¢, it will become 46¢ Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Model You Do: SR Say: Let’s have another example but you will do this all by yourself. Remember to count on starting from the given price until you reach the amount of money that you give.

Walter gave the cashier 50¢ for a pack of Now or Laters candy. He got 7¢ change. How much did the pack of Now or Laters candy cost? ___ + 7¢= 50¢

Cathy buys a box of raisins for 45¢. She pays with $1.00.

A. 33¢ B. 53¢

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Content Focus for Week Ten Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? 47¢).

What coins will she get as change? What is their value?

Say: That’s right. We use 1 quarter, 2 dimes and 2 pennies. We used 5 coins altogether.

Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the answer with a calculator.

C. 47¢ D. 43¢ BCR

Ask: Is there any other way to show 47¢? ( I can use 1 quarter, 1 dime, 2 nickels and 2 pennies)

Step A: Darryl bought a pack of Now and Laters candy for 30¢ and a bag of gummy bears for 60¢. If he gave the cashier $1.00, how much change did he get back? Step B: Explain how you found your answer. Use what you know about money in your explanation. Use words and/or numbers in your explanation. Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the answer with a calculator.

Say: We used 6 coins altogether. Ask: Is there any other way to show 47¢? Ho w many coins did you use? (Yes, We can use 4 dimes, 1 nickel and 2 pennies) ( I used 7 coins in all)

Instructional Resources: Website: http://primarygames.com/Spending%20Spree/2bl.ht m http://arcytech.org/java/money/money.html

Ask: Which group has the fewest coins? (The group with 5 coins--- 1 quarter, 2 dimes and Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Content Focus for Week Ten Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? 2 pennies.)

Model You Do: Say: Now, let’s have another example but this time you will do this all by yourself. Remember to first use the coin with the greatest value. Alice wants to buy Smiling Shark stickers for 68¢. What are the fewest coins she can use to buy those stickers? Teacher will monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problem independently. Check the answer with a calculator.


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Extensions for Advanced Learners Extension 4 Weeks 9-16 VSC Content Standard: • Knowledge of Algebra, Patterns and Functions (1.A.1.c.d) (1.A.2.c) (6.A.1.h) Activity Number, Title, and Multiple Intelligence Connection and Bloom’s Taxonomy Levels 1. Clap, Snap and Stomp! Multiple Intelligence Connection(s): Bodily/Kinesthetic

Resources and Manipulative

Procedures/ Discussions *Note: Refer to students’ IEP/504/ELL Plans for specific accommodations

Required: Notebook paper Pencils Pattern blocks Optional:

Bloom’s Taxonomy Level(s): Analysis

Students will make a pattern using claps, snaps or stomps. After creating their pattern, students should record it in their math journal. Have them repeat each pattern at least five times. Have them share their pattern with a peer, parent, or teacher. They can then use objects to create the same pattern in a different way (e.g. the pattern clap, clap, snap can be shown with hexagon, hexagon, triangle, respectively). Have the students display the same pattern in as many different ways as possible (e. g. by using different shapes for the same pattern).

Multiple Intelligence Connection(s): Verbal/Linguistic, Logical/Mathematical

The following website can be used to give teachers ideas for more patterns:

http://illuminations.nctm.org. Go to algebra and click on Calculating Patterns to enhance this activity.


2. The Trouble with Pets

Technological Resources

Required: Writing paper The Trouble with Pets by Shelia Keenan Optional: Crayons Drawing paper Calculator

Bloom’s Taxonomy Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Have students perform their body patterns. Have the class mimic the pattern of the presenter.

Students will read the story The Trouble with Pets by Shelia Keenan. After reading, have them make a table to figure out the number of eyes and legs on two animals in the story. Turtle # of Turtles Eyes Legs 1 2 4 2 4 8 Students will extend their chart to 25 for each of the animals.

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Extensions for Advanced Learners Extension 4 Weeks 9-16 Have the students answer the following questions:

Level(s): Analysis Application

• •

How many legs would your animals have if there were 25 animals? Have students create additional tables with different animals from the story.


3. Equation Match Multiple Intelligence Connection(s): Interpersonal

Required: Pencil Crayons Index cards Plastic baggie for storage Optional: Calculator

Bloom’s Taxonomy Level(s): Synthesis Application

Students will use index cards to write down number sentences such as ‘8 – 5 = 3 or 14 + 73 = 87. Have them create some easy cards and some more challenging cards. Make sure each number sentence has a matching pair. Have the students turn over the cards and play matching with a peer. For example 5+8 = 17-4. That’s a match! The winner is the one with the most matches! Encourage students to create both addition and subtraction number sentences. Students can also time themselves giving them an added challenge while practicing mental math and gaining speed in doing calculations.

