1. Second Grade Notes Play games everyday! Games are suggested but use whatever you feel is appropriate No Numbers in excess of 1,000 Replace calculators, Frames and Arrows and Change Diagrams with Bar Modeling as appropriate If “Readiness” is included, do first Odd and even introduced this year Fractions has only been taught as partitioning shapes Do sections listed Unlisted items can be omitted Problem Solving activities not yet included- do at least one per week Additional slides are meant to focus on consistent models throughout grades- use as needed Common models focused on in great depth: – Number lines – Number Grids – Bar Models – 10 Frames – Pan Balance Equations

2. Understand Place Value 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.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:100 can be thought of as a bundle of ten tens — called a “hundred.” 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). Use Place Value Understanding and Knowledge of Operations to Add and Subtract 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.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. Grade 2 – Unit 1 Numbers and Routines Common Core Domain Focus: Numbers and Operations in Base 10

3. Lesson Readiness Activity (Use during game time) Mental Math And Reflexes, Math Message Part 1- All (only to 1,000) – Writing #’s in sequence – Pg #1 (no #6) Part 2- All- Do human line with slates – Put a # on a slate for each student, put themselves in order – Math Masters- pg. 2 make own- use #’s to 1000 *Use Complete the Number Line slide to model whole group, give additional practice with varied numbers and skip counting Lesson 1.1 Number Sequences

4. # of ____Total 1 2 3 4 5 6 7 8 9 10 11 12

5. What is a number line? Where do we see number lines? How do number lines help us?

7. Look at the beginning numbers. Use your knowledge of place value to fill in the rest of the numbers along the number line.

8. Lesson Readiness Activity – sorting coins Mental Math and Reflexes Part 1- all Part 2 – all Part 3 – Readiness (do in beginning) – Enrichment (whole group- same coins *If time allows Common Core Focus 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s 2.MD.8. Preparation For: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Lesson 1.2: Tools and Coins

9. Complete each number line below by skip counting from the beginning number 1 5 10 25

11. Common Core Focus 2.MD.7. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Lesson Mental math and reflexes Part 1- All but math message follow up – Concentrate on clocks, not calendars Part 2- All – Observe to assess who needs re-teaching of telling time *1 st grade focused on reading time to ½ hour *Teach in small groups telling time to 5 minutes Lesson 1.3 Calendars and Clocks

12. # of 5’sTotal 1 2 3 4 5 6 7 8 9 10 11 12

13. Common Core Focus 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.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. Lesson Mental Math and Reflexes Part 1- All – Use dominoes; do extra domino problems on slates – Mini-lesson: students should be ‘counting on’ from larger number Part 2- All – A # grid for 3-4 students – Find patterns- count up, count back – Compare to a # line Part 3- Play ‘Top It’- may need to use counters *Additional slides – Number Grid Slide- reinforce ‘counting on – Intro to bar modeling and pan balance- more slides available for further exploration – ***Bar Modeling Slides ( To support Domino Addition) Introduction to Bar Modeling- all examples are provided but don’t need to be used Lesson 1.4a: Basic Facts

14. Start Number Count On (+) End Number

15. Pan Balance Equations

16. Bar Modeling Number Model: _____________+_____________=_____________

17. Bar Modeling Number Model: _____________+_____________=_____________

18. Bar Modeling Number Model: _____________+_____________=_____________

19. Total Amount Unknown# Story The team had 8 runs. They scored 2 more. How many do they have in all? 8+2=r Amount Joined Unknown John has $2 in his piggy bank. He needs $10 to buy the new toy he wants. How much more does he need to save to have enough money? 2+x=10 Initial Amount Unknown Mary added 5 books to her library. Now she has 10 books in her library. How many books did she start with? X+5=10 r 82 10 2x 5

20. Total Amount UnknownPicture Amount Joined UnknownPicture Initial Amount UnknownPicture

21. Total Amount UnknownNumber Model Amount Joined UnknownNumber Model Initial Amount UnknownNumber Model

22. Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

23. Total Amount UnknownPicture Total Amount UnknownPicture Total Amount UnknownPicture

24. Total Amount UnknownNumber Model Total Amount UnknownNumber Model Total Amount UnknownNumber Model

25. Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

26. Amount Joined UnknownPicture Amount Joined UnknownPicture Amount Joined UnknownPicture

27. Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model

28. Amount Joined Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

29. Initial Amount UnknownPicture Initial Amount UnknownPicture Initial Amount UnknownPicture

30. Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model

31. Initial Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

32. Lesson Mental Math and Reflexes – (More Examples from Day 1) Domino Addition – focus on counting on from the larger number instead of counting all dots Play ‘Top It’ Or ‘Coin Top It’ (Enrichment) *Continue using Bar Modeling, Pan Balance Equations Common Core Focus 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.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. Lesson 1.4 : Basic Addition Facts Day 2

