ratcheting up the three r’s - amazon web services...2.nbt.2-count within 1000; skip-count by 5s,...

Ratcheting Up the Three R’s All SubjectsInstructional Unit Plan

Subject: Math

Estimated Length

of Unit: 1

Beginning Date: Projected Ending

Date:

Chapters 1 and 2

Grade: 2nd

Unit Theme, Big Idea, or Essential Question:

“What strategies can I use to add and subtract?” “How can equal groups help me add?”

Chapter Objectives

Chapter 1 Lesson 1

The students will use the Commutative Property and the Identity Property to find the sums.

Chapter 1 Lesson 2

The students will use a number line to count when adding.

Chapter 1 Lesson 3

The students will use doubles and near doubles to find sums.

Chapter 1 Lesson 4

The students will make a 10 to solve addition problems.

Chapter 1 Lesson 5

The students will group addends differently to make the same sum.

Chapter 1 Lesson 6

The students will write a number sentence to solve problems.

Chapter 1 Lesson 7

The students will count back to find the difference (using a number line).

Chapter 1 Lesson 8

The students will subtract all or zero to find the difference.

Chapter 1 Lesson 9

The students will use doubles facts to find the difference.

Chapter 1 Lesson 10

The students will use addition facts to subtract.

Chapter 1 Lesson 11

The students will use subtraction facts to help find missing addends.

Chapter 1 Lesson 12

The students will use related facts to write fact families.

Chapter 1 Lesson 13

The students will solve word problems that involve two steps.

Chapter 2 Lesson 1

The students will use patterns to skip count.

Chapter 2 Lesson 2

The students will model skip counting to find the total in equal groups.

Chapter 2 Lesson 3

The students will find a pattern to solve problems.

Chapter 2 Lesson 4

The students will use repeated addition to add equal groups.

Chapter 2 Lesson 5

The students will use arrays with repeated addition.

Chapter 2 Lesson 6

The students will find even and odd numbers in number patterns.

Chapter 2 Lesson 7

The students will find sums of equal numbers.

Frameworks and Common Core State Standards 2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving

situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all

positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the

problem.

Represent and solve problems involving addition and subtraction (A) Add to: Result Unknown

Ex. Two bunnies sat on the grass. Three more bunnies hopped there. How many

Bunnies are on the grass now? 2+3=?

(B) Add to: Change Unknown

Ex. Two bunnies were sitting on the grass. Some more bunnies hopped there. Then

there were five bunnies. How many bunnies hopped over to the first two? 2+?=5

(D) Take from: Result Unknown

Ex. Five apples were on the table. I ate two apples. How many apples are on the

table now? 5-2=?

(E) Take from: Change Unknown

Ex. Five apples were on the table. I ate some apples. Then there were three apples.

How many apples did I eat? 5-?=3

(G) Put Together/Take Apart: Total Unknown

Ex. Three red apples and two green apples are on the table. How many apples are

on the table? 3+2=?

(H) Put Together/Take Apart: Addend Unknown

Ex. Five apples are on the table. Three are red, and the rest are green. How many

apples are green? 3+? =5, 5-3-?

(I) Put Together/Take Apart: Both Addends Unknown

Ex. Grandma has 5 flowers. How many can she put in her red vase and how many

in her blue vase? 5=0+5, 5=5+0; 5=1+4, 5=4+1; 5=3+2, 5=2+3

(K) Compare: Bigger Unknown

Ex. (Version with “more”): Julie has three more apples than Lucy. Lucy has two

apples. How many apples does Julie have?

Ex. (Version with “fewer”): Lucy has 3 fewer apples than Julie. Julie have five

apples. How many apples does Lucy have? 5-3=?, ?+3=5

(L) Compare: Smaller Unknown

Ex. (Version with “more”): Julie has three more apples than Lucy. Julie has five

apples. How many more apples does Lucy have?

