Mathematics – Grade 2 Unit of Study: Fractions Third Grading Period – Weeks 1 – 2 (7 days) CURRICULUM OVERVIEW Big Idea Unit Rationale A fraction is a comparison of part to whole relationships. Students will be naming and Students should understand that: showing fractions using visual images, as well as objects, such as cubes or counters, to  Any whole can be divided into equal-sized parts in different ways. Equal-sized develop understanding about fractions. parts of a region have the same area but not necessarily the same shape.  A fraction describes the division of a whole (region, set) into equal parts. A unit fraction names on of the equal parts.  The bottom number in a fraction tells how many equal parts the whole is divided into. The top number tells how many equal parts are indicated.  Benchmark fractions can be used to estimate fractional amounts. Essential Questions: Guiding Questions: What does “equal parts” mean?  What is a fraction? √ √How do you identify equal and unequal parts?  Why do we need fractions? √How do you name one of a number of equal parts into which a shape has been divided? √How can a non-unit fraction be used to describe a part of a whole? √How can you use the numbers 0, ½, and 1 to estimate fractional parts of a whole? √How can you use a fraction to name a part of a set? √How can show fractions of a set? √How can you use objects to model and solve problems involving fractions of a group? TEKS TEKS Specificity - Intended Outcome 2.2 Number, operation, and quantitative reasoning. The student describes how fractions are used to name parts of whole objects or sets of objects. The student is ” I CAN” statements highlighted in yellow should be displayed for students. expected to: I can:

s  Determine whether a shape has been divided into equal or unequal parts t

p 2.2(A) use concrete models to represent and name fractional parts of a whole object (2.2A). e (with denominators of 12 or less);

c  Identify and show a unit fraction of a region (2.2A).

n 2.2(B) use concrete models to represent and name fractional parts of a set of objects  Identify and show any fraction of a region (2.2A). o (with denominators of 12 or less); and

C  Estimate the fraction for a given part of a region (2.2C). 2.2(C) use concrete models to determine if a fractional part of a whole is closer to 0, ½,  Identify fractions of a set of objects (2.2B). or 1.  Show fractions of a set of objects (2.2B).  Use objects to solve problems finding fractions of a group (2.2B). 2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in and s I can: l l

i outside of school.  Use counters to act out the actions in the problem (2.12D). k 2.12(D) use tools such as real objects, manipulatives, and technology to solve problems. S

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 1 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. 3. use objectstoshowfractionsofaset. 3. use aregion. andshowany fractionof 2. identify equalpartsofawhole.1. find them to: responsesthatwill require problems and/orgiveoral of thetime studentswill solvewritten At least80% each grade knowledgeidentified level. Standards. arePower grade All TAKS eligibleskillsas each and –© Period2010-11Grading Third SAISD Power Power Standards and detail to fulfill content area writing needs asmoreEnglishisacquired. areawriting needs and detailtofulfill content C5G of written text. enhance comprehension activitiesto andotherprereading topic-0relatedvocabulary illustrations, andpretaught C4D ELC3E PS instructionandinteractions. heardduringclassroom and academicvocabulary C2C attainment. and language concept andwriting activitiesthatbuild ways inspeaking and reusinigitinmeaningful C1E The student is expected to share information in cooperativelearninginteractions. toshareinformationin The studentisexpected byusing andacademic language tointernalize new basic The studentisexpected The student is expected to use prereading supports such as graphic organizers, supportssuchasgraphicorganizers, touseprereading The studentisexpected basic structures,expressions,and tolearnnew language The studentisexpected The student is expected to narrate, describe, and explain with increasing specificity explainwith increasing tonarrate,describe,and The studentisexpected represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at assessments at successfullyrequiredto masteredpass the must Standards beyond.Power be andhigh success skills in school represent need the and for knowledge essential students Evidence of Learning (SummativeAssessment)Learning Evidence of Mathematics GradeMathematics 2 I can:     Write about whatIknow. about Write mylearning. vocabularytosupport organizers andpre-taught Use graphic whatIknowwithmygroup. Share ofacademiclanguage. stemstosupportmyacquisition Use sentence Page Page 2 of of 38 Mathematics – Grade 2 Unit of Study: Fractions Third Grading Period – Weeks 1 – 2 (7 days) CURRICULUM OVERVIEW Essential Pre-requisite Skills Grade K  Share a whole by separating it into two equal parts (K.3A).  Explain why a given part is half of the whole (K.3B).  Use tools such as real objects, manipulatives, and technology to solve problems (K.13D). Grade 1  Separate a whole into two , three, or four equal parts and use appropriate language to describe the parts such as three out of four equal parts (1.2A)  Use appropriate language to describe part of a set such as three out of the eight crayons are red (1.2B).  Use tools such as real objects, manipulatives, and technology to solve problems (1.11D). The Teaching and Learning Plan Instructional Model & Teacher Directions Assessment for Learning Resources The teacher will… so students can…. Day 1: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (30 minutes) Step 2 Interactive Learning Interactive Math Story  enVision Math Topic 10 Fractions enVision Math digital path Topic 10-0 Story Fraction Yard Sale.  Lesson 10-1, pp. 295

Review What You Know: Topic 10 Additional Materials: Note: The purpose of this activity is to diagnose students’ readiness by assessing prerequisite content. Refer to Diagnosis and  Construction paper (2 sheets per pair) Intervention Guide on pp. 293 of Topic 10 to address individual student needs.  Paper for demonstration  Marker Step 2: Interactive Learning  Work mat lesson 10-1  Use Dinah Zike’s Four-Tab Notebook Foldable Activity for the vocabulary terms equal, halves and fourths.

 Have students record the vocabulary in their student journals.  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms.

 √Teachers will use one of Kagan’s Cooperative Learning Structures so students can fold paper to show 2 and 4 equal parts (2.2A). Step 3: Visual Learning and Practice (25 minutes) Step 3 Visual Learning and Practice  enVision Math Topic 10 Fractions  Show students the Visual Learning Bridge.  Lesson 10-1, pp. 296-298  Complete the Guided and Independent practice sections. Additional Resources:  Visual Learning Animation CD  www.pearsonsuccessnet.com

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 3 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  e-Tools CD  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can demonstrate halves, thirds, fourths using pictorial models (2.2A).  NOTE: Introduce students to the words that describe the equal parts: two parts is halves, three is thirds, four is fourths, etc. Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (20 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-1, pp. 298B  The teacher will use flexible grouping so students can demonstrate halves, thirds, fourths using pictorial models in a variety of  Teacher Resource Masters Topic 10 workstations (2.2A) What do you do for students who are struggling?  Sorting Fractions? (Teacher led small group activity), pp. 296B What do you do for students who master the learning quickly?  Try Together (Independent work station), pp. 296B Assessment  Conclude today’s lesson by completing Quick Check Master 10-1. Students should complete all 5 problems.

Leveled Homework: Re-teach, pp. 28 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-1 or pp. 29 of Teacher Resource Masters Topic 10 Enrichment, pp. 30 of Teacher Resource Masters Topic 10 Day 2: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2 Interactive Learning  enVision Math Topic 10 Fractions  Use the vocabulary notebook or journal strategy to define the vocabulary term fraction.  Lesson 10-2, pp. 299

 Have students record the vocabulary in their student journals. Additional Materials:  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms.  Pattern blocks (1 yellow, 5 red, 5 lue, and 10 green).  Work mat lesson 10-2  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use pattern blocks to identify and show unit fractions of a region (2.2A). Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  enVision Math Topic 10 Fractions  Show students the Visual Learning Bridge.  Lesson 10-2, pp. 300-302  Complete the Guided and Independent practice sections. Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify parts in a whole, parts shaded,  Visual Learning Animation CD  www.pearsonsuccessnet.com and how to record the information numerically as a fraction using the TAKS Problem Solving section (2.2A).  e-Tools CD

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 4 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (25 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-2, pp. 302B  The teacher will use flexible grouping so students can identify parts in a whole, parts shaded, and how to record the information  Teacher Resource Masters Topic 10 numerically as a fraction in a variety of workstations (2.2A) What do you do for students who are struggling?  Naming the Parts? (Teacher led small group activity), pp. 302B What do you do for students who master the learning quickly?  Try Together (Independent work station), pp. 302B Assessment  Conclude today’s lesson by completing Quick Check Master 10-2. Students should complete all 7 problems.

