Patti+Johnston

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=Introduction to Games: Days 1-3= District Benchmarks: NO 4.2: Compare and order numbers to ten thousand NO 3.2: Use mental math to add and subtract two digit numbers NO 1.1 Develop concepts of multiplication and division through the use of equal-sized groups, arrays, skip counting on number lines for multiplication, and successive subtraction, partitioning, and sharing for division

Supportive Materials: Teacher's Lesson Guide- pg. 6 Math Masters-pg. 462-463 Student reference book-Pg.

Activities: Teach Games for Unit 1:
 * Number Line Squeeze
 * Less Than You!
 * Addition Top-It!
 * Name That Number
 * Number-Grid Difference Game
 * Beat the Calculator
 * Spinning for Money- Math Masters p 462-463

= = =__Lesson # 1.1 -Day4 :Numbers and Number Sequences__=

District Benchmark(s): Enduring Understanding: Essential Questions: Support Materials Assessment: Activities:
 * NO 4.2 Compare and order numbers to ten thousand
 * Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
 * Grade 2-NO 6.1: COUNTS 2's, 5's, 10's to 100.
 * Knowledge of place value extends to multiple representations of 10,000
 * Why do we have an order for numbers?
 * When would you need to put numbers in order?
 * Mental Math and Reflexes 1.1
 * Math Journal, pp. 1 and 2
 * Numbers All Around Museum- Teacher made poster showing places you would see numbers
 * Class Data Pad
 * Home Link Master
 * Formative: journal page 1, Problems 1and 2 to assess children's progress toward extending numerical patterns.
 * Student Self-Assessment: With an elbow buddy talk about why numbers are in sequence
 * Summative: Math probe/ ITBS


 * Counting up and back by 10's starting at a variety of different numbers
 * Looking at a poster of numbers and talking about all the different places we see numbers
 * Writing numbers in sequence
 * Looking for numbers in the room- with a partner discuss the importance of the numbers

//__Peer Check:__//
 * ====== //[_Y] Problem-Based (Y or N)// ======
 * ====== //[_Y] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[_Y] Student-to-Student Engagement// ======
 * ====== //[_Y] EM/CP as primary materials// ======

=__Lesson 1.2: Day 5: Number Grids__= District Benchmarks: Enduring Understanding:
 * NO 4.2 Compare and order numbers to ten thousand
 * Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
 * Grade 2-NO 6.1: COUNTS 2's, 5's, 10's to 100.

Essential Questions:
 * Counting in units of hundreds, tens and ones advances understanding of place value.
 * Place value is applied to compare, order, and write multi digit numbers


 * Why do we have an order for numbers?
 * When would you need to put numbers in order?

//Support Materials:// Assessment:
 * //Mental Math Reflexes 1.2//
 * Math Message 1.2
 * Math Journal 1,pp. 1 and 3
 * Home Link 1.1 follow up
 * Teacher Master p. 10- if needed
 * Class Data Pad containing numbers from 1.1
 * Class Number Grid Poster
 * Half sheets of paper

Activities:
 * Formative: Listen for students who can not order numbers greater than 110. Also use journal page 3, problems 8 and 9 to assess children's progress toward describing and extending numerical patterns.
 * Student Self-Assessment: Students will see how well they do on the exersize 2 number grid puzzle working with a partner
 * Summative: ITBS/Math Probe


 * Students will count up and back counting by 1s,10's, and 100's starting at many different numbers.
 * Students will write the largest and smallest number they can read.
 * Students will use the number grid to see patterns of numbers.
 * Students will find the missing numbers on a number grid

//Time to Complete: 1 day//

//__Peer Check:__//

 * ====== //[_Y] Problem-Based// ======
 * ====== //[_Y] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[_N] Student-to-Student Engagement// ======
 * ====== //[_Y] EM/CP as primary materials// ======

=__Lesson 1.3- Day 6: Introducing the Student Reference Book__=

District Benchmarks: Enduring Understanding:
 * NO 4.1 Model understanding of place value of 4 digit numbers by reading numbers correctly.
 * Add and subtract 3 and 4 digit numbers
 * Compare and order numbers to ten thousand
 * Grade 2- NO3.1: Compose and decompose 2& 3 digit numbers based on the values of the digits used to write the numbers
 * Concepts

Essential Questions:
 * Knowledge of place value extends to multiple representations of 10,000
 * Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digits


 * How many reasons can you think of that you would need to use addition?
 * Why do we need numbers past one thousand?