Ex. (Version with “fewer”): Lucy has 3 fewer apples than Julie. Julie have five

apples. How many apples does Lucy have? 5-3=?, ?+3=5

2.OA.2-Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from

memory all sums of two one-digit numbers.

2.OA.3-Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by

pairing objects or counting them by 2s; write an equation to express an even number as a sum of two

equal addends.

2.OA.4-Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows

and up to 5 columns; write an equation to express the total as a sum of equal addends.

2.NBT.2-Count within 1000; skip-count by 5s, 10s, and 100s.

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.9-Explain why addition and subtraction strategies work, using place value and the properties of

operations.

Unit Specific Vocabulary: add, addend, sum, count on, doubles, near doubles, count back,

subtract, difference, related facts, missing addend, fact family, skip count, equal groups, repeated

addition, array, even, odd, and equal groups.

UBD Stage Two-Evidence

Pre Assessment

Diagnostic Test

Traditional Assessment Each unit of study should have a traditional assessment with at least 1/3

of the points possible coming from constructed response questions.

Proposed Date for Traditional Assessment _______________

Attach a copy to the end of this unit.

B. Project-Based Assessment Choose four options for this Unit of Instruction that students can

choose from for their project-based Assessment. (SEE My Math)

Create a handout that lists the four options and includes instructions and a rubric

for each choice.

Proposed Date for Project-Based Assessment Presentations __

Attach a copy of the handout explaining the choices for the project and how to

obtain the rubric to the end of this unit.__________

Alternative Assessment or Big Finale ------What choices will be given students for this Unit?

□ Comic Strip □ Diary

□ Interview □ Letter to the Editor

□ Newspaper Story □ Radio Program

□ Newscast □ Monologue

□ Poem or Song □ Slideshow

□ Brochure □ Model

□ Press Conference □ Play

□ Soundtrack □ Essay

□ Rewrite □ Oral Interpretation

Introducing the Unit Anchoring Activity

This activity should engage the students and establish the relevance of the entire unit of study.

Anchoring Activity Video Clip,

Song,

Poem,

Current Event Brainstorming Activity

Socratic Seminar

Other_______________

Description of Anchoring Activity

UBD Stage Three-Learning Plan Teaching/

Delivery Method (What I will say or do)

Check for Understanding

(What will the students say or do)

Week Lessons

Days

Resource: My Math and TLI Quiz Bank

Questions

Introduction: Visual Introduction via

Video Clip/Essential Question

Teacher Models lesson

See and Show Activity

*TLI testing

*Diagnostic Testing

*eAssessment-My Math

*Enrichment sheets

*Accelerated math

*Formative assessment

*Informal assessment

*Checklist/Rubric

Week 1 Ch. 1 Lesson 1-4

Days 1-5

The teacher will teach students how to:

*Use the Addition Properties-

Commutative/ Identity.

*Count on to add.

*Use doubles and near doubles.

*Make a 10.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 6-10

The teacher will teach students how to:

*Add three numbers.

*Write a number sentence.

*Count back to subtract.

*Subtract all and zero.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 11-15

The teacher will teach students to:

*Use doubles to subtract.

*Relate addition and subtraction.

*Find missing addends through

subtraction.

*Write fact families.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 4 Ch.1 Lesson 13

Ch. 2 Lesson 1-3 Days 16-20


*Solve two step word problems.

*Skip count on a hundred’s chart.

*Skip count by 2s, 5s, and 10s.

*Problem solve using the strategy: Find a

pattern.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 21-25


*Use repeated addition.

*Use repeated addition with arrays.

*Distinguish between even and odd

numbers.

*Find the sums of equal numbers.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 6 Days 26-30

Review Unit 1 Skills

Ratcheting Up the Three R’s All Subjects Instructional Unit Plan

Subject: Math

Estimated Length of

Unit: 2


Date:

Chapters 3 and 4

Grade: 2nd


“How can I add two-digit numbers?” “How can I subtract two-digit numbers?”