Leveled Homework: Re-teach, pp. 34 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-2 or pp. 35 of Teacher Resource Masters Topic 10 Enrichment, pp. 36 of Teacher Resource Masters Topic 10 Day 3: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2 Interactive Learning  enVision Math Topic 10 Fractions  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use pattern blocks to show and name  Lesson 10-3, pp. 303 non-unit fractions of a region (2.2A). Additional Materials:  Pattern blocks (1 yellow and 6 green).  Work mat lesson 10-3 Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  Show students the Visual Learning Bridge.  enVision Math Topic 10 Fractions  Complete the Guided and Independent practice sections.  Lesson 10-3, pp. 304-306

Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify the equal parts in a whole and  Visual Learning Animation CD the equal parts shaded in pictorial models using the TAKS Problem Solving section. They will also record the information  www.pearsonsuccessnet.com numerically as a fraction (2.2A).  e-Tools CD Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (25 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-3, pp. 306B  The teacher will use flexible grouping so students can identify the equal parts in a whole and the equal parts shaded in pictorial  Teacher Resource Masters Topic 10 models in a variety of workstations (2.2A) What do you do for students who are struggling?  Matching Fractions? (Teacher led small group activity), pp. 306B What do you do for students who master the learning quickly?  Play a Game (Independent work station), pp. 306B

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 5 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Assessment  Conclude today’s lesson by completing Quick Check Master 10-3. Students should complete all 7 problems.

Leveled Homework: Re-teach, pp. 40 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-3 or pp. 41 of Teacher Resource Masters Topic 10 Enrichment, pp. 42 of Teacher Resource Masters Topic 10 Day 4: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2 Interactive Learning  enVision Math Topic 10 Fractions  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use the benchmark 0, 1/2, and 1 to  Lesson 10-4, pp. 307 estimate fractional parts of a whole (2.2C). Additional Materials:  Paper clip (1 per pair).  Work mat lesson 10-4 Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  enVision Math Topic 10 Fractions  Show students the Visual Learning Bridge.  Lesson 10-4, pp. 308-310  Complete the Guided and Independent practice sections. Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use the benchmark 0, 1/2, and 1 to  Visual Learning Animation CD  www.pearsonsuccessnet.com estimate fractional parts of a whole with pictorial models using the TAKS Problem Solving section (2.2C).  e-Tools CD Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (25 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-4, pp. 310B  The teacher will use flexible grouping so students can use the benchmark 0, 1/2, and 1 to estimate fractional parts of a whole with  Teacher Resource Masters Topic 10 pictorial models in a variety of workstations (2.2C) What do you do for students who are struggling?  Closer to . . . ? (Teacher led small group activity), pp. 310B What do you do for students who master the learning quickly?  Look and See (Independent work station), pp. 310B Assessment  Conclude today’s lesson by completing Quick Check Master 10-4. Students should complete all 7 problems.

Leveled Homework: Re-teach, pp. 46 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-4 or pp. 47 of Teacher Resource Masters Topic 10 Enrichment, pp. 48 of Teacher Resource Masters Topic 10

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 6 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Day 5: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2 Interactive Learning  enVision Math Topic 10 Fractions  Use the vocabulary notebook or journal strategy to define the vocabulary term set.  Lesson 10-5, pp. 311

 Have students record the vocabulary in their student journals. Additional Materials:  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms.  Counters (8 per pair)  Crayons (4 colors, 1 each per pair)  Work mat lesson 10-5  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use fractions to name parts of a set (2.2B).  NOTE: Students should realize the difference between yesterday’s lesson and today. Up to this point the fractions have been describing parts of a whole (how much of the rectangle is shaded in). Today’s lesson has fractions describing discrete models, or models within a set. The set is now the whole, but it is not self-contained item (ie. a pattern block). Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  Show students the Visual Learning Bridge.  enVision Math Topic 10 Fractions  Complete the Guided and Independent practice sections.  Lesson 10-5, pp. 312-314

Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use fractions to name parts of a set  Visual Learning Animation CD using the TAKS Problem Solving section (2.2B).  www.pearsonsuccessnet.com  e-Tools CD Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (20 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-5, pp. 314B  The teacher will use flexible grouping so students can use fractions to name parts of a set in a variety of workstations (2.2B)  Teacher Resource Masters Topic 10 What do you do for students who are struggling?  Fraction Action (Teacher led small group activity), pp. 314B What do you do for students who master the learning quickly?  Look and See (Independent work station), pp. 314B Assessment  Conclude today’s lesson by completing Quick Check Master 10-5. Students should complete all 5 problems.

Leveled Homework: Re-teach, pp. 52 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-5 or pp. 53 of Teacher Resource Masters Topic 10 Enrichment, pp. 54 of Teacher Resource Masters Topic 10 Day 6: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 7 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2 Interactive Learning  enVision Math Topic 10 Fractions  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can show fractions of a set using counters  Lesson 10-6, pp. 315 (2.2B). Additional Materials:  NOTE: Students should realize the difference between yesterday’s lesson and day 4. Up to this point the fractions have been  Number cards 0-11 (teaching tool 8) (1 per describing parts of a whole (how much of the rectangle is shaded in). Today’s lesson has fractions describing discrete models, or pair) models within a set. The set is now the whole, but it is not self-contained item (ie. a pattern block).  Counters (15 per pair)  Work mat lesson 10-6 Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  enVision Math Topic 10 Fractions  Show students the Visual Learning Bridge.  Lesson 10-6, pp. 316-318  Complete the Guided and Independent practice sections. Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can show fractions of a set using pictorial  Visual Learning Animation CD  www.pearsonsuccessnet.com models using the TAKS Problem Solving section (2.2B).  e-Tools CD Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (25 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-6, pp. 318B  The teacher will use flexible grouping so students can show fractions of a set using pictorial models in a variety of workstations  Teacher Resource Masters Topic 10 (2.2B) What do you do for students who are struggling?  Modeling Fractions (Teacher led small group activity), pp. 318B What do you do for students who master the learning quickly?  Look and See (Independent work station), pp. 318B Assessment  Conclude today’s lesson by completing Quick Check Master 10-5. Students should complete all 4 problems.

Leveled Homework: Re-teach, pp. 58 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-6 or pp. 59 of Teacher Resource Masters Topic 10 Enrichment, pp. 60 of Teacher Resource Masters Topic 10 Day 7: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2 Interactive Learning  Teacher will model how to use objects to solve problems for item #1 on student work-mat 10-7.  enVision Math Topic 10 Fractions

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 8 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Lesson 10-7, pp. 319  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use objects to model and solve Additional Materials: problems involving fractions of a group (2.2B and 2.12D).  Counters (12 per pair)  Work mat lesson 10-6 Step 3: Visual Learning and Practice (35 minutes) Step 3 Visual Learning and Practice  Show students the Visual Learning Bridge.  enVision Math Topic 10 Fractions  Complete the Guided practice sections.  Lesson 10-7, pp. 320-322

 √Teachers will have students work independently on items 3 and 4 so students can use objects to model and solve problems Additional Resources: involving fractions of a group (2.2B).  Visual Learning Animation CD  NOTE: If technology is available in to form of a LCD projector and computer access, conduct a whole class lesson on the Going  www.pearsonsuccessnet.com Digital section. Use the e-tools CD ROM to model the use of fractions electronically for students (2.2A and 2.2B)  e-Tools CD Step 4 Differentiate/Assessment Step 4: Differentiation/Assessment (25 minutes)  enVision Math Topic 10 Fractions Differentiation:  Lesson 10-7, pp. 322B  The teacher will use flexible grouping so students can use objects to model and solve problems involving fractions of a group in a  Teacher Resource Masters Topic 10 variety of workstations (2.2B) What do you do for students who are struggling?  Find a Fraction to Flip (Teacher led small group activity), pp. 322B What do you do for students who master the learning quickly?  Try Together (Independent work station), pp. 322B Assessment  Conclude today’s lesson by completing Quick Check Master 10-6. Students should complete all 3 problems.

