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A Story of Units

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A Story of Units

Grade 2 – Module 7

Session Objectives

- Examine the development of mathematical understanding across the module using a focus on Concept Development within the lessons.
- Introduce mathematical models and instructional strategies to support implementation of A Story of Units.

Curriculum Overview of A Story of Units

Module Overview

- Read the narrative.
- *key concepts
- models and tools
- Important vocabulary
- What is new and different about the way these concepts are presented?

Topic A

Problem Solving with Categorical Data

How can we organize and represent categorical data and why is it useful to do so?

Lesson 1

Lesson Objective: Sort and record data into a table using up to four categories; use category counts to solve word problems.

Lesson 2

Lesson Objective: Draw and label a picture graph to represent data with up to four categories.

Lesson 3

Lesson Objective: Draw and label a bar graph to represent data; relate the count scale to the number line.

Lessons 4 and 5

Create Bar Graphs and Use the Data to Solve Word Problems

Topic B

Problem Solving with Coins and Bills

How can students apply previously learned

strategies to solve problems involving coins

and bills?

Lesson 6

Lesson Objective: Recognize the value of coins and count up to find their total value.

Lesson 6 Fluency

Decomposition Tree

Lesson 7

Lesson 7, Concept Development

Lesson Objective: Solve word problems involving the total value of a group of coins.

Lesson 8

Lesson 8, Concept Development

Lesson Objective: Solve word problems involving the total value of a group of bills.

Silas uses 2 twenty dollar bills, 3 five dollar bills, and 4 one dollar bills on a gift for his aunt. He is going to

save the rest. If Silas started with $80,

how much will he save?

Lesson 8: Silas problem

Silas saved 21 dollars.

One solution method:

40 + 15 + 4 = 59

80 – 59 = 81 – 60 = 21

Lesson 9

Lesson 9, Concept Development

Lesson Objective: Solve word problems involving different combinations of coins with the same total value.

Tony gets 83¢ change back from the cashier

at the corner store. What coins might Tony

have received?

Lesson 10

Lesson Objective: Use the fewest number of coins to make a given value.

Lessons 11

Lesson Objective: Use different strategies to make $1 or make change from $1

100 – 72 = ____ 100¢ – 29¢ = ____ 45 cents + _____= 100 cents

Lesson 12

Lesson 12, Problem Set

Lesson Objective: Solve word problems involving different ways to make change from $1

Abby bought a banana for 35 cents. She gave the cashier $1. How much change did she receive?

Solve using the arrow way, a number

bond, or a tape diagram.

Lesson 13

Lesson 13, Problem Set

Lesson Objective: Solve two-step word problems involving dollars or cents with totals within $100 or $1

Wendell bought a game at the store for $16. He had 2 five-dollar bills and 4 one-dollar bills left over. How much money did he have before buying the game?

Topic C

- Creating an Inch Ruler
- Lesson 14 Connect measurement with physical units using iteration with an inch tile to measure.
- Lesson 15 Apply concepts to create inch rulers; measure lengths using inch rulers.

Topic D

Measuring and Estimating Length Using Customary and Metric Units

What does the exploration of measurement reveal about the importance of the unit?

Lesson 16

Lesson Objective: Measure various objects using rulers and yardsticks.

Lesson 17

Lesson 17, Concept Development

Lesson Objective: Develop estimation strategies by applying prior knowledge of length and using mental benchmarks.

Students use previous day’s recording sheet to answer these questions:

The width of a quarter is a benchmark for...? An inch.

The length of a paper is a benchmark for...? A foot.

The width of a door is a benchmark for...? A yard!

Lesson 18

Lesson 18, Student Debrief

- Lesson Objective: Measure an object twice using different length units and compare; relate measurement to unit size.
- Talk to your partner about why the unit size matters
- when we are measuring things.
- Why do we measure using different units? When would
- you want to measure using a small unit? A large unit?

Lesson 19

Lesson 19, Application Problem

Lesson Objective: Measure to compare the differences in lengths using inches, feet, and yards.

Topic E

Problem Solving with Customary and Metric Units

How are number lines and tape diagrams useful tools to support the understanding of measurement?

Lesson 20

Lesson 20, Problem Set

Lesson Objective: Solve two-digit addition and subtraction word problems involving length by using tape diagrams and writing equations to represent the problem.

Maria had 96 inches of ribbon. She used 36 inches to wrap a small gift and

and 48 inches to wrap a larger gift.

How much ribbon did she have left?

Lesson 21

Lesson Objective: Identify unknown numbers on a number line diagram by using the distance between numbers and reference points.

Lesson 22

Lesson Objective: Represent two-digit sums and differences involving length by using the ruler as a number line.

On a football field, Pepe starts running at the 10 yard line. He runs 25 yards, pauses, and runs 11 more yards. Which yard line is Pepe on now? How far has he run?

Marcel starts running at the 5 yard line. He runs 15 yards, pauses, runs 15 more yards, stumbles, and runs 6 more yards. Which line is Marcel on now? How far has he run?

Topic F

Displaying Measurement Data

Why are we concluding our study of measurement with the line plot?

Lesson 23

Lesson Objective: Collect and record measurement data in a table; answer questions and summarize the data set.

Lesson 24

Lesson Objective: Draw a line plot to represent the measurement data; relate the measurement scale to the number line.

Lessons 25 and 26

Lesson Objective:

Draw a line plot to

represent a given data set;

answer questions and draw

conclusions based on measurement data.

Biggest Takeaway

- Turn and Talk:
- How are the topics of money, length, and data integrated?
- What new questions have surfaced?

Key Points

- Students gain mastery of addition and subtraction strategies within 100 and problem solving strategies while working with various contexts of length, money, and data.
- Students apply knowledge of composition and decomposition of numbers to units of money.
- A solid conceptual understanding of length allows students to apply their knowledge to multiple contexts.