Chapter Objectives

Chapter 3 Lesson 1

The students will learn how to take apart an addend to make a ten to add.

Chapter 3 Lesson 2

The students will learn how to use models to regroup ones as tens to add.

Chapter 3 Lesson 3

The students will learn how to add one-digit numbers and two-digit numbers.

Chapter 3 Lesson 4

The students will learn how to add two-digit numbers.

Chapter 3 Lesson 5

The students will learn how to rewrite horizontal addition problems vertically to add.

Chapter 3 Lesson 6

The students will learn how to add three and four two-digit numbers.

Chapter 3 Lesson 7

The students will learn how to make a model to solve problems.

Chapter 4 Lesson 1

The students will learn how to use related facts to make two-digit number families.

Chapter 4 Lesson 2

The students will learn how to take apart numbers to make a ten to subtract.

Chapter 4 Lesson 3

The students will learn how to use models to regroup and find differences.

Chapter 4 Lesson 4

The students will learn how to subtract one-digit numbers from two-digit numbers.

Chapter 4 Lesson 5

The students will learn how to subtract two-digit numbers.

Chapter 4 Lesson 6

The students will learn how to rewrite a horizontal two-digit subtraction problem vertically

before subtracting.

Chapter 4 Lesson 7

The students will use addition to check subtraction.

Chapter 4 Lesson 8


Chapter 4 Lesson 9

The students will read and solve two-step word problems.

Frameworks and Common Core State Standards 2.OA.1-Use addition and subtraction within 100 to solve one- and two-step word problems involving

situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all

positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the

problem.

(J) Compare: Difference Unknown

Ex. (“How many more?” version): Lucy has two apples. Julie has five apples. How

many more apples does Julie have than Lucy?

Ex. (“How many fewer?” version): Lucy has two apples. Julie has five apples.

How many fewer apples does Lucy have than Julie? 2+? =5, 5-2=?

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.

(A) Addition

(B) Subtraction

2.NBT.6-Add up to four two-digit numbers using strategies based on place value and properties of

operations.

2.NBT.9-Explain why addition and subtraction strategies work, using place value and the properties of

operations.

Unit Specific Vocabulary: regroup


Pre Assessment

Diagnostic Test/Pretest








for each choice.

















Song, Poem,

Current Event

Brainstorming Activity Socratic Seminar

Other_______________


UBD Stage Three-Learning Plan Delivery Method (What I will say

or do)



Week Lesson

Days

Resource: My Math and TLI Quiz

Bank Questions

Introduction: Visual Introduction

via Video Clip/Essential Question



*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 1-5 Remediation day included


*Take apart tens to add.

*Regroup ones as tens.

*Add one-digit numbers and two-

digit numbers.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Add numbers with two-digits.

*Rewrite two-digit addition.

*Add three and four two-digit

numbers.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 3 Ch. 3 Lesson 7


Remediation day included


*Problem-solve by making a

model.

*create two-digit fact families.

*Take apart tens to subtract.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 4




*Regroup a ten as ones

*Subtract from a two-digit

number.

*Subtract two-digit numbers.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Rewrite two-digit subtraction.

*Check Subtraction.

*Problem solve using the strategy:

Write a number sentence.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 26-30 Review Unit 2 Skills


*Solve two-step word problems.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Ratcheting Up the Three R’s All Subjects Instructional Unit Plan

Subject: Math

Estimated Length of

Unit: 3

Beginning

Date:

Projected

Ending Date:

Chapters 5 and 6

Grade: 2nd


“How can I use place value?” How can I add three-digit numbers?”

Chapter Objectives Chapter 5 Lesson 1

The students will relate hundreds, tens, and ones.

Chapter 5 Lesson 2

The students will learn how to read, write, and model numbers to 999.

Chapter 5 Lesson 3

The students will identify and use words, models, and expanded form to represent numbers to 999.

Chapter 5 Lesson 4

The students will use logical reasoning to solve problems.