Leveled Homework: Re-teach, pp. 64 of Teacher Resource Masters Topic 10 Practice – Interactive Homework Workbook 10-7 or pp. 65 of Teacher Resource Masters Topic 10 Enrichment, pp. 66 of Teacher Resource Masters Topic 10 Note: Vocabulary Cards New Vocabulary Verbs Review Vocabulary New Vocabulary: Verbs (Spanish) can be used during  Equal  Represent (Spanish):  Igual  Representar instruction accompanied  Unequal  Name  Parte  Desigual  Nombrar by manipulatives as well  Halves  Use  Todo  Mitades  Utilice as used as a homework  Thirds  Determine  Tercio  Determinar extension.  Fourths  Solve  Cuarto  Resuelva Review Vocabulary  Fraction  Fracción  Part  Set  Conjunto  Whole

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 9 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Evidence of Learning (Summative Assessment) FMA/Benchmarks 5th Grade Readiness

January 2008 FMA

5th Grade TAKS Mathematics Test 2006, TEKS 5.2A January 2008 FMA

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 10 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 2 Unit of Study: Place Value Third Grading Period – Weeks 2 – 4 (11 days) CURRICULUM OVERVIEW Big Idea Unit Rationale Numbers between 100 and 999 will be explored. Numbers will be worked on in standard, Students should understand that: expanded, and written form. Addition and subtraction with numbers using multiples of 10 and  Our base-ten numeration system is based on groupings of ten. 100 will be worked on using mental math and pictorial models to demonstrate the sum or  Each position has a value that is 10 times greater than the one on the left. difference. Finally, patterns in the base ten number system will be identified using 100 charts  Numbers can be shown in standard, expanded form, and word form.  Breaking apart numbers into base-ten representation emphasizes place-value concepts and encourages flexibility in thinking about number values.  Skip counting can either create a pattern or reveal a pattern.  100s charts can be used to reveal a pattern.  When comparing large numbers always start with the left most place value and work your way to the right.  When comparing two numbers that are not equal, two statements are possible. One is a less than statement where the lesser number is stated first. One is a greater than statement where the greater number is stated first. Essential Questions Guiding Questions How can you show a number using hundreds, tens, and ones models? Why is place value important? √ √How do the digits of a three digit number show the value of the number? How is place value used? √How does a three digit number change when it is increased or decreased by a multiple of 10 or 100? √How can you use place value to find and describe patterns? √How does understanding place value help you compare three digit numbers? √How do you identify the three-digit number that is one before, one after, or is between a given three-digit number? √How can finding number patterns help solve problems? TEKS TEKS Specificity – Intended Outcome s

t 2.1 Number, operation, and quantitative reasoning. The student understands how

p place value is used to represent whole numbers. The student is expected to: ” I CAN” statements highlighted in yellow should be displayed for students. e

c I can: n (A) use concrete models of hundreds, tens, and ones to represent a given whole  Use concrete models of hundreds, tens, and ones to represent a whole number o number (up to 999) in various ways;

C (2.1A). (B) use place value to read, write, and describe the value of whole numbers to 999;  Use place value to read, write, and describe the value of whole numbers (2.1B). and  Use place value to compare and order whole numbers using the symbols of greater than (>), less than (<) and equal to (=) (2.1C). (C) use place value to compare and order whole numbers to 999 and record the  Model, create, and describe multiplication problems where equal sets of concrete comparisons using numbers and symbols (<, =, >). models are joined together (2.4A).  Find patterns in numbers using a 100s chart (2.5A)  Use patterns in place value to compare and order whole numbers (2.5B).

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 11 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Identify, describe, and extend repeating and additive patterns to make predictions 2.5 Patterns, relationships, and algebraic thinking. The student uses patterns in and solve problems (2.6C) numbers and operations. The student is expected to:

(A) find patterns in numbers such as in a 100s chart;

(B) use patterns in place value to compare and order whole numbers through 999; and 2.6 Patterns, relationships, and algebraic thinking. The student uses patterns to describe relationships and make predictions. The student is expected to:

(C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems.

2.12 Underlying processes and mathematical tools. The student applies Grade 2 I can: mathematics to solve problems connected to everyday experiences and activities in and  Solve problems using a problem-solving process (2.12B). outside of school. The student is expected to:  Select or develop an appropriate problem-solving strategy to solve a problem (2.12C) s

l (B) solve problems with guidance that incorporates the processes of understanding the l i problem, making a plan, carrying out the plan, and evaluating the solution for k

S reasonableness; (C) select 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. C1E The student is expected to internalize new basic and academic language by using I can: and reusinig it in meaningful ways in speaking and writing activities that build concept and  Use sentence stems to support my acquisition of academic language. language attainment.  Share what I know with my group.  Use graphic organizers and pre-taught vocabulary to support my learning. C2C The student is expected to learn new language structures, expressions, and basic  Write about what I know. and academic vocabulary heard during classroom instruction and interactions. S

P C3E The student is expected to share information in cooperative learning interactions. L E C4D The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-0related vocabulary and other prereading activities to enhance comprehension of written text.

C5G The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Evidence of Learning (Summative Assessment) At least 80% of the time students will solve written problems and/or give oral responses that will require them to : 1. Use hundreds, tens, and ones to represent a whole number (2.1A). 2. Use place value to read, write, and describe the value of whole numbers (2.1B). 3. Use place value to compare and order whole numbers using the symbols of greater than (>), less than (<) and equal to (=) (2.1C). 4. Create and describe multiplication problems where equal sets of concrete models are joined together (2.4A). 5. Find patterns in numbers using a 100s chart (2.5A) 6. Use patterns in place value to compare and order whole numbers (2.5B). 7. Identify, describe, and extend repeating and additive patterns to make predictions and solve problems (2.6C)

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 12 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 2 Unit of Study: Place Value Third Grading Period – Weeks 2 – 4 (11 days) CURRICULUM GUIDE Essential Pre-requisite Skills Grade K  Use one-to-one correspondence and language such as more than, same number as, or two less than to describe relative sizes of sets of concrete objects (K.1A)  Use sets of concrete objects to represent quantities given in verbal or written form (through 20) (K.1B)  Use numbers to describe how many objects are in a set (through 20) using verbal and symbolic descriptions (K.1C)  Use language such as before or after to describe relative positioning a sequence of events or objects (K.2A)  Name the ordinal positions in a sequence such as first, second, third, etc. (K.2B)  Model and create addition and subtraction problems in real situations with concrete objects (K.4)  Use patterns to predict what comes next, including cause-and-effect relationships (K.6A)  Count by ones to 100 (K.6B) Grade 1  Compare and order whole numbers up to 99 (less than, greater then, or equal to) using sets of concrete objects and pictorial models (1.1A)  Create sets of tens and ones using concrete objects to describe, compare and order whole numbers (1.1B)  Read and write numbers to 99 to s=describe sets of concrete objects (1.1D)  Use patterns to skip count by twos, fives, and tens (1.5A)  Find patterns in numbers, including odd and even (1.5B)  Compare and order whole numbers using place value (1.5C)  Use patterns to develop strategies to solve basic addition and basic subtraction problems (1.5D) The Teaching and Learning Plan Instructional Model & Teacher Directions Resources The teacher will… Day 8: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (25 minutes) Topic Opener Interactive Math Story  Digital Path is located at enVision Math digital path Topic 11-0 Story Hundreds of Windows. www.pearsonsuccessnet.com

