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.
Grade 2 – Module 7
Problem Solving with Categorical Data
How can we organize and represent categorical data and why is it useful to do so?
Lesson Objective: Sort and record data into a table using up to four categories; use category counts to solve word problems.
Lesson Objective: Draw and label a picture graph to represent data with up to four categories.
Lesson Objective: Draw and label a bar graph to represent data; relate the count scale to the number line.
Create Bar Graphs and Use the Data to Solve Word Problems
Problem Solving with Coins and Bills
How can students apply previously learned
strategies to solve problems involving coins
Lesson Objective: Recognize the value of coins and count up to find their total value.
Lesson 7, Concept Development
Lesson Objective: Solve word problems involving the total value of a group of coins.
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?
Silas saved 21 dollars.
One solution method:
40 + 15 + 4 = 59
80 – 59 = 81 – 60 = 21
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
Lesson Objective: Use the fewest number of coins to make a given value.
Lesson Objective: Use different strategies to make $1 or make change from $1
100 – 72 = ____ 100¢ – 29¢ = ____ 45 cents + _____= 100 cents
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, 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?
Measuring and Estimating Length Using Customary and Metric Units
What does the exploration of measurement reveal about the importance of the unit?
Lesson Objective: Measure various objects using rulers and yardsticks.
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, Student Debrief
Lesson 19, Application Problem
Lesson Objective: Measure to compare the differences in lengths using inches, feet, and yards.
Problem Solving with Customary and Metric Units
How are number lines and tape diagrams useful tools to support the understanding of measurement?
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 Objective: Identify unknown numbers on a number line diagram by using the distance between numbers and reference points.
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?
Displaying Measurement Data
Why are we concluding our study of measurement with the line plot?
Lesson Objective: Collect and record measurement data in a table; answer questions and summarize the data set.
Lesson Objective: Draw a line plot to represent the measurement data; relate the measurement scale to the number line.
Draw a line plot to
represent a given data set;
answer questions and draw
conclusions based on measurement data.