Chapter 5 Lesson 5

The students will read and write numbers to 1,000.

Chapter 5 Lesson 6

The students will learn how to find counting patterns.

Chapter 5 Lesson 7

The students will learn how to compare three-digit numbers using <, >, and =.

Chapter 6 Lesson 1

The students will make a hundred to add a three-digit number.

Chapter 6 Lesson 2

The students will add numbers in the hundreds.

Chapter 6 Lesson 3

The students will add 10 or 100 mentally.

Chapter 6 Lesson 4

The students will regroup ones to add three-digit numbers.

Chapter 6 Lesson 5

The students will regroup tens to add three-digit numbers.

Chapter 6 Lesson 6

The students will learn how to add three-digit numbers.

Chapter 6 Lesson 7

The students will rewrite a three-digit horizontal number as vertical before adding.

Chapter 6 Lesson 8

The students will guess, check, and revise strategy to solve problems.

Frameworks and Common Core State Standards 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:

2.NBT.1a-100 can be thought of as a bundle of ten tens — called a "hundred."

2.NBT.1b-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).

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.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.

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.

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.NBT.9-Explain why addition and subtraction strategies work, using place value and the properties of operations.

Unit Specific Vocabulary: hundreds, place value, digit, expanded form, thousand,

compare, greater than, less than, equal to


Pre Assessment

Attach Copy at the End of the Unit








for each choice.














□




Song,

Poem,

Current Event Brainstorming Activity

Socratic Seminar

Other_______________



Delivery Method (What I will say

or do)



Week Lessons

Days


Bank Questions





*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Relate to the hundreds place

*Relate to the hundreds, tens, and

ones place.

*Identify and represent place value

up to the thousands place.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric



The teacher will teach students

how to:

*Problem solve with logical

reasoning.

*Read and write numbers to the

thousands place.

*Count by 5s, 10s, and 100s.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric





*Compare numbers to the

thousands place.

*Make a hundred to add.

*Add numbers in the hundreds

place.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Mentally add 10 or 100.

*Regroup ones to add.

*Regroup tens to add.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math





*Add three digit numbers with

regrouping.

*Rewrite three digit addition.


guess, check, and revise.


*Checklist/Rubric

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 6 Days 26-30


*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Subject: Math

Estimated Length of

Unit: 4


Date:

Chapters 7 and 8

Grade: 2nd


How can I subtract three digit numbers? How do I count and use money?

Chapter Objectives Chapter 7 Lesson 1

The students will learn how to make a hundred to subtract a three-digit number.

Chapter 7 Lesson 2

The students will subtract numbers in the hundreds.

Chapter 7 Lesson 3

The students will subtract 10 or 100 mentally.

Chapter7 Lesson 4

The students will regroup tens to subtract three-digit numbers.

Chapter 7 Lesson 5

The students will regroup hundreds to subtract three-digit numbers.

Chapter 7 Lesson 6

The students will subtract three digit numbers.

Chapter 7 Lesson 7

The students will rewrite horizontal three-digit subtraction as vertical three-digit subtraction.

Chapter 7 Lesson 8


Chapter 7 Lesson 9

The students will subtract from numbers ending in zero.

Chapter 8 Lesson 1

The students will learn how to count to find the value of pennies, nickels, and dimes.

Chapter 8 Lesson 2

The students will count to find the value of quarters.

Chapter 8 Lesson 3

The students will skip count and count on to determine the value of a group of coins.

Chapter 8 Lesson 4

The students will act if out to solve problems.

Chapter 8 Lesson 5

The students will use coins to make one dollar.

Frameworks and Common Core Standards

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.

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.NBT.9-Explain why addition and subtraction strategies work, using place value and the properties of operations.

2.MD.8-Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols

appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?

Unit Specific Vocabulary: penny, cent (¢), nickel, dime, quarter, dollar sign ($).


Pre Assessment









for each choice.