Review What You Know: Topic 11 Review What You Know Note: The purpose of this activity is to diagnose students’ readiness by assessing prerequisite content. Refer to Diagnosis and  enVision Math Topic 11 Place Value: Intervention Guide on pp. 325 of Topic 11 to address individual student needs. Numbers to 999, pp. 325

Math and Literature: Shark Swimathon Math and Literature: Shark Swimathon

 Use the vocabulary notebook or journal strategy to define the vocabulary term hundreds. Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  Have students record the vocabulary in their student journals. Numbers to 999  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms.  Lesson 11-1, pp. 327

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 13 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Materials:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use place-value models to represent  Place-Value Mat (teaching tool 7)  Number cube numbers to 999 (2.1A).  Hundreds flats (6 per pair)  Guided question: How can you show a number using hundreds, tens, and ones models?  Tens rod (10 per pair)  Unit cubes (10 per pair)  Work math Lesson 11-1 Step 3: Visual Learning and Practice (30 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 11 Place Value:  Show students the Visual Learning Bridge. Numbers to 999  Complete the Guided and Independent practice sections.  Lesson 11-1, pp. 328-330 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use place-value models and a place value  Visual Learning Animation CD  www.pearsonsuccessnet.com chart to represent numbers to 999 from the TAKS problem solving section (2.1A).  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can use place-value models and a place value chart to represent numbers to 999 in  Lesson 11-1, pp. 330B a variety of workstations (2.1A).  Teacher Resource Masters Topic 11 What do you do for students who are struggling?  Home game, Tens and Ones, pp. 326.  Race to 100, pp. 330B What do you do for students who master the learning quickly?  Play a Game, pp. 330B Assessment Conclude today’s lesson by completing Quick Check Master 11-1. Students should complete all 5 problems.

Homework Home School Connection, pp. 326. Leveled Homework: Re-teach, pp. 24 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-1 on pp. 25 of Teacher Resource Masters Topic 11 Enrichment, pp. 26 of Teacher Resource Masters Topic 11 Day 9: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  Use the vocabulary notebook or journal strategy to define the vocabulary terms standard form and expanded form. Numbers to 999  Lesson 11-2, pp. 331  Have students record the vocabulary in their student journals.  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. Materials:  Teachers model and demonstrate how to record three digit numbers in expanded form, standard form, and number word form (2.1B)  Place-Value Mat (teaching tool 7)  Number cube

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 14 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.  Hundreds flats (6 per pair)  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify and record three-digit numbers in  Tens rod (10 per pair) expanded form, standard form, and number word form (2.1B).  Unit cubes (10 per pair)  Guided question: How do the digits of a three-digit number show the value of the number?  Work math Lesson 11-2 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 11 Place Value:  Show students the Visual Learning Bridge. Numbers to 999  Complete the Guided and Independent practice sections.  Lesson 11-2, pp. 332-334 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify and record three-digit numbers in  Visual Learning Animation CD  www.pearsonsuccessnet.com expanded form, standard form, and number word form from the TAKS problem solving section (2.1B).  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can identify and record three-digit numbers in expanded form, standard form, and  Lesson 11-2, pp. 334B number word in a variety of workstations (2.1B). Teacher Resource Masters Topic 11 What do you do for students who are struggling?  Three for Three!, pp. 334B What do you do for students who master the learning quickly?  Try Together, pp. 334B Assessment Conclude today’s lesson by completing Quick Check Master 11-2. Students should complete all 7 problems.

Homework Leveled Homework: Re-teach, pp. 30 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-2 on pp. 31 of Teacher Resource Masters Topic 11 Enrichment, pp. 32 of Teacher Resource Masters Topic 11 Day 10: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use models, drawings, or mental math to Numbers to 999  Lesson 11-3, pp. 335 find 10 more, 10 less, 100more, and 100 less than a three-digit number (2.1B)  Guided question: How does a three-digit number change when it is increased or decreased by a multiple of 10 or 100? Materials:  Number cube  Hundreds flats (6 per pair)  Tens rod (10 per pair)  Unit cubes (10 per pair)  Work math Lesson 11-3

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 15 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 11 Place Value:  Show students the Visual Learning Bridge. Numbers to 999  Complete the Guided and Independent practice sections.  Lesson 11-3, pp. 336-338 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use models, drawings, or mental math to  Visual Learning Animation CD  www.pearsonsuccessnet.com find 10 more, 10 less, 100more, and 100 less than a three-digit number from the TAKS problem solving section (2.1B).  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (25 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can use models, drawings, or mental math to find 10 more, 10 less, 100more, and  Lesson 11-3, pp. 338B 100 less than a three-digit number in a variety of workstations (2.1B). Teacher Resource Masters Topic 11 What do you do for students who are struggling?  Making Models, pp. 338B What do you do for students who master the learning quickly?  Try Together, pp. 338B Assessment Conclude today’s lesson by completing Quick Check Master 11-3. Students should complete all 5 problems.

Homework Leveled Homework: Re-teach, pp. 36 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-3 on pp. 37 of Teacher Resource Masters Topic 11 Enrichment, pp. 38 of Teacher Resource Masters Topic 11 Day 11: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify patterns of numbers increasing Numbers to 999  Lesson 11-4, pp. 339 by ones, tens, and hundreds(2.1B)  Guided question: How does a three-digit number change when it is increased or decreased by a multiple of 10 or 100? Materials:  Work math Lesson 11-4 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  Show students the Visual Learning Bridge.  enVision Math Topic 11 Place Value:  Complete the Guided and Independent practice sections. Numbers to 999  Lesson 11-4, pp. 340-342 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can identify patterns of numbers increasing  Visual Learning Animation CD by ones, tens, and hundreds from the TAKS problem solving section (2.1B).  www.pearsonsuccessnet.com  e-Tools CD  math journal SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 16 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Step 4: Differentiate/Assessment Step 4: Assessment (25 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can identify patterns of numbers increasing by ones, tens, and hundreds in a  Lesson 11-4, pp. 342B variety of workstations (2.1B). Teacher Resource Masters Topic 11 What do you do for students who are struggling?  Look for a Pattern, pp. 342B What do you do for students who master the learning quickly?  Listen and Learn, pp. 342B Assessment Conclude today’s lesson by completing Quick Check Master 11-4. Students should complete all 5 problems.

Homework Leveled Homework: Re-teach, pp. 42 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-4 on pp. 43 of Teacher Resource Masters Topic 11 Enrichment, pp. 44 of Teacher Resource Masters Topic 11 Day 12: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  Use the vocabulary notebook or journal strategy to define the vocabulary terms increase and decrease. Numbers to 999  Lesson 11-5, pp. 343  Have students record the vocabulary in their student journals.  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. Materials:  Paper clips  Work math Lesson 11-5  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can create patterns of numbers increasing or decreasing by ones, tens, and hundreds (2.5B)  Guided question: How can place value differences be used to find number patterns? Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  Show students the Visual Learning Bridge.  enVision Math Topic 11 Place Value:  Complete the Guided and Independent practice sections. Numbers to 999  Lesson 11-5, pp. 344-346 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can create patterns of numbers increasing or  Visual Learning Animation CD decreasing by ones, tens, and hundreds from the TAKS problem solving section (2.5B).  www.pearsonsuccessnet.com  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can create patterns of numbers increasing or decreasing by ones, tens, and  Lesson 11-5, pp. 346B hundreds in a variety of workstations (2.5B). Teacher Resource Masters Topic 11

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 17 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. What do you do for students who are struggling?  Finding Patterns, pp. 346B What do you do for students who master the learning quickly?  Try Together, pp. 346B Assessment Conclude today’s lesson by completing Quick Check Master 11-5. Students should complete all 7 problems.

