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2nd Grade Unit 3: Developing Place Value in Operations

Page history last edited by Gena Barnhill 10 months ago

 

2nd Grade Unit 3: Developing Place Value in Operations

Unit Driving Question

How does understanding place value aid in whole number operations?

 

Essential Questions

  1. What are the many ways to do amazing things with adding, subtracting, and multiplying?

  2. How can math be used in my world?

  3. What can I contribute to math?

  4. How do you know when an answer is reasonable?

 

Big Ideas

  1. There are a variety of strategies for adding and subtracting numbers.

  2. Real-world problems can have solutions based on addition and subtraction.

  3. There are a variety of ways to represent multiplication.

  4. Estimation is a strategy for solving problems.

 

Technology Resource

The following apps, websites, and smartboard lessons can be used throughout the unit, as needed, during small groups, lessons, to reinforce standards.  They are also useful for students who may need reinforcement, remediation, or differentiation.

 

Thinking Blocks Addition and Subtraction Students use the part-part-whole model to practice problem-solving using addition and subtraction.

Minus Mission Students increase fluency with subtraction facts.

Virtual Number Line

Virtual Base Ten Blocks

Addition Fluency Practice Students select a number to determine the missing addend.

Base Ten Recognition Students can practice identifying base ten blocks, matching it to the standard form.

Number Bonds 40  Practice addition fluency to 40.

Addition Fluency Practice with logic Students have to choose addends to make a target number.

Matherpiece Find the correct array!

Snappy Math - Multiplication with Arrays Learn to read an array and link the array with a multiplication and division equation.

Carl's Cookie Capers Build multiplication fluency with problem solving and models.

 

 

Launch Task

1 Lesson

  • Snap It- Students work cooperatively to form various number combinations of a given number. (youcubed.org) 

Big Ideas for Development Lessons

4 Weeks (approximately 1 week per big idea)

Big Idea 1: There are a variety of strategies for adding and subtracting numbers.

OAS-M: 2.N.2.12.N.2.22.N.2.4 

Collaborative Engagement 

 

  1. Strike it Out - Two students play a game involving adding, subtracting, and game strategies.

 

Key Resources 

 

  • Incredible Equations - Students connect quantities with a position on a number line, express numbers in standard, written, and expanded form, write story problems, and generate fact families.
  • Table Talk - from Balanced Mathematics Assessment, Harvard University Graduate School of Education, Cambridge MA. Students grapple with figuring out addition patterns on a table grid and extend those patterns.
  • Shares - from Balanced Mathematics Assessment, Harvard University Graduate School of Education, Cambridge MA. Students figure out different ways to decompose the number nine.
  • Postal Puzzles - from Balanced Mathematics Assessment, Harvard University Graduate School of Education, Cambridge MA. Students figure out different addition combinations given certain parameters.
  • Curious Subtraction-This task provides students an opportunity to practice two-digit subtraction with regrouping and to engage students in looking for and expressing regularity in repeated reasoning.

 

Big Idea Formative Assessment

 

    1. Formative assessment tasks- adapted from North Carolina Department of                      Instruction.

 

Evidence of Understanding

 

  • Explain how addition and subtraction are related

  • Apply the relationship between addition and subtraction

  • Demonstrate various strategies for adding and subtracting, such as counting up/down, part-part-whole, compensating, partial sums, etc.

Big Idea 2: Real-world problems can have solutions based on addition and subtraction.

OAS-M: 2.N.2.12.N.2.22.N.2.4, 2.N.2.5 

Collaborative Engagement 

 

  1. Got Milk? - adapted from Georgia Department of Education.

         Students use a picture to create a story problem involving addition and/or subtraction. 

  

Key Resources

  • Addition Strategies - adapted from Georgia Department of Education.
  • Students use mental math strategies and/or manipulatives to solve two-digit addition story problems. 
  • How Can you Win Every Prize at Chuck E. Cheese’s? - Students figure out different ways to decompose the number 450. 
  • Stolen Skittles- In this 3-act task, students use arrays to add and subtract within 100 to solve one and two-step problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions. 
  • March Madness - from Balanced Mathematics Assessment, Harvard University Graduate School of Education, Cambridge MA. Students use addition strategies to count the number of days in a sample month.

  

Big Idea Formative Assessment

  1. Length Word Problems- Students suggest a number sentence for each number story and compare their answers with other students. In part 1b, students should show, draw or explain their work to justify their thinking.

 

Evidence of Understanding

 

  • Determine which operation to use

  • Choose an efficient strategy for a given situation

  • Explain how to arrive at a solution

 

Big Idea 3: There are a variety of ways to represent multiplication.

OAS-M: 2.N.2.6

Collaborative Engagement

 

  1. Pepperoni Pizza - Students solve multiplication problems involving different combinations of two single digit numbers up to six to 6. 

 

Key Resources 

 

  • Rows of Oranges - A 3-act task features multiplication of oranges and orange slices.
  • The Napping House - Students use multiplication strategies to determine the number of feet in the story. (note: storybook may be checked out from your school's library.
  • Roll a Rectangle Array - Students draw different configurations of arrays and count the number of squares produced. An extension is to find arrays with the same number of squares, compare with other students, and write the multiplication number sentences.
  • Delayed Gratification - Students use strategies to determine which of two options to choose. 

 

Big Idea Formative Assessment

 

  1. Would You Rather…? - Students use strategies to determine which of two options to choose.

 

Evidence of Understanding

 

  • Design multiplication representations, such as repeated addition, arrays, ten frames, and rectangles

 

Big Idea 4: Estimation is a strategy for solving problems.

OAS-M: 2.N.2.3

Collaborative Engagement

 

     1. Menu Math - Students create a menu, estimate and add prices of purchases. 

 

Key Resources 

 

  • Whoppers in a Jar - Three act task on estimating the number of candies in a jar.
  • How Many Soda Combos- Students estimate the number of soda combinations from a soda machine.
  • Sum it up - Students estimate sums of two digit numbers and check their values using strategies of their choice. 

 

Big Idea Formative Assessment

 

  1. Luke’s estimation - Saving up to buy a new model boat

 

Evidence of Understanding

 

  • Estimate to find the solution of a problem

  • Recognize when to use an estimate

  • Use estimation to assess the reasonableness of solutions

 

 

Unit Closure

1 Week (includes time for probes, re-engagement, and assessment)

 

  1. Sticky Note Cabinet- 3-act task to determine the number of sticky notes to cover a large cabinet

 

 

 

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