□ □




Song,

Poem, Current Event

Brainstorming Activity

Socratic Seminar Other_______________



Delivery Method (What I will say or

do)



Week Lessons

Days


Bank Questions





*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 1 Chapter 7 Lesson 1-3

Days 1-5 Remediation Day Included


*Take apart hundreds to subtract.

*Subtract hundreds.

*Mentally subtract 10 or 100.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 2 Chapter 7 Lessons 4-6



*Regroup tens.

*Regroup hundreds.

*Subtract three-digit numbers with

regrouping.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Rewrite three-digit subtraction.


Write a number sentence.

*Subtract across zeros.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Count pennies, nickels, and dimes.

*Count quarters.

*Count coins.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Problem solve using the strategy: Act

It Out.

*Count dollars.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 6 Days 26-30


*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Subject: Math

Estimated Length of

Unit: 5


Date:

Chapters 9 and 10

Grade: 2nd


“How can I record and analyze data?” “How do I use and tell time?”

Chapter Objectives

Chapter 9 Lesson 1

The students will learn to take a survey and organize data using tally marks.

Chapter 9 Lesson 2

The students will learn to make use data to create picture graphs.

Chapter 9 Lesson 3

The students will analyze data on picture graphs.

Chapter 9 Lesson 4

The students will make a bar graph to show data.

Chapter 9 Lesson 5

The students will learn to draw conclusion and answer questions based on bar graphs.

Chapter 9 Lesson 6

The students will learn to make table to solve problems.

Chapter 9 Lesson 7

The students will learn to use data to create line plots.

Chapter 9 Lesson 8

The students will learn to analyze the data contained in line plots.

Chapter 10 Lesson 1

The students will learn to read and write time to the nearest hour.

Chapter 10 Lesson 2

The students will learn to recognize time to the nearest half hour.

Chapter 10 Lesson 3

The students will learn to find a pattern to solve problems.

Chapter 10 Lesson 4

The students will learn to use a clock to tell time to the quarter hour.

Chapter 10 Lesson 5

The students will learn to skip count by fives to tell time.

Chapter 10 Lesson 6

The students will learn to use A.M. and P.M. when telling time.

Frameworks and Common Core State Standards

2.MD.7- Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

2.MD.9- Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by

making repeated measurements of the same object. Show the measurements by making a line plot, where the

horizontal scale is marked off in whole-number units.

2.MD.10- Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put- together, take-apart, and compare problems for using information presented in a bar

graph.

Unit Specific Vocabulary: data, survey, tally marks, picture graph, symbol, bar graph, line plot,

analog clock, hour hand, hour, digital clock, minute hand, minute, half hour, half past, quarter

hour, A.M., and P.M.


Pre Assessment









for each choice.














□ □




Song,

Poem, Current Event






do)



Week Lessons

Days


Bank Questions





*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Take a surevey.

*Make picture graphs.

*Analyze picture graphs.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Make bar graphs.

*Analyze bar graphs.


Make a Table.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 3 Chapter 9 Lesson 7-8 Chapter 10 Lesson 1



*Make line plots.

*Analyze line plots.

*Tell time to the hour.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Tell time to the half hour.

*Problem solve using the strategy: Find

a pattern.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric




*Tell time to the quarter hour.

*Tell time to five-minute intervals.

*Tell time using A.M. and P.M.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 6 Days 26-30


*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Subject: Math

Estimated Length of

Unit: 6


Date:

Chapters 11 and 12

Grade: 2nd


“How can I measure objects?” “How do I use shapes and equal parts?”

Chapter Objectives

Chapter 11 Lesson 1

The students will learn to use an inch ruler to measure objects.

Chapter 11 Lesson 2

The students will learn to measure objects to find the relationship between inch, foot, and yard.

Chapter 11 Lesson 3

The students will learn to choose the appropriate tool and measure length.

Chapter 11 Lesson 4

The students will measure to compare customary lengths.

Chapter 11 Lesson 5

The students will use measurement to relate inches, feet, and yards.