Homework Leveled Homework: Re-teach, pp. 48 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-5 on pp. 49 of Teacher Resource Masters Topic 11 Enrichment, pp. 50 of Teacher Resource Masters Topic 11 Day 13: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2: Interactive Learning  enVision Math Topic 11 Place Value:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can complete number patterns by adding to Numbers to 999  Lesson 11-6, pp. 347 or subtracting from a starting number following a pattern rule (2.1B, 2.5B,and 2.12C)  Guided question: How can adding or subtracting the same amount over and over form number patterns? Materials:  Index cards labeled +10, -10, +100, -100 (1 set per pair)  Work math Lesson 11-6 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 11 Place Value:  Show students the Visual Learning Bridge. Numbers to 999  Complete the Guided practice sections.  Lesson 11-6, pp. 348-350 Additional Resources: Teachers will have students work independently on items 3 and 4 so students can complete number patterns by adding to or  √  Visual Learning Animation CD subtracting from a starting number following a pattern rule (2.1B, 2.5B,and 2.12C)  www.pearsonsuccessnet.com  NOTE: If technology is available in to form of a LCD projector and computer access, conduct a whole class lesson on the Going  e-Tools CD Digital section. Use the e-tools CD ROM to model the use of fractions electronically for students (2.1B, 2.5B, and 2.12C).  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 11 Place Value: Differentiation: Numbers to 999  The teacher will use flexible grouping so students can create patterns of numbers increasing or decreasing by ones, tens, and  Lesson 11-6, pp. 350B hundreds in a variety of workstations (2.1B, 2.5B, and 2.12C). Teacher Resource Masters Topic 11 What do you do for students who are struggling?  Popcorn Sales, pp. 350B What do you do for students who master the learning quickly?  Look and See, pp. 350B Assessment Conclude today’s lesson by completing Quick Check Master 11-6. Students should complete all 3 problems.

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 18 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Homework Leveled Homework: Re-teach, pp. 54 of Teacher Resource Masters Topic 11 Practice- Interactive Homework Workbook 11-6 on pp. 55 of Teacher Resource Masters Topic 11 Enrichment, pp. 56 of Teacher Resource Masters Topic 11 Day 14: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Topic Opener Interactive Math Story  Digital Path is located at enVision Math digital path Topic 12-0 Story What is the Order? www.pearsonsuccessnet.com

Review What You Know: Topic 12 Review What You Know Note: The purpose of this activity is to diagnose students’ readiness by assessing prerequisite content. Refer to Diagnosis and  enVision Math Topic 12 Using Place Intervention Guide on pp. 353 of Topic 12 to address individual student needs. Value to Compare and Order Numbers to 999, pp. 353

 Use the vocabulary notebook or journal strategy to define the vocabulary terms compare, greater than (>), and less than (<). Step 2: Interactive Learning  enVision Math Topic 12 Using Place  Have students record the vocabulary in their student journals. Value to Compare and Order Numbers  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. to 999  Lesson 12-1, pp. 355  Teachers will use one of Kagan’s Cooperative Learning Structures so students can compare 2 three-digit numbers (2.1C). √ Materials:  Guided question: How does understanding place value help you compare three-digit numbers?  Hundreds flats (6 per pair)  Tens rod (10 per pair)  Unit cubes (10 per pair)  Work math Lesson 12-1 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 12 Using Place  Show students the Visual Learning Bridge. Value to Compare and Order Numbers  Complete the Guided and Independent practice sections. to 999  Lesson 12-1, pp. 356-358 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can compare 2 three-digit numbers using the  Visual Learning Animation CD less than and greater than symbols from the TAKS problem solving section (2.1C).  www.pearsonsuccessnet.com  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 12 Using Place Differentiation: Value to Compare and Order Numbers to  The teacher will use flexible grouping so students can compare 2 three-digit numbers using the less than and greater than symbols 999 in a variety of workstations (2.1C).  Lesson 12-1, pp. 358B What do you do for students who are struggling?  Teacher Resource Masters Topic 12  What’s Your Sign?, pp. 358B SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 19 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. What do you do for students who master the learning quickly?  Home game, Compare 2 Numbers, pp.  Listen and Learn, pp. 358B 354. Assessment Conclude today’s lesson by completing Quick Check Master 12-1. Students should complete all 7 problems.

Homework Home School Connection, pp. 354. Leveled Homework: Re-teach, pp. 18 of Teacher Resource Masters Topic 12 Practice- Interactive Homework Workbook 12-1 on pp. 19 of Teacher Resource Masters Topic 12 Enrichment, pp. 20 of Teacher Resource Masters Topic 12 Day 15: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2: Interactive Learning  enVision Math Topic 12 Using Place  Use Dinah Zike’s Four-Tab Notebook Foldable Activity for the vocabulary terms before, after and between. Value to Compare and Order Numbers to 999  Have students record the vocabulary in their student journals.  Lesson 12-2, pp. 359  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. Materials:  Enlarged version of number chart on  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use a number chart to identify three-digit 359 of student book numbers that are before, after, and between other three-digit numbers (2.1C).  Connecting cube (1 per pair)  Guided question: How do you identify the three-digit number that is one before, one after, or is between a given three digit number?  Work math Lesson 12-2 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 12 Using Place  Show students the Visual Learning Bridge. Value to Compare and Order Numbers  Complete the Guided and Independent practice sections. to 999  Lesson 12-2, pp. 360-362 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use a number chart to identify three-digit  Visual Learning Animation CD numbers that are before, after, and between other three-digit numbers from the TAKS problem solving section (2.1C).  www.pearsonsuccessnet.com  NOTE: Since there are no number charts printed that extend into the upper hundreds range, it may be useful to have black 10 strips  e-Tools CD where a students could fill in all the numbers for that series (have a blank for the hundred and ten place and the ones place filled out. If a student was trying to find the number before 884 their strip would be filled out for 881 through 889).  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 12 Using Place Differentiation: Value to Compare and Order Numbers to  The teacher will use flexible grouping so students can use a number chart to identify three-digit numbers that are before, after, and 999 between other three-digit numbers in a variety of workstations (2.1C).  Lesson 12-2, pp. 362B What do you do for students who are struggling? Teacher Resource Masters Topic 12  I’m thinking of a Number?, pp. 362B What do you do for students who master the learning quickly?  Play a Game, pp. 358B Assessment SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 20 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Conclude today’s lesson by completing Quick Check Master 12-2. Students should complete all 7 problems.

Homework Leveled Homework: Re-teach, pp. 24 of Teacher Resource Masters Topic 12 Practice- Interactive Homework Workbook 12-2 on pp. 25 of Teacher Resource Masters Topic 12 Enrichment, pp. 26 of Teacher Resource Masters Topic 12 Day 16: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (20 minutes) Step 2: Interactive Learning  enVision Math Topic 12 Using Place  Use Dinah Zike’s Four-Tab Notebook Foldable Activity for the vocabulary terms order, least and greatest. Value to Compare and Order Numbers to 999  Have students record the vocabulary in their student journals.  Lesson 12-3, pp. 363  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. Materials:  Set of 9 teacher made 1 in. x 2 in cards  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can order 3 three-digit numbers from least to per pair: each set including cards greatest and greatest to least (2.1C). labeled 601, 258, 273, 439, 432, 574,  Guided question: How is ordering 3 numbers similar to comparing 2 numbers? 717, 528, and 372.  Work math Lesson 12-3 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 12 Using Place  Show students the Visual Learning Bridge. Value to Compare and Order Numbers  Complete the Guided and Independent practice sections. to 999  Lesson 12-3, pp. 364-366 Additional Resources:  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can order 3 three-digit numbers from least to  Visual Learning Animation CD greatest and greatest to least from the TAKS problem solving section (2.1C).  www.pearsonsuccessnet.com  NOTE: Since there are no number charts printed that extend into the upper hundreds range, it may be useful to have black 10 strips  e-Tools CD where a students could fill in all the numbers for that series.  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 12 Using Place Differentiation: Value to Compare and Order Numbers  The teacher will use flexible grouping so students can order 3 three-digit numbers from least to greatest and greatest to least in a to 999 variety of workstations (2.1C).  Lesson 12-2, pp. 366B What do you do for students who are struggling? Teacher Resource Masters Topic 12  Least to Greatest?, pp. 366B What do you do for students who master the learning quickly?  Try Together, pp. 366B Assessment Conclude today’s lesson by completing Quick Check Master 12-3. Students should complete all 7 problems.

