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2nd Grade Unit 4: / Number Pairs / Suggested Time Frame: / 5 days
TAKS Objectives: / 2 / TEKS: / 2.6A, 2.6B, 2.6C
Unit Overview
Students will generate paired numbers based on real-life situations and identify patterns to extend the list.
Enduring Understandings
  • Number pairs can be found in the real world.
  • Paired numbers can be extended.
  • In paired numbers, the numbers will change but the relationship will not.
/ Essential Questions
  • How can paired numbers be extended?
  • What is true about the relationship of paired numbers?
  • How can looking at the relationship of paired numbers help to make predictions and solve problems
/ Mathematics Skills/Process
2.12Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:
2.12Aidentify the mathematics in everyday situations;
2.12Bsolve problems with guidance, that incorporates the process of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
  • Use manipulatives to represent problem situations.
  • Encourage different ways to solve a problem.
  • Have students verbalize observations.
2.12Cselect or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem
  • Encourage different ways to solve a problem
2.12Duse tools such as real objects, manipulatives, and technology to solve problems.
2.13Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to:
2.13Aexplain and record observations using objects, words, pictures, numbers, and technology; and
2.13Brelate informal language to mathematical language and symbols.
2.14Underlying processes and mathematical tools. The student uses logical reasoning.
2.14AThe student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology.
(Ask: “How do you know that is the answer? If someone said they didn’t think it was right, how could you convince them?”)
Facts
  • Patterns can extend.
  • Repeating patterns can be used to solve problems.
/ Relationships and/or Connections that should emerge
  • Lists of paired numbers can be recognized, generated and extended based on real-life situations.

Products students will develop
  • Picture illustrating number patterns that are extending (example; wheels on a tricycle)
  • Blackline 1.18, 2’s Chart Record Sheet, MLC,pg.62

Language of Instruction
extended / extendido
pairs / pares
predictions / predicciones
relationship / relacion
table / tabla
Tools
Concrete objects to help count by 2’s, 3’s, 4’s, 5’s, and 10’s such as pairs of shoes, sides of a triangle, sides of a square, fingers on a glove, toes on two feet / Mathematical Connections to Literature
What Comes In 2’s, 3’s, and 4’s
by Suzanne Aker
How Many Feet In the Bed?
By Diane Johnson Hamm
Two of Everything
by Lilly Toy Hong
2nd Grade Unit 4: / Number Pairs / Suggested Time Frame: / 5 days
TAKS Objectives: / 2 / TEKS: / 2.6A, 2.6B, 2.6C
Unit Overview
Students will generate paired numbers based on real-life situations and identify patterns to extend the list.
Text Resources
Investigations
Coins, Coupons and Combinations,
MathLearningCenter
Vol. 1
Vol. 2
Silver Burdett Ginn
Motivation Math
Math Essentials
Vocabulary Adventure / Technology & Electronic Resources
Other (i.e., Speakers, Field Trips) / Method(s) of Assessment
Observation
Teacher Checkpoint:
  • Counting 20
  • Seven Peas and Carrots
  • Representations of How We Got to School
  • Survey representations
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
Constructed Response
  1. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
  1. Open-ended
  2. Essay
  3. Research Paper
  4. Log / Journal
  5. Story / Play / Poem
  6. Model / Map / Video
  7. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test
Collaborative Student Explorations
Look at the table. There are 4 pens in a package.

How many pens are in 2 packages? Mark the number that tells how many pens are in 2 packages.
  • 8
  • 6
  • 10

Second Grade Mathematics Unit 4 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Change

Unit Four: Number Pairs

Suggested 5 days

  • Generate paired numbers.
  • Identify patterns
  • Extend patterns

8/27/2007DRAFT 3