//Support Materials:// Assessment: Activities:
 * Math Journal 1, p.4
 * Student Reference Book
 * Home Link 1.2
 * Per partner: 1 set of number cards
 * half sheets of paper
 * yard stick
 * Formative: Use mental math and reflexes to assess the students' progress toward writing whole numbers
 * Student Self-Assessment:
 * Summative:
 * Students will write dictated numbers during mental math
 * Students will explore the Answer Key,Table of Contents, Glossary, Data Bank, and Index of the //Student Reference Book//
 * Students will learn and play a game to practice addition facts

//Time to Complete: 1 day//

//__Peer Check:__//

 * ====== //[_Y] Problem-Based// ======
 * ====== //[_Y] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[_Y] Student-to-Student Engagement// ======
 * ====== //[_Y] EM/CP as primary materials// ======

=__Lesson # 1.4 -Day 7 : Tools for Mathematics__=

District Benchmark(s):
 * Grade 2: G 9.1 Tell Time to 5 minute intervals and explores elapsed time
 * NO 4.3 Add and subtract 3 and 4 digit numbers

Enduring Understanding: Essential Question:
 * Measurement requires improved skill in measuring with fractional parts of linear units
 * Knowledge of place balue to 10,000 increases ability to mentally compute 3-4 digit numbers
 * How long does it take to do each of your morning routines?

Support Materials:

Assessments: Activities: Review telling time during mental math using individual clocks Play Addition Top-It to review addition Introduce the tool kit Time to complete: 1 day
 * Math Journal 1, p. 5
 * Student Reference Book pp. 103 and 109 (optional)
 * Home Link 1.3
 * Math Master p. 397
 * tool kit
 * slate, brads, scissors (optional)
 * ruler and paper for visualizer
 * Lost and Found Box
 * Demonstration clock
 * Student Reference Book p. 270
 * Home Link Master p.12
 * Per group: number cards
 * Formative: recognizing student achievement using journal page 5, Problem 1-3 to assess childrens' progress toward showing and writing time in digital notation to the nearest minute.
 * Student Self-Assessment: Work with buddy and check each other answers when given a time to show on the clock
 * Summative: ITBS/Math Probe

//__Peer Check:__//

 * ====== //[_Y] Problem-Based (Y or N)// ======
 * ====== //[_Y] Aligns with ICC// ======
 * Y Aligns with district benchmarks
 * //[_Y] Student-to-Student Engagement//
 * ====== //[_Y] EM/CP as primary materials// ======

=__Lesson #1.5- Days 8&9 : Analyzing and Displaying Data__=

District Benchmark(s):

 * DA 2.1 Build understanding of mean, median, mode and range within a data set through the use of manipulatives.
 * DA 3.1 Collect data using surveys
 * DA 1.1 Represent and interpret data in pictographs, line plots, bar graphs, tables, and tallies.
 * DA 1.2 Solve problems using information from graphs

Enduring Understanding:

 * Frequency tables, bar graphs, picture graphs and line plots demand the application of addition, subtraction, multiplication, and division(whole numbers) to solve problems.

What would be a good reason to make a bar graph?

 * What are the advantages of displaying data in a tally chart or in a bar graph ?

Support Materials:

 * Math Journal 1, pp.4,6, ,7 and 8
 * Student Reference Book, pp.76 and 86
 * Teaching Master- Math Masters p.341 optional
 * Home Link 1.4
 * Class Data Pad
 * graphing software
 * Home Link Masters p. 14

Assessment:

 * Formative:Recognizing Student Achievement using math boxes, Problem 1.
 * Student Self-Assessment:
 * Summative: ITBS/Math Probe

Activities (Pedagogy):

 * Mental Math: Review ones, tens, and hundreds place
 * Math Message: Collect data about number of letters in first and last name
 * Display data in journal
 * Introduce Math Boxes: Do math boxes 2-6 with a partner

//__Peer Check:__//

 * ====== //[_Y] Problem-Based (Y or N)// ======
 * ====== //[Y_] Aligns with ICC// ======
 * ====== //[Y_] Aligns with Dist. Benchmarks// ======
 * ====== //[Y_] Student-to-Student Engagement// ======
 * ====== //[Y_] EM/CP as primary materials// ======

=__Lesson #1.6 -Day 10 :Equivalent Names__=

District Benchmark(s): Enduring Understanding: Essential Question(s): Support Materials: Assessment: Activities: Time to complete: 1 day
 * NO1.1:Develop concepts of multiplication and division through the use of equal-sized groups, arrays, skip counting on number lines for multiplication and successive subtraction, partitioning, and sharing for division.
 * NO 3.2 Use mental math to add and subtract two digit numbers
 * Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers
 * Multiplication is modeled through repeated equal sized groups, arrays, area models, and equal jumps o a number line
 * How many ways can you show the number 25?
 * Math Journal 1, p.9 and 10
 * Student Reference Book, pp. 14,15, 299, 300
 * Home Link 1-5
 * Math Master p.16
 * number cards
 * demonstration
 * tool kit clocks
 * slate
 * Formative: Recognizing student achievement: journal