Homework Leveled Homework: SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 21 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Re-teach, pp. 30 of Teacher Resource Masters Topic 12 Practice- Interactive Homework Workbook 12-3 on pp. 31 of Teacher Resource Masters Topic 12 Enrichment, pp. 32 of Teacher Resource Masters Topic 12 Day 17: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (15 minutes) Step 2: Interactive Learning  enVision Math Topic 12 Using Place  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can solve problems by finding number Value to Compare and Order Numbers to 999 patterns (2.1B, 2.1C,and 2.12B)  Lesson 12-4, pp. 367  Guided question: How can finding number patterns help solve problems? Materials:  Index cards (multiple copies of 3 five- card sets; with number written – Set 1: 255, 275, 245, 265; Set 2: 325, 125, 525, 225, 425; Set 3: 649, 619, 739, 709,679.  Work math Lesson 12-3 Step 3: Visual Learning and Practice (35 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 12 Using Place  Show students the Visual Learning Bridge. Value to Compare and Order Numbers  Complete the Guided and Independent practice sections. to 999  Lesson 12-4, pp. 368-370  Teachers will use one of Kagan’s Cooperative Learning Structures so students can solve problems by finding number √ Additional Resources: patterns from the TAKS Problem Solving section (2.1B, 2.1C,and 2.12B)  Visual Learning Animation CD  www.pearsonsuccessnet.com  e-Tools CD  math journal Step 4: Differentiate/Assessment Step 4: Assessment (25 minutes)  enVision Math Topic 12 Using Place Differentiation: Value to Compare and Order Numbers  The teacher will use flexible grouping so students can create patterns of numbers increasing or decreasing by ones, tens, and to 999 hundreds in a variety of workstations (2.1B, 2.5B, and 2.12C).  Lesson 12-4, pp. 370B What do you do for students who are struggling? Teacher Resource Masters Topic 12  Popcorn Sales, pp. 370B What do you do for students who master the learning quickly?  Look and See, pp. 370B Assessment Conclude today’s lesson by completing Quick Check Master 12-4. Students should complete all 4 problems.

Homework Leveled Homework: Re-teach, pp. 36 of Teacher Resource Masters Topic 12 Practice- Interactive Homework Workbook 12-4 on pp. 37 of Teacher Resource Masters Topic 12

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 22 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Enrichment, pp. 38 of Teacher Resource Masters Topic 12 Day 18: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook.

Step 4: Assessment (75 minutes) Step 4: Assessment Topics 10, 11, and 12 Topic Test Topic 10 , 11 and 12 Test  envision Math Topic 10: Fractions, End of Unit assessment choices for Topic 10: Fraction are found on pp.323-323A of the Topic 10 Teacher’s Edition and pp. 67- 70 of Topic 11 Place Value: Numbers to 999 the Teacher Resource Masters. and Topic 12 Using Place Value to Compare and Order Numbers to 999 End of unit assessment choices for Topic 11: Place Value: Numbers to 999 are found on pp.351-351A of the Topic 11 Teacher’s  ExamView CD ROM Edition and pp. 57-60 of the Teacher’s Resource Masters.

End of unit assessment choices for Topic 12: Using Place Value to Compare and Order Numbers to 999 are found on pp. 371-371A of the Topic 12 Teacher’s Edition and pp. 39- 42 of the Teacher Resource Masters.

Give either the topic test or the TAKS Test Prep version not both test for each topic. An alternative assessment choice would be to create a test from the ExamView CD.

NOTE: After students are completed with their test, they can work on one of the work stations for remainder of class from Topics 10, 11, or 12. Day 19: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See  2nd grade 3 rd 9 weeks spiraling guide Problem Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2 and Step 3: Exemplars (45 minutes) Step 3: Exemplars  Exemplars Eating Jelly Beans  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can determine how many jelly beans Billy ate  PDF Version with sample student work by Saturday (2.5A and 2.12B) Step 4: Assessment (30 minutes) Step 4: Assessment  Have selected groups present their findings (15 minutes).  Exemplars Eating Jelly Beans  PDF Version with sample student work  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can review concepts they have covered the previous 2 weeks by having them work in a variety of the differentiated instruction activities from Topic 10 Fractions, Topic 11 or Topic 12 Place Value (15 minutes)..

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 23 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Vocabulary: Mathematical Terms Verbs Vocabulary: Mathematical Terms Verbs Mathematical Terms New  Represent Mathematical Terms New  Represente Review  Hundreds  Read Review  Centenas  Leer  Ones  Expanded form  Write  Dígitos de las  Forma desarrollada  Escriba  Tens  Standard form  Describe unidades  Forma estándar  Describa  Digit  Increase  Compare  Decenas  Aumentar  Compare  Decrease  Order  Dígitos  Disminuir  Orden  Record  Registro  Model  modelo  Create  cree  Identify  identifique  Extend  extienda Evidence of Learning (Summative Assessment) FMA/Benchmarks 5th Grade Readiness 5th Grade 2006 TAKS Released Test Feb 2009 FMA

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 24 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 25 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 2 Unit of Study: Multiplication, Division and Functions Third Grading Period – Weeks 5-7 (13 days) CURRICULUM OVERVIEW Big Idea Unit Rationale Multiplication will be represented as skip counting, repeated addition, and array models. Students should understand that: They will also be represented in concrete, verbal and symbolic forms.  Multiplication is a fast way to do repeated addition. Division will be represented as sharing (separating situations) and partitioning (repeated  Multiplication can also be thought of as an array of objects in rows and columns. subtraction) situations using concrete and pictorial models. Symbolic representation of  Skip counting is a useful way to an understanding of multiplication. division will be introduced.  Arrays are also connected to area. Tables will be used to show repeating or additive patterns  The multiplication sign is an “x” and is read as the “times” sign.  Phrases like “3 groups of 5 make fifteen” are the same as “three times five is fifteen” and “3 x 5 = 15”.  One type of division is involves sharing.  The symbolic representation of division.  What each part of a division sentence is about.  A function is a rule that pairs two numbers.  One way to represent a function is through an input/output table. Essential Questions Guiding Questions √How can skip counting the used to find the total number of objects in a set of equal groups? √How can repeated addition help you understand multiplication? What is multiplication? √How can an array be used to help write a multiplication sentence? How is multiplication used? √How does drawing a picture help you solve a problem?

What is division? √How can a set of objects be divided into equal groups? √How are the input and the output related? √How does making a table make patterns easy to find? TEKS TEKS Specificity – Intended Outcome s

t 2.4 Number, operations and quantitative reasoning. The student models

p multiplication and division. The student is expected to: ” I CAN” statements highlighted in yellow should be displayed for students. e c

n (A) model, create, and describe multiplication situations in which equivalent set of I can: o concrete objects are joined; C  Model, create, and describe multiplication situations in which equivalent sets of objects (B) model, create and describe division situation in which a west of concrete are joined (2.4A). objects is separated into equivalent sets.  Model, create and describe division situation in which a set of objects is separated into equivalent sets (2.4B).  Generate a list of paired numbers based on a real-life situation (2.6A).  Identify patterns in a list of related number pairs based on a real-life situation and extend the list (2.6B).  Identify, describe, and extend repeating and additive patterns to make predictions and solve problem (2.6C)

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 26 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. 2.6 Patterns, relationships, and algebraic thinking. The student is expected to:

(A) generate a list of paired numbers based on a real-life situation such as number of tricycles relate to number of wheels: (B) identify patterns in a list of related number pairs based on a real-life situation and extend the list; (C) identify, describe, and extend repeating and additive patterns to make predictions and solve problems 2.12 Underlying processes and mathematical tools. The student applies Grade 2 I can: mathematics to solve problems connected to everyday experiences and activities in  solve problems using a problem-solving process (2.12B). and outside of school. The student is expected to:  select or develop an appropriate problem-solving strategy (5.12C). (B) solve problems with guidance that incorporates the processes of  use tools and technology to solve problems (2.12D). understanding the problem, making a plan, carrying out the plan, and evaluating the s l l

i solution for reasonableness k

S (C) select 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 (D) use tools such as real objects, manipulatives, and technology to solve problems. C1E The student is expected to internalize new basic and academic language by I can: using and reusinig it in meaningful ways in speaking and writing activities that build  Use sentence stems to support my acquisition of academic language. concept and language attainment.  Share what I know with my group.  Use graphic organizers and pre-taught vocabulary to support my learning. C2C The student is expected to learn new language structures, expressions, and  Write about what I know. basic and academic vocabulary heard during classroom instruction and interactions.

