Second Grade Notes

1. Second Grade Notes • Play games everyday! Games are suggested but use whatever you feel is appropriate • No Numbers in excess of 1,000 • Replace calculators, Frames and Arrows and Change Diagrams with Bar Modeling as appropriate • If “Readiness” is included, do first • Odd and even introduced this year • Fractions has only been taught as partitioning shapes • Do sections listed • Unlisted items can be omitted • Problem Solving activities not yet included- do at least one per week • Additional slides are meant to focus on consistent models throughout grades- use as needed • Common models focused on in great depth: • Number lines • Number Grids • Bar Models • 10 Frames • Pan Balance Equations

2. Grade 2 – Unit 1Numbers and RoutinesCommon Core Domain Focus: Numbers and Operations in Base 10 Understand Place Value 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:100 can be thought of as a bundle of ten tens — called a “hundred.” The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). Use Place Value Understanding and Knowledge of Operations to Add and Subtract 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

3. Common Core Focus2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Lesson 1.1 Number Sequences Lesson • Readiness Activity (Use during game time) • Mental Math And Reflexes, Math Message • Part 1- All (only to 1,000) • Writing #’s in sequence • Pg #1 (no #6) • Part 2- All- Do human line with slates • Put a # on a slate for each student, put themselves in order • Math Masters- pg. 2 make own- use #’s to 1000 *Use Complete the Number Line slide to model whole group, give additional practice with varied numbers and skip counting

4. Number Grids

5. Number Lines What is a number line? Where do we see number lines? How do number lines help us?

6. Number Lines- Writing Numbers In Sequence

7. Complete The Number LineLearning Goal- use your knowledge of place value to correctly order numbers along a number line • Look at the beginning numbers. Use your knowledge of place value • to fill in the rest of the numbers along the number line.

8. Lesson 1.2: Tools and Coins • Common Core Focus • 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s • 2.MD.8. Preparation For: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Lesson • Readiness Activity – sorting coins • Mental Math and Reflexes • Part 1- all • Part 2 – all • Part 3 • Readiness (do in beginning) • Enrichment (whole group- same coins • *If time allows

9. Complete The Number Line • Complete each number line below by skip counting from the beginning number 1 5 10 25

10. Sorting Coins

11. Lesson 1.3 Calendars and Clocks Common Core Focus • 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Lesson • Mental math and reflexes • Part 1- All but math message follow up • Concentrate on clocks, not calendars • Part 2- All • Observe to assess who needs re-teaching of telling time *1st grade focused on reading time to ½ hour *Teach in small groups telling time to 5 minutes

12. Telling Time- Counting By Fives

13. Lesson 1.4a: Basic Facts Common Core Focus • 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction • 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. • 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. Lesson • Mental Math and Reflexes • Part 1- All • Use dominoes; do extra domino problems on slates • Mini-lesson: students should be ‘counting on’ from larger number • Part 2- All • A # grid for 3-4 students • Find patterns- count up, count back • Compare to a # line • Part 3- Play ‘Top It’- may need to use counters • *Additional slides • Number Grid Slide- reinforce ‘counting on • Intro to bar modeling and pan balance- more slides available for further exploration • ***Bar Modeling Slides ( To support Domino Addition) • Introduction to Bar Modeling- all examples are provided but don’t need to be used

14. Number Grids

15. Pan Balance Equations = < >

16. Bar Modeling Number Model: _____________+_____________=_____________

17. Bar Modeling Number Model: _____________+_____________=_____________

18. Bar Modeling Number Model: _____________+_____________=_____________

19. Bar Modeling: Joining (Addition) Samples

20. Bar Modeling: Joining (Addition)

21. Bar Modeling: Joining (Addition)

22. Bar Modeling: Joining (Addition)

23. Bar Modeling: Joining (Addition)- Total Amount Unknown

24. Bar Modeling: Joining (Addition)- Total Amount Unknown

25. Bar Modeling: Joining (Addition)- Total Amount Unknown

26. Bar Modeling: Joining (Addition)- Amount Joined Unknown

27. Bar Modeling: Joining (Addition)- Amount Joined Unknown

28. Bar Modeling: Joining (Addition)- Amount Joined Unknown

29. Bar Modeling: Joining (Addition)- Initial Amount Unknown

30. Bar Modeling: Joining (Addition)- Initial Amount Unknown

31. Bar Modeling: Joining (Addition)- Initial Amount Unknown

32. Lesson 1.4 : Basic Addition Facts Day 2 Lesson • Mental Math and Reflexes • (More Examples from Day 1) • Domino Addition • focus on counting on from the larger number instead of counting all dots • Play ‘Top It’ Or ‘Coin Top It’ (Enrichment) *Continue using Bar Modeling, Pan Balance Equations • Common Core Focus • 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction • 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

33. Lesson 1.5: Counting by 1’s, 10’s and 100’s • Common Core Focus • 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. Lesson • Play ‘Top It’ • Mental Math and Reflexes • Part 1 – All – use money to show place value as well • Part 2- all: money exchange game • Part 3 Small groups- readiness or enrichment based on need.

34. Complete The Number LineLearning Goal- create number lines to help you count coins. • Complete each number line below by skip counting from the beginning number 1 5 10 100

35. Lesson 1.6: Basic Facts Lesson • Mental Math and Reflexes • Part 1 – All but no math box #3 • Part 2- Penny Plate: All-model how to draw diagrams- draw and play • Part 3 – readiness with small groups • ***Bar Modeling Slides ( To support Penny Plate) • Can introduce Subtraction Bar Modeling- all examples are provided but don’t need to be used • Common Core Focus • 2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction • 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

36. Bar Modeling Number Model: _____________-_____________=_____________

37. Bar Modeling: Separating (Subtraction)

38. Bar Modeling: Separating (Subtraction)

39. Bar Modeling: Separating (Subtraction)

40. Bar Modeling: Separating (Subtraction)

41. Bar Modeling: Separating (Subtraction)- Initial Amount Unknown

42. Bar Modeling: Separating (Subtraction)- Initial Amount Unknown

43. Bar Modeling: Separating (Subtraction)- Initial Amount Unknown

44. Bar Modeling: Separating (Subtraction)- Amount Remaining Unknown

45. Bar Modeling: Separating (Subtraction)- Amount Remaining Unknown

46. Bar Modeling: Separating (Subtraction)- Amount Remaining Unknown

47. Bar Modeling: Separating (Subtraction)- Amount Separated Unknown

48. Lesson 1.7: Number Patterns • Common Core Focus • 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. • 2.OA.2. Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. Lesson • Mental Math and Reflexes • Part 3- Do readiness 1st with whole group • Part 1-All • While making scrolls, may need to pull small groups to reteach even/odd • Use counters, draw circle to find even and odd • Part 2 –All • Math Box- no #6

49. Moving Along The Number Grid

50. Number Grid- Even and Odd What’s the difference? __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________