Calculator


4. Patterns in the Band

Have students draw each animal and count the eyes and legs for a more visual approach. Use a calculator to find the answers using multiplication or repeated addition.

Required: Paper Pencil Crayons


Students can recreate new cards to adjust for levels of difficulty. Students can play by themselves and check with a calculator.

Send students to the website www.philtulga.com. Tell them to click on ‘activities.’ Under the ‘Math and Science’ heading choose the ‘Unifix Cube Drum Machine.’ Have the students work on the activity by creating new tunes with the cubes. They

The following website will be used for the students to create patterns:

www.philtulga.com. 128

Extensions for Advanced Learners Extension 4 Weeks 9-16 Multiple Intelligence Connection(s): Musical/Rhythmic Bloom’s Taxonomy Level(s): Synthesis Application

Computer with internet and headphones Optional: Copy of a picture of Unifix blocks to color in Unifix blocks to manipulate patterns

5. Palindrome Puzzles

Required: Paper Pencil

Multiple Intelligence Connection(s): Intrapersonal


should draw a train of each new tune created and turn in at least five trains of tunes. Students can also play their tunes for the class when they are finished. Suggestions for students with special needs: •

Have students use the actual unifix cubes to make a train of a pattern before coloring in or creating a block train on paper.

Palindromes are words, phrases, or numbers that are the same when read left to right as when read right to left. For example, the number 101 or the word ‘mom.’ Have students make a list of as many words and numbers that they can think of that fit this pattern. Students should discover that when they reverse a palindrome and add it to itself it will make another palindrome. (It may take several repeats, but it will work!)

Calculator


Bloom’s Taxonomy Level(s): Analysis Application

•

6. Roller Coaster Fun

Required: Paper Pencil

Multiple Intelligence Connection(s): Logical/Mathematical


Bloom’s Taxonomy Level(s): Application Evaluation

Provide students with a large piece of chart paper. Have the students begin the number sentences below and see how far they can get. As a challenge, have them describe what patterns they see in the sums and record in their math journals. The answers to these equations are square numbers.

Calculator

1= 1+2+1= 1+2+3+2+1= Suggestions for students with special needs: •


Use a calculator.

Use a calculator.

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Extensions for Advanced Learners Extension 4 Weeks 9-16 7. Pattern Palooza Multiple Intelligence Connection(s): Visual/Spatial Bloom’s Taxonomy Level(s): Synthesis Application 8. Animal Island Inequalities Multiple Intelligence Connection(s): Naturalist

Required: Pencil Poster board or construction paper Crayons, markers, or colored pencils Mini hundreds charts Glue Optional: Calculator

Provide the students with mini hundreds charts. Have students make and color a new pattern for each chart. The students can use the examples below to start and then create their own. Have them glue their charts on a large piece of paper and explain each pattern they see. Start at 9- add 9 Start at 6- add 10

Start at 4- add 4 Start at 99- subtract 11


Required: Copies of worksheets Crayons Scissors Tape Glue

Calculator

Use colored chips or counters to cover the hundreds board patterns.

Have the students create two or three digit numbers. Then have them compare the numbers by using one of the fish (< or >) or the clam (=) as the sign that goes between them to show greater than, less than, or equal to. As a challenge, students can tape several mats together and create a longer number sentence with more than one symbol. Students should answer the following questions:

The following web site can be used to access the lesson and print worksheet tools:

http://illuminations.nctm.org/Lesso nDetail.aspx?ID=U183.

Optional:

Bloom’s Taxonomy Level(s): Synthesis Analysis

• •

How do the fish and clam help you to remember what the symbols look like? Write a sentence or two on the back of one of your number sentences to explain how they help you.

Teachers can find the needed materials from the NCTM website. Click the ‘Lessons’ tab. Check the square next to ‘K-2’ and click ‘Search’ in the bottom-center of the screen. Scroll down until you see ‘Island Inequality Mat.’ Suggestions for students with special needs: • Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

Have students work on 2-digit numbers.

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1. Clap, Snap, Stomp!

2. The Trouble with Pets

3. Equation Match

Make a pattern using claps, snaps or stomps. After creating your pattern, record it in your math journal. Repeat each pattern at least five times. Share your pattern with a partner, parent, or teacher. Then use objects to create the same pattern in a different way (e.g. the pattern clap, clap snap and be shown with hexagon, hexagon, triangle). Show the same pattern in as many different ways as possible (e.g. using triangle, triangle, hexagon instead). (Bodily/Kinesthetic)

Read the story The Trouble with Pets by Shelia Keenan. After reading, make a table to figure out the number of eyes and legs on two animals in the story. Turtle # of Turtles Eyes Legs 1 2 4 2 4 8 Extend your chart to 25 of each of your animals. How many legs would your animals have if there were 25 of them? (Verbal/Linguistic, Logical Mathematical)