S C3E The student is expected to share information in cooperative learning P

L interactions. E C4D The student is expected to use prereading supports such as graphic organizers, illustrations, and pretaught topic-0related vocabulary and other prereading activities to enhance comprehension of written text.

C5G The student is expected to narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired. Evidence of Learning (Summative Assessment) At least 80% of the time students will solve written problems and/or give oral responses that will require them to : 1. Model, create, and describe multiplication situations in which equivalent sets of objects are joined (2.4A). 2. Model, create and describe division situation in which a set of objects is separated into equivalent sets (2.4B). 3. Generate a list of paired numbers based on a real-life situation (2.6A). 4. Identify patterns in a list of related number pairs based on a real-life situation and extend the list (2.6B). 5. Identify, describe, and extend repeating and additive patterns to make predictions and solve problem (2.6C)

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 27 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 2 Unit of Study: Multiplication, Division and Functions Third Grading Period – Weeks 5 – 7 (13 days) CURRICULUM Guide

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 28 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Essential Pre-requisite Skills Grade K  Identify, extend, and create patterns of sounds, physical movement, and concrete objects (K.5)  Use patterns to predict what comes next, including cause-and–effect relationships (K.6A) Grade 1  Use patterns to skip count by twos, fives, and tens (1.5A)  Find patterns in numbers, including odd and even (1.5B)  Compare and order whole numbers using place value (1.5C)  Use patterns to develop strategies to solve basic addition and subtraction problems (1.5D) The Teaching Plan Instructional Model & Teacher Directions so students can…. Resources The teacher will… Day 20: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day. See Problem  2nd grade 3 rd 9 weeks spiraling guide Solving Guidelines at the end of the curriculum guide. Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Handbook. Step 2: Interactive Learning (25 minutes) Topic Opener Interactive Math Story  Digital Path is located at enVision Math digital path Topic 13-0 Story Multiplication Fair. www.pearsonsuccessnet.com

Review What You Know: Topic 13 Review What You Know Note: The purpose of this activity is to diagnose students’ readiness by assessing prerequisite content. Refer to Diagnosis and Intervention  enVision Math Topic 13 Multiplication, Guide on pp. 373 of Topic 13 to address individual student needs. pp. 373

 Use the vocabulary notebook or journal strategy to define the vocabulary term equal groups. Step 2: Interactive Learning  enVision Math Topic 13 Multiplication  Have students record the vocabulary in their student journals.  Lesson 13-1, pp. 375  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary terms. Materials:  Counters (1 group of 8 and 1 group of  Teachers will use one of Kagan’s Cooperative Learning Structures so students can skip count equal groups of counters (2.4A). √ 15 per pair)  Guided question: How can skip counting be used to find the total number of objects in a set of equal groups?  Work math Lesson 13-1 Step 3: Visual Learning and Practice (30 minutes) Step 3: Visual Learning and Practice  enVision Math Topic 13 Multiplication  Show students the Visual Learning Bridge.  Lesson 13-1, pp. 376-380  Complete the Guided and Independent practice sections. Additional Resources:  Visual Learning Animation CD  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can use place-value models and a place value  www.pearsonsuccessnet.com chart to represent numbers to 999 from the TAKS problem solving section (2.1A).  e-Tools CD  NOTE: Allow students to use counters to represent the equal groups.  math journal Step 4: Differentiate/Assessment Step 4: Assessment (20 minutes)  enVision Math Topic 13 Multiplication Differentiation:  Lesson 13-1, pp. 378B  The teacher will use flexible grouping so students can use place-value models and a place value chart to represent numbers to 999 in a  Teacher Resource Masters Topic 13 variety of workstations (2.1A).  Home game, Skip Count, pp. 374 What do you do for students who are struggling?  “Branching” Out, pp. 378B WhatSAISD do © 2010-11you do – for Third students Grading whoPeriod master the learning quickly? Mathematics Grade 2 Page 29 of 38  LookPower and Standards See, pp. represent 378B the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at Assessmenteach grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Conclude today’s lesson by completing Quick Check Master 13-1. Students should complete all 5 problems.

Homework Evidence of Learning (Summative Assessment) FMA 5th Grade Readiness March 2009 FMA 5th Grade 2006 TAKS Released Test

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 30 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Mathematics – Grade 2 Unit of Study: Measurement (Length)

Third Grading Period – Weeks 7 – 9 (11 days) CURRICULUM OVERVIEW Big Idea Unit Rationale Students will develop their understanding of the concept of length and how length is Students should understand that: measured. They will compare two object directly by placing them side by side and  Comparing two lengths can be a way to determine which one is longer. compare indirectly by introducing a third object such as a piece of string. As students  Direct and indirect comparison of objects can identify equal lengths. gain experience with length, methods of direct and indirect comparison give way to the  They can iterate units to measure length. more sophisticated strategy of using units that can repeat, such as connecting cubes or  That different sized units yield different counts. craft sticks. Students will also construct their own measurement tools and use them to  Given equal counts of two different units, the larger unit marks off a longer length. build their own conceptual understanding of what they are and how to use them.  There is a need for using and creating a standard unit of measure.  The terms inches, feet, yard, centimeter, and meter are standard units of measure.  They can iterate a standard unit of measure to measure length.  Different measurement tools can approximate the standard units of measure. Essential Questions Guiding Questions What steps do you follow when measuring? How do I decide which tools to use to measure? √ TEKS TEKS Specificity – Intended Outcome 2.9 Measurement. The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and ”I CAN” statements highlighted in yellow should be displayed for students.

s answer questions. The student selects and uses nonstandard units to describe length, t

p area, capacity, and weight/mass. The student recognizes and uses models that I can: e

c approximate standard units (from both SI, also known as metric, and customary  Identify and create concrete models (inch-bricks) that approximate standard units n systems) of length, weight/mass, capacity, and time. The student is expected to: of length and use them to measure lengths (2.9A) o C (A) identify concrete models that approximate standard units of length and use them to measure length; 2.12 Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday experiences and activities in I can: and outside of school. The student is expected to:  Solve problems using a problem-solving process (2.12B). s l

l  Use measuring tools to solve problems (2.12D) i 2.12(B) solve problems with guidance that incorporates the processes of k

S understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 2.12(D) use tools such as real objects, manipulatives, and technology to solve problems.

