Domain: Operations and Algebraic Thinking / Suggested time/duration: 60
Standard: MAFS.2.OA.1.1
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. / Learning Target(s):
- solve two-step word problems.
- model and represent solutions with equations for all the Common Addition and Subtraction Situations on page 5 of the Grade 2 Mathematics Curriculum Map.
- solve addition or subtraction real world problems with an unknown using drawings and equations.
Rigor: Applicationaerial / SMP(s): SMP1:Make sense of problems and persevere in solving them.
Materials/Resources:Application Cards, Writing in Math
Engage: Review the amounts of coins before you continue with the engage. Flocabulary Money: Allow students time to begin working through the following: If a pencil costs 59 cents and a sticker costs 20 cents less, what is the cost of buying both the pencil and the sticker?Explain:
- Teacher and Students will work together on the first three questions from the “Writing in Math” Packet: Gradual Release
- M: Math Facts
- A: AIMS Pocket Money Worksheet
- T: MobyMax
- H: Hands on manipulatives and activities
Elaborate: Discuss solutions and strategies for each of the 3 problems. Students debate about which strategies are most efficient for them.
Evaluate: Teacher observation during task.
Options for remediation/extension:Application Cards.
Unit: 3 / Week 26 Tuesday Feb. 14th Day 2
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.1.1
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. / Learning Target(s):
- solve two-step word problems.
- model and represent solutions with equations for all the Common Addition and Subtraction Situations on page 5 of the Grade 2 Mathematics Curriculum Map.
- solve addition or subtraction real world problems with an unknown using drawings and equations.
Rigor: FLEX DAY / SMP(s):
Materials/Resources: May have a mixed review or use tasks from Howard County (Howard County Task 1, Howard County Task 2, Howard County Task 3), or Volusia County Item Bank for assessment options
Engage:Show the CUBES strategy video:Explain:
- Students will take a summative assessment from the “Writing in Math” Packet. Questions 4-6. Worth 9pts.
Elaborate:Writing in Math Packet: Questions 4-6: 9pts
Evaluate: Writing in Math Packet: Questions 4-6: 9pts
Options for remediation/extension:
Unit: 3 / Week 26 Wednesday Feb. 15th 2017 Day 3
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- identify and name the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $50, $100).
- skip count to find the value of a group of like coins up to $1 (e.g., using nickels, dimes, or quarters).
- calculate the value of mixed coins up to $1 or mixed bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).
- use the dollar ($) and cents (¢) symbols appropriately.
Rigor: Conceptual Understanding / SMP(s): SMP2: Reason abstractly and quantitatively.
Materials/Resources: LearnZillion Unit 5 Lesson 1, bill and coin manipulatives, Coin Cut Outs, Bill Cut Outs, Exit Ticket,Coin Bridge Map Sample
Engage: Money Video:- Card 2 from LearnZillion Unit 5 Lesson 1 to review skill and efficiency of skip counting (5s, and 10s)
Explain:
- Card 3 from LearnZillion Unit 5 Lesson 1 to review skip counting and introduce task of determining what was in Maya’s piggy bank. Discuss what student notice and use questions from Teaching Notes section to discuss.
- Distribute collections of coins and bills to heterogeneous groups of students. Groups should work together to sort the coins according to type and share what they observe about the coins. Use Card 4 from LearnZillion Unit 5 Lesson 1 for this task.
- Have student groups share their observations of the coins from Maya’s piggy bank. Use the Topics for Discussion from the Teaching Notes on Card 5 to guide discussion of observations. Utilize manipulatives to model observations. Pay special attention to the difference between nickels and quarters, as these are often confused by students. It is not important to focus on the total amount in the piggy bank at this time. If students are ready, you can have them attempt to count the total amount of the coins. View Card 5 review observations and amounts of each coin.
- M: Math Facts
- A: AIMS Pocket Money Worksheet
- T: MobyMax
- H: Hands on manipulatives and activities
Elaborate: Card 6 and 7 to review names and amounts of coins. Provide students with a copy of the Exit Ticket for recording.
Evaluate: Teacher observation of group observations and discussion and student completion of Exit ticket and/or Coin Bridge Map.
Options for remediation/extension:Provide coin manipulatives for students to practice identifying characteristics – may do pencil rubbings to have pictures of coins. If students struggle with counting by 10s see Intervention lesson in Additional Materials tab in LearnZillion Unit 5 Lesson 1. May also display Card 8 Additional Practice and discuss solutions.
Unit: 3 / Week 26 Thursday Feb. 16th 2017 Day 4
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- identify and name the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $50, $100).
- skip count to find the value of a group of like coins up to $1 (e.g., using nickels, dimes, or quarters).
- calculate the value of mixed coins up to $1 or mixed bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).
- use the dollar ($) and cents (¢) symbols appropriately.
Rigor: Conceptual Understanding / SMP(s): SMP 1: Make sense of problems and persevere in solving them. SMP2: Reason abstractly and quantitatively SMP3. Construct viable arguments and critique the reasoning of others. SMP 4: Model with mathematics.
Materials/Resources: AIMS Pocket Money, dollar bill and coin manipulatives, AIMS student pages as included in lesson, Daily Math Practice Journal pg. 52 Wednesday. Prepare student collections of coin manipulatives as detailed in lesson Before You Begin.
- Engage: Follow teaching sequence from AIMS Pocket Money Do This #2-3.(Not necessary to create shirt pocket as detailed in #1, but may if you choose.)
Explain:
- Students will work with manipulatives to model collections of coins as detailed in teaching sequence from AIMS Pocket Money Do This #4 -8. (Instructions printed out.)
- M: Math Facts
- A: AIMS Pocket Money Worksheet
- T: MobyMax
- H: Hands on manipulatives and activities
Elaborate: Use Ask These questions from AIMS Pocket Money to review partner work.
Evaluate: Informal Assessment.
Options for remediation/extension:Money in a Flash Can from Lakeshore Hands-on Math Tool Kit
Unit: 3 / Week 26 Friday Feb. 17th 2017 Day 5
Domain: Measurement and Data / Suggested time/duration: 60 minutes
Standard: MAFS.2.MD.3.8
Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal groups situations. E.g., The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?
a. Identify the value of coins and paper currency.
b. Compute the value of any combination of coins within one dollar.
c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?).
d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar). / Learning Target(s):
- identify and name the value of coins (i.e., pennies, nickels, dimes, and quarters) and bills (e.g., $1, $5, $10, $20, $50, $100).
- skip count to find the value of a group of like coins up to $1 (e.g., using nickels, dimes, or quarters).
- calculate the value of mixed coins up to $1 or mixed bills up to $100 (e.g. If you have two dimes and 3 pennies, how many cents do you have?).
Rigor: Procedural Skill and Fluency / SMP(s): SMP 6: Attend to precision
Materials/Resources: LearnZillion Unit 5 Lesson 2, coin manipulatives collections for each student, dice or number cubes, Coin Race Game, Coin race assessment
Engage: Mr. R's Coin Song to review coin names and valuesExplain:
- Card 2 from LearnZillion Unit 5 Lesson 2 to introduce Coin Race Game and model how to make trades for coins with greater value.
- Students will take a formative assessment on the Values of Money: 5 pts
Elaborate: Card 4 and 5 from LearnZillion Unit 5 Lesson 2. Values of Money Formative Assessment: 5 pts
Evaluate: Values of Money Formative Assessment: 5 pts
Options for remediation/extension:See Additional Materials tab in LearnZillion Unit 5 Lesson 2 for lesson options for intervention and extensions.