33. Lesson Play ‘Top It’ Mental Math and Reflexes Part 1 – All – use money to show place value as well Part 2- all: money exchange game Part 3 Small groups- readiness or enrichment based on need. Lesson 1.5: Counting by 1’s, 10’s and 100’s Common Core Focus 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

34. Complete each number line below by skip counting from the beginning number 1 5 10 100

35. Lesson Mental Math and Reflexes Part 1 – All but no math box #3 Part 2- Penny Plate: All-model how to draw diagrams- draw and play Part 3 – readiness with small groups ***Bar Modeling Slides ( To support Penny Plate) – Can introduce Subtraction Bar Modeling- all examples are provided but don’t need to be used Lesson 1.6: Basic Facts Common Core Focus 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.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers.

36. Bar Modeling Number Model: _____________-_____________=_____________

37. Amount Remaining Unknown # Story Suzie had $10. She spent $8 on lunch. How much money does she have left over? 10-8=x Amount Separated Unknown John had to read 10 books over the summer. He only has 2 left to read. How many books did he read? 10-x=8 Initial Amount Unknown Jim ate 5 cookies out of the box. He only has 5 left. How many were in the box? X-5=5 10 8x x8 x 55

38. Amount Remaining Unknown Picture Amount Separated Unknown Picture Initial Amount Unknown Picture

39. Amount Remaining Unknown Number Model Amount Separated Unknown Number Model Initial Amount Unknown Number Model

40. Amount Remaining Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

41. Initial Amount UnknownPicture Initial Amount UnknownPicture Initial Amount UnknownPicture

42. Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model

43. Initial Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

44. Amount Remaining Unknown Picture Amount Remaining Unknown Picture Amount Remaining Unknown Picture

45. Amount Remaining Unknown Number Model Amount Remaining Unknown Number Model Amount Remaining Unknown Number Model

46. Amount Remaining Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Remaining Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Remaining Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

47. Amount Separated Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

48. Lesson Mental Math and Reflexes Part 3- Do readiness 1 st with whole group Part 1-All – While making scrolls, may need to pull small groups to reteach even/odd – Use counters, draw circle to find even and odd – Part 2 –All Math Box- no #6 Common Core Focus 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.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers.

49. Adding 10’s Start # +10 +20 +30 +40 +50 +60 +70 +80 +90 Subtracting 10’s Start # -10 -20 -30 -40 -50 -60 -70 -80 -90

50. __________________________________ What’s the difference?

51. Lesson Mental Math and Reflexes 3- Readiness- Do first – Have students sit around grids and point, outline find patterns in small groups 2- All Writing- How is a number grid like a number line? How is it different? Common Core Focus 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.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900

52. Number Grids and Number Lines Alike Number LineNumber Grids

53. Lesson 1.8: Counting By 1’s and 10’s (2 Days- Day 2) Lesson Math Message – practice counting up and back by 10 from various numbers Play Number Grid Game Part 1 – finding patterns Enrichment Math Boxes – no #5 Common Core Focus 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.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900

54. Finding Patterns When add 1 to a number, you __________________________________ When you subtract1 from a number, you __________________________________ When you add 10 to a number, you __________________________________ When you subtract 10 to a number, you __________________________________

55. Lesson Mental Math and Reflexes Part 1- All – No calculators- students are given a number and asked to use manipulatives and write numbers in notebooks (name collections boxes..share with partners) – Determine if numbers are odd or even – Journal pg. 11 Part 2- all – Use money to solve problems Common Core Focus 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.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. 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. 1

56. Draw ItExpanded Form3 Addends

57. Equivalent NamesBar Model Starting Number

58. Lesson Mental Math and Reflexes – slate assess for place value Part 3- readiness only – Do first with everybody Part 2- all – Use manipulatives instead of calculators – Math Box- No #5 *Use previous slides as needed Common Core 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.. 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.

59. Complete each number line below by skip counting from the beginning number 2 5 10 25

60. Equivalent NamesBar Model Starting Number

62. Lesson Mental Math and Reflexes Part 3- readiness (do first): compare 1 type of object – 3+2 cubes weighs less than 6+4 cubes Math message Part 1- All – Writing: how is a pan balance like,= – Part 2- All (Top It) All math Boxes Homelink Common Core Focus 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.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.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers. Lesson 1.11: Comparing Numbers

69. Lesson Mental Math and Reflexes Centers – Exploration C – Addition Top It – Penny Plate Game – Math Boxes- No #5 Lesson 1.12- Basic Facts: Explorations Common Core 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.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.OA.2. Fluently add and subtract within 20 using mental strategies. 2 By end of Grade 2, know from memory all sums of two one-digit numbers.

71. Sorting Dominoes 123456789 101112131415161718

72. Day 1- All except #5 Day 2- Open response and or problem solving activity