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 31 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. each grade knowledgeidentified level. Standards. arePower grade All TAKS eligibleskillsas each and –© Period2010-11Grading Third SAISD Power Power Standards specificity and detail to fulfill content area writing needs asmoreEnglishisacquired. fulfillcontentareawriting needs specificity anddetailto C5G of written text. enhance comprehension activitiesto andotherprereading topic-0relatedvocabulary illustrations, andpretaught C4D ELC3E PS classroom instructionandinteractions. vocabularyheardduring basic andacademic C2C attainment. concept andlanguage build andwriting activitiesthat itinmeaningful ways inspeaking using andreusinig C1E 3. 2. 1. thatdemonstrate how they: and/orillustrateproblems problems, giveoralresponses, of thetime studentswill solvewritten At least80% The student is expected to share information in cooperativelearninginteractions. toshareinformationin The studentisexpected by andacademic language tointernalize new basic The studentisexpected The student is expected to use prereading supports such as graphic organizers, supportssuchasgraphicorganizers, touseprereading The studentisexpected structures,expressions,and tolearnnew language The studentisexpected The student is expected to narrate, describe, and explain with increasing explainwith increasing tonarrate,describe,and The studentisexpected Use models that approximate standard units to solve problems and showtheirthinkinginwriting. unitstosolveproblemsand thatapproximate standard Use models inwriting. andshowtheirthinking andmeterstosolveproblems ininches,feet, centimeters, Estimate length showtheirthinkinginwriting. unitstosolveproblemsand usingnon-standard Estimate length represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at assessments at successfullyrequiredto masteredpass the must Standards beyond.Power be andhigh success skills in school represent need the and for knowledge essential students Evidence of Learning (SummativeAssessment)Learning Evidence of Mathematics GradeMathematics 2 I can:     Write about whatIknow. about Write mylearning. vocabularytosupport organizers andpre-taught Use graphic whatIknowwithmygroup. Share ofacademiclanguage. stemstosupportmyacquisition Use sentence Page Page 32 of of 38 Mathematics – Grade 2 Unit of Study: Measurement (Length) Third Grading Period – Weeks 7 – 9 (11 days) CURRICULUM Guide

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 33 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Essential Pre-requisite Skills Grade K  Compare and order two or three concrete objects according to length (longer/shorter than, or the same) (K.10A) Grade 1  Estimate and measure length using nonstandard units such as paper clips or sides of color tiles (1.7A)  Compare and order two or more concrete objects according to length (from longest to shortest) (1.7B)  Describe the relationship between the size of the unit and the number of units needed to measure the length of an object (1.7C)

The Teaching Plan Instructional Model & Teacher Directions so students can…. Resources The teacher will… Day 34-35: Step 1: Problem Solving Step 1: Problem Solving (10 minutes)  Problem Solving Checklist  Please refer to the 3rd 9 weeks spiraling guide 2nd grade for the problem to use this week.  Probing Questions  NOTE: This problem will last all week. Each step of the Problem Solving Checklist will be completed on a separate day.  2nd grade 3 rd 9 weeks spiraling guide See Problem Solving Guidelines at the end of the curriculum guide.

Computational Fluency (5 minutes)  3rd 9 Weeks Computational Fluency Handbook.  Have students practice computational fluency by using the lessons contained in the 3rd 9 Weeks Computational Fluency Handbook. Step 2 (50 minutes) Step 2  Investigations Unit 9 Measuring Length and Time;  Use Dinah Zike’s Four-Tab Notebook Foldable Activity for the vocabulary terms length and width. Session 1.1 Scavenger Hunt, pg. 24-28

 Have students record the vocabulary in their student journals. Additional Materials  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary  Rolls of adding machine tape (4-6 rolls) terms.  String or ribbon  Connecting cubes  Craft sticks (200-300)  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can find items that are about the  Student Activity sheet Scavenger Hunt 1: same length as each of several strips of adding machine tape. They compare the length of the items with the length of the Measuring Lengths (2 pages) strops and record each length (2.9A).  Student Activity sheet Scavenger Hunt 1: Measuring Lengths (2 pages) (Spanish)  The students share strategies for comparing lengths and record is kept for them (2.9A)  www.pearsonsuccessnet.com  NOTE: Read Mathematics in this Unit, pp. 10.  NOTE: Read the Teacher Note: Learning to Measure Length, pp. 147.  NOTE: Read the Dialogue Box: Matching Lengths, pp. 165. Step 3 (50 minutes) Step 3:  Investigations Unit 9 Measuring Length and Time; Session 1.2 Scavenger Hunt Workshop, pg. 29-35  Use Dinah Zike’s Four-Tab Notebook Foldable Activity for the vocabulary terms measure, height, and estimate.

 Have students record the vocabulary in their student journals. Additional Materials  NOTE: If available use the online glossary at www.pearsonsuccessnet.com to help students conceptualize the vocabulary  Basket or container terms.  Common objects (pencil, paintbrush, tissue box, etc.)  Rolls of adding machine tape (4-6 rolls)  Teachers will use one of Kagan’s Cooperative Learning Structures so students can find objects that are about the √  Materials for Scavenger Hunt 1 same length as each of several paper strips (2.9A).  Envelopes (1 per student)  Chart Paper titled, “What’s as Long as the Paper SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 34 of 38  √Teachers will use one of Kagan’s Cooperative Learning Structures so students can measure objects using 2 different Strips?” Powerlengths Standards of paper represent strips that the have essential a 2 knowledgeto 1 ratio. andThese skills two students activities need are for donesuccess in intwo high different school andworkstations beyond. Power (2.9A). Standards must be masteredResource to successfully Master 4 Measuring pass the required Strips assessments at Matheach grade Workshop level. All – ScavengerTAKS eligible Huntknowledge Workshop and skills are identified as Power Standards.  Student Activity sheet Scavenger Hunt 2: How  Have students complete Scavenger Hunt 1 from the day before and begin Scavenger Hunt 2. Many Paper Strips? (2 pages)  NOTE: Math workshops are intended to function as math centers. Have the items for the Blue and Yellow Strips Scavenger  Student Activity sheet Scavenger Hunt 2: How Evidence of Learning (Summative Assessment) FMA 5th Grade Readiness

enVisionMATH Texas, Daily TEKS/TAKS Review Workbook, p. 43

5th Grade 2006 TAKS Released Test

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 35 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. enVisionMATH Texas, Daily TEKS/TAKS Review Workbook, p. 44

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 36 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Implementation Guidelines

The purpose of this page is to provide a structure for conducting problem solving in 2nd grade classrooms daily for 10 minutes each instructional day. It will provide opportunities for students to apply the Mathematics Problem Solving Process and use the recommended strategies that have been identified in the TEKS to solve problems.

When using this guide, teachers are expected to:

1) Review the problem solving experience identified in the curriculum guide for the week..

2) Review the Problem Process that has been hyperlinked to the curriculum guide.

3) Model the process with the classroom for four days during the week...

Daily Procedures:

1) In keeping with the Instructional Framework, teachers will begin each class with the problem solving activity. This activity should not exceed 10 minutes of the instructional time.

2) Day 1 (Monday) - Project problem for students to solve. Since this problem is displayed without numbers, the main focus for Day 1 is “process” and student understandings. Use Kite Diagram to help student record their thinking. Allow students to complete the “Read” section independently, followed by the completion of the “Think” section, with a partner.

3) Day 2 (Tuesday) – Display Day 1 problem with numbers. Have students continue with Kite Diagram, completing the “Do” section, independently, followed by the completion of the “Check” section, in pairs.

4) Day 3 (Wednesday) – Repeat Day 1 process using a new problem.

5) Day 4 (Thursday) – Repeat Day 2 process using problem with numbers.

6) Day 5 (Friday) – Allow students to complete 2 problems using process or have them re-write one of the problems using different information. Have students work in groups, until it is determined that students can use the process independently.

NOTE: The biggest change in the 2nd semester is going from one problem during the week to two problem-solving experiences. 2nd grade 3rd 9 weeks spiraling guide will reflect this fact with 18 problems to choose from instead of 9.

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 37 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards. Dinah Zike’s

Notebook Foldables For Spirals, Binders, & Composition Books

Teachers, all campuses have a library copy of this resource on their campus. When referenced in the curriculum guide for an activity, such as the Four- Tab Notebook Foldable, please refer to the copy of the resource in the library and make a master copy of pages indicated for your use in the classroom.

SAISD © 2010-11 – Third Grading Period Mathematics Grade 2 Page 38 of 38 Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.