5 how many floorshow many rooms

How Many Floors? How Many Rooms?Unit #5

2nd GRADEPatterns, Functions, and Change

Mathematical Emphases: Linear Relationships – Describing and representing ratiosUsing Tables and Graphs – Using tables to represent changeNumber Sequences- Patterns

Manipulative materials needed for unit: Interlocking cubes (Investigations calls them connecting cubes)Pattern Blocks

Lesson Summary, Student Sheets, and TEKS addressed

Investigations 1: Hundreds, Tens, and Ones

Session 1.1 How Many Floors? How Many Rooms? Pg. 28-292.6A, 2.6B

Connecting cubesStudent Activity Book p.1Unit 5 M3Reference and Review: Student Math Handbook p. 96Overhead coins (Quick Images)

Students build cube “houses” that have a constant ratio of “rooms” and “floors.” They consider how to figure out the number of rooms when they know the number of floors.**This session could possibly be combined with session 1.2 when they explore recording their information in tables.

Session 1.2 Using Tables to Record Pg.37-43 2.6A, 2.6B

Connecting cubesStudent Activity Book p.3-4Chart: “Building A”Chart: “Building B”Reference and Review: Student Math Handbook p. 93, 94-98

Students learn to use a table to record how the total number of rooms in their cube buildings change in relation to the number of floors.

Math Investigation Unit Summary, 2008, 2nd GRADE, UNIT #5



Session 1.3 Comparing Tables Pg. 44-522.6A, 2.6B

Connecting cubesA cube model of Building BStudent Activity Book p.3-4,6-8Charts: “Building C”, “Building E”, “Building I”Transparency- T45 (or paper divided into large squares)Reference and Review: Student Math Handbook p. 96-98

Students complete more cube buildings and compare the buildings with a 1 X 4 and 2 X 2 floor plan. They will consider why the values in the tables for these two buildings are the same.

Session 1.4 Assessment: Understanding Tables Pg. 53-602.6A, 2.6B

Connecting cubesA cube model of Building BStudent Activity Book p.4, 6-7, 11-22Reference and Review: Student Math Handbook p. 94-98Unit 5 M7 (This is the assessment checklist that you will use to record your observations)

Students use partial information in a table to construct a cube building that matches the ratio relationship in a table and to fill in missing information in that table. They are assessed on how they connect information in the table to the situation it represents.

Session 1.4 Assessment: Understanding Tables Pg. 53-602.6A, 2.6B

Connecting cubesA cube model of Building BStudent Activity Book p.4, 6-7, 11-22Reference and Review: Student Math Handbook p. 94-98Unit 5 M7 (This is the assessment checklist that you will use to record your observations)

Students use partial information in a table to construct a cube building that matches the ratio relationship in a table and to fill in missing information in that table. They are assessed on how they connect information in the table to the situation it represents.




Session 1.5 Ratio Relationships with Pattern Blocks2.6A, 2.6B

Pattern BlocksConnecting Cubes (20 per student)Student Activity Book p. 24-33Reference and Review: Student Math Handbook p. 96-100Unit 5 M8-M9Table “Hexagon and Trapezoid” from page 62 in TETable “Mystery Shape 1” copy from Student Activity Book page 25 on chart paper and postTransparencies: T46-T47 Create a Building (optional)Quick Images: Strips and Singles (T38)

Students use tables to represent ratio relationships between pattern block shapes and determine which pattern block relationships are represented by partially completed tables.

Session 1.6 Ratio Relationships with Pattern Blocks- CONTINUED2.6A, 2.6B

Pattern BlocksConnecting Cubes (20 per student)Unit 5 M8-M9 (from 1.5 if needed)Table “Hexagon and Rhombus” copy from Student Activity Book page 24Table “Hexagon and Triangle” copy from Student Activity Book page 24 on chart paper and postTables from previous lessonsTransparencies: T46-T47 Create a Building (optional)

Students continue to work with tables and buildings from previous lessons.There is also a discussion comparing all of the charts/buildings made during this investigation. The goal is to have the students think about why some tables that describe different contexts look the same.

Investigations 2Most of the sessions can be combined to create a general review of patterning concepts that should have been introduced and or mastered in K or 1 st grade. The focus of these sessions should be the recording in tables and distinguishing the patterns within the tables, not just the building of patterns.

Session 2.1 Cube Train Patterns p. 76 (AB pattern- combine with Session 2.2, and 2.3)2.5A – with the 100s chart, 2.6B




Connecting CubesStudent Activity Book p. 37,38,39Markers of crayonsNumber Strip * see page p 75 in TE to prepareBlank 100s chart (optional)Reference and Review: Student Math Handbook p. 96-103

Students construct and describe repeating patterns, using body movements and colored connecting cubes. They determine what colors are associated with certain numbers on a number strip.

Session 2.2 Counting by 2s p. 822.5A, 2.6BConnecting CubesStudent Activity Book p. 38 (from Session 2.1), 40-41Yellow, Red, and Blue cubesYellow, Red, and Blue crayons or markersQuick Images: overhead coinsReference and Review: Student Math Handbook p. 37,41-42,103

Students describe the number sequences associated with each color in their color patterns, including the even and odd number sequences. They use number sequences to determine what comes in a particular position in the pattern.

Session 2.3 Counting by 3s p. 892.5A, 2.6B

Connecting CubesMarkers or Crayons: yellow, green, orangeStudent Activity Book p. 40-41, 45Reference and Review: Student Math Handbook p. 103

The class discusses the number associated with each color in their yellow- red- blue color pattern, 3,6,9,….;1,4,7,….; and 2,5,8,….They construct and describe an AABBC pattern.

Session 2.4 How is Red-Blue-Brown-Green Like Yellow-Black-White-Orange?

Connecting CubesStudent Activity Book p. 45, 47-49Number Strips 1, 2, and 3- see p. 75 in TE to prepare“Green Squares” table- see p. 75 in TE to prepareReference and Review: Student Math Handbook p. 101, 103




The class discusses the number sequences associated with the last element in the unites of 5-element (AABBC) and 4-element (ABCD) patterns. They compare two ABCD patterns made with different colors.

Session 2.5 End-of-Unit Assessment p. 101

Quick Images: Pattern Blocks from T49-T50 (cut and store in a labeled baggie)M14-M17 – see p. 75 in TE to prepareReference and Review: Student Math Handbook p. 93,94,100,101

Students work on 2 problems as an end of the unit assessment.


5 how many floorshow many rooms

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