Chapter 11 Lesson 6

The students will use the logical reasoning strategy to solve problems.

Chapter 11 Lesson 7

The students will use a centimeter ruler to measure objects.

Chapter 11 Lesson 8

The students will measure objects to find the relationship between centimeters and meters.

Chapter 11 Lesson 9

The students will use measurement to compare metric length.

Chapter 11 Lesson 10

The students will use measurement to relate centimeters and meters.


The students will use a number line to measure.


The students will measure lengths to generate data.

Chapter 12 Lesson 1

The students will identify two-dimensional geometric shapes.

Chapter 12 Lesson 2

The students will recognize attributes (sides and angles) of shapes.

Chapter 12 Lesson 3

The students will draw a diagram to solve problems.

Chapter 12 Lesson 4

The students will identify three-dimensional geometric shapes.

Chapter 12 Lesson 5

The students will describe the faces, edges, and vertices of three dimensional shapes.

Chapter 12 Lesson 6

The students will discuss the relationship between shapes and solids.

Chapter 12 Lesson 7

The students will partition two-dimensional shapes into two, three, or four equal shares.

Chapter 12 Lesson 8

The students will determine the area of a rectangle.

Frameworks and Common Core State Standards 2.MD.1- Measure the length of an object by selecting and using appropriate tools such as rulers,

yardsticks, meter sticks, and measuring tapes.

2.MD.2- Measure the length of an object twice, using length units of different lengths for the two

measurements; describe how the two measurements relate to the size of the unit chosen.

2.MD.3- Estimate lengths using units of inches, feet, centimeters, and meters.

2.MD.4- Measure to determine how much longer one object is than another, expressing the length

difference in terms of a standard length unit.

2.MD.5- Use addition and subtraction within 100 to solve word problems involving lengths that are given

in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the

unknown number to represent the problem.

2.G.1- Recognize and draw shapes having specified attributes, such as a given number of angles or a

given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and

cubes (Note: 1.G.2 explores solid figures including cubes, right rectangular prisms, right circular cones,

and right circular cylinders. Second graders should also be comfortable with these figures.)

2.G.2- Partition a rectangle into rows and columns of same-size squares and count to find the total

number of them.

2.G.3- Partition circles and rectangles into two, three, or four equal shares, describe the shares using the

words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four

fourths. Recognize that equal shares of identical wholes need not have the same shape.

Unit Specific Vocabulary: two-dimensional shape, parallelogram, trapezoid, pentagon,

hexagon, side, angle, quadrilateral, three-dimensional shape, cube, sphere, cone, cylinder,

pyramid, rectangular prism, face, edge, vertex, halves, thirds, fourths, partition, half of, third of,

fourth of.


Pre Assessment






https://grade1commoncoremath.wikispaces.hcpss.org/1.G.2




for each choice.














□ □




Song,

Poem, Current Event






do)



Week Lessons

Days


Bank Questions





*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 1 Ch.11 Lesson 1-4

Days 1-5


*Measure using inches.

*Measure using feet and yards.

*Select and use customary tools.

*Compare customary lengths.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 6-10


*Relate inches, feet, and yards.


Logical Reasoning.

*Measure using centimeters and

meters.

*Measure using metric tools.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 11-15


*Compare metric length.

*Relate centimeters to meters.

*Measure on a number line.

*Measure using data.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 16-20


*Identify 2-D shapes.

*Identify sides and angles.


Draw a diagram.

*Identify 3-D shapes.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric


Days 21-25


*Relate faces, edges, and vertices.

*Relate shapes and solids.

*Identify and partition halves, thirds,

and fourths.

*Partition rectangle to find area.

*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

Week 6 Days 26-30


*TLI testing

*Diagnostic Testing


*Enrichment sheets

*Accelerated math



*Checklist/Rubric

ratcheting up the three r’s - amazon web services...2.nbt.2-count within 1000; skip-count by 5s,...

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