Use index cards to write down number sentences such as 8 - 5 = 3 or 14 + 73 = 87. Make some cards easy and some more challenging. Make sure each number sentence has a matching pair. Turn over the cards and play matching with a partner. For example 5+8 equals 17-4. That’s a match! The winner is the one with the most matches! After the first round, give each player only 15 seconds to decide if the pairs match. This will help practice mental math! (Interpersonal)

4. Patterns in the Band Go to the website www.philtulga.com. Click on ‘activities’ and then ‘Math and Science.’ Choose the ‘Unifix Cube Drum Machine.’ Work on the activity by creating new tunes with the cubes. Draw a train of each new tune you made. Make sure it looks like a pattern of colors when you are done. Turn in at least five trains of tunes. (Musical/Rhythmic)

5. Palindrome Puzzles

Free Choice!

Design your own project. It must be approved by your teacher.

7. Pattern Palooza

6. Roller Coaster Fun Take a large piece of chart paper. Begin the number sentences below and see how far you can get. As a challenge, describe what patterns you see in the sums.

Look at the mini hundreds charts your teacher gave you. For each chart, make and color a new pattern. Use the ones below to start and then make up your own. Glue your charts on a large piece of paper and explain each pattern you see.

1= 1+2+1= 1+2+3+2+1=

Start at 9- add 9 Start at 6- add 10

(Logical/Mathematical)

(Visual/Spatial)



Palindromes are words, phrases or numbers that are the same forward as backward. For example, the number 101 or the word ‘mom.’ Make a list of as many words and numbers are you can that fit this pattern. Take one of your palindromes. Write it in your math journal. Reverse the digits and add it to your original number. Keep repeating this many times. What happens? (Intrapersonal) 8. Animal Island Inequalities Create two or three digit numbers. The compare the numbers by using one of the fish or the clam as the sign that goes between them to show greater than, less than or equal to. As a challenge, tape several mats together and create a longer number sentence with more than one symbol. How do the fish and clam help you to remember what the symbols look like? Write 1 or 2 sentences on the back of one of your number sentences to explain how they help you remember the symbols. (Naturalist)

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Mathematics Learning Contract

Date

Name:

Directions: During the next ____ days, you will complete ____ activities from the list below in place of the regular math assignments. 1. Circle the activities you plan on completing. 2. Complete a journal entry each day that tells what you’ve accomplished toward your goal.

1. Clap, Snap, and Stomp! (Bodily/Kinesthetic)

2. The Trouble with Pets .(Verbal/Linguistic, Logical/Mathematical)

3. Equation Match (Interpersonal)

4. Patterns in the Band (Musical/Rhythmic)


5. Palindrome Puzzles (Intrapersonal)

6. Roller Coaster Fun (Logical/Mathematical)

7. Pattern Palooza (Visual/Spatial)

8. Animal Island Inequalities (Naturalist)

Student signature

Date

Teacher signature

Date

Parent/Guardian signature

Date


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1. Clap, Snap, and Stomp! Make a pattern using claps, snaps or stomps. After creating your pattern, record it in your math journal. Repeat each pattern at least five times. Share your pattern with a partner, parent or teacher. Then use objects to create the same pattern in a different way (e.g. for example, the pattern clap, clap snap and be shown with hexagon, hexagon, triangle). Show the same pattern in as many different ways as possible (e. g. using trying triangle, triangle, hexagon instead). (Bodily/Kinesthetic)

2. The Trouble With Pets Read the story The Trouble with Pets by Shelia Keenan. After reading, make a table to figure out the number of eyes and legs on two animals in the story. Turtle # of Eyes Legs Turtles 1 2 4 2 4 8 Extend your chart to 25 of each of your animals. How many legs would your animals have if there were 25 of them? (Verbal/Linguistic)


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3. Equation Match Use index cards to write down number sentences such as 8-5 or 14+73. Make some cards easy and some more challenging. Make sure each number sentence has a matching pair. Turn over the cards and play matching with a partner. For example 5+8 equals 17-4. That’s a match! The winner is the one with the most matches! After the first round, give each player only 15 seconds to decide if the pairs match. This will help practice mental math! (Interpersonal)

4. Patterns in the Band Go to the website www.philtulga.com. Click on ‘activities’ and then ‘Math and Science.’ Choose the ‘Unifix Cube Drum Machine.’ Work on the activity by creating new tunes with the cubes. Draw a train of each new tune you made. Make sure it is the same pattern of colors when you are done. Turn in at least five trains of tunes. (Musical/Rhythmic)


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5. Palindrome Puzzles Palindromes are words, phrases or numbers that are the same forward as backward. For example, the number 101 or the word ‘mom.’ Make a list of as many words and numbers are you can that fit this pattern. Take one of your palindromes. Write it in your math journal. Reverse the digits and add it to your original number. Keep repeating this many times. What happens? (Intrapersonal)

6. Roller Coaster Fun Take a large piece of chart paper. Begin the number sentences below and see how far you can get. As a challenge, describe what patterns you see in the sums. 1= 1+2+1= 1+2+3+2+1= (Logical/Mathematical)


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7. Pattern Palooza Look at the mini hundreds charts your teacher gave you. For each chart, make and color a new pattern. Use the ones below to start and then make up your own. Glue your charts on a large piece of paper and explain each pattern you see. Start at 9- add 9 Start at 6- add 10


(Visual/Spatial)

8. Animal Island Inequalities Create two or three digit numbers. Then compare the numbers by using one of the fish or the clam as the sign that goes between to show greater than, less than or equal to. As a challenge, tape several mats together and create a longer number sentence with more than one symbol. How do the fish and clam help you to remember what the symbols look like? Write 1 or 2 sentences at the back of one of your number sentences to explain how they help you remember the symbols. (Naturalist)


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Week Content Standard WEEK ELEVEN Knowledge of Number Relationships and Computation Literature Connection: How High Can A Dinosaur Count? Valerie Fisher Shark Swimathon: Subtracting TwoDigit Numbers Stuart J. Murphy

Grade 2 Voluntary State Curriculum Indicators/Assessment Limits C. Number Computation 1. Analyze number relations and compute c) Subtract whole numbers with no more than 2 digits in the minuend or the subtrahend A. Knowledge of Number and Place Value 1. Apply knowledge of number and place value a) Use concrete materials to compose and decompose quantities up to 100

SFAW Lessons Lesson Seeds SFAW 4–5 DIS: C-5 p. 9-10, 121 E 4-5 PS 4-5 SFAW 4–6 DIS: C-6 p. 11-12, 122

DIS: C-8 h) Compare and order whole numbers up p. 15-16, 124 to 999 using words and relational E 4-6 symbols PS 4-6 (>, , 490 B. 301 < 273 C. 504 > 540 D. 198 < 200 BCR A bag of hair beads has 100 beads. McKenzie has 4 bags of hair beads plus 25 from another bag. Jade has 476 hair beads in a can. Step A: Write the numbers that show the comparison of the number of hair beads McKenzie has to the number of hair beads in Jade’s can. _____

, ), less than (), the teacher will model a number greater than 123. In such case, the teacher may use introduce/model new skills or 452 (4 hundreds, 5 tens, 2 ones). The teacher will then write the inequality on the board, 452>123. The teacher procedures? will then model for the students the number 452 (4 hundreds, 5 tens, 2 ones). The teacher will then spin the (SFAW-Teach /Activity) spinner. If the spinner lands on the less than symbol ( is the standard greater than symbol, but sometimes the greater number may not be on the left as in this case. When this occurs we should direct the open end of the symbol to the greater number and direct the closed end or pointed end to the lesser or smaller number.) The teacher will write an inequality on the board. 545 0 468. The teacher will ask the students to write the inequality in their math journal, adding the correct inequality symbol. The teacher will then ask the students to write the strategy, or how they determined which symbol they used.

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Content Focus for Week Thirty Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? Indicators/Assessment Limits: A. Knowledge of Number and Place Value 1. Apply knowledge of whole numbers and place value h. Compare and order whole numbers up to 999 using words and relational symbols (>,, less than ) opens towards the larger number. The less than symbol ( 112. Model You Do Say: Now you are going to work with your partners and come up with 3 comparisons to write in your journals. Remember the first person models a number, the second person spins the Curriculum Framework Progress Guide-Mathematics-Grade 2 Prince George's County Public Schools

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Content Focus for Week Thirty Grade 2 VSC Instructional Strategies: How will I reach my learners with special needs? spinner and models a second number that will make the statement true. Both partners will write the equality or inequality in their journal. Walk around the room as the students work in pairs. Question them about place value to provide ongoing assessment of their understanding. Monitor and encourage students to use the same selfquestioning strategies they saw modeled in I Do and You Do (What? How? Why?) in solving the problems independently.


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Week Content Standard WEEK THIRTYONE Knowledge of Algebra, Patterns, and Functions Knowledge of Number Relationships and Computation Literature Connection: How Many Feet in the Bed Diane Johnston Hamm

Grade 2 Voluntary State Curriculum Indicators/Assessment Limits A. Patterns and Functions 1. Identify, describe, extend and create numeric patterns and functions a) Represent and analyze numeric patterns using skip counting • Assessment limit: Use 2, 5, 10, or 100 starting with any whole number (0-1000) A. Knowledge of Number and Place Value 1. Apply knowledge of whole numbers and place value d) Compare, order, and describe whole numbers with or without using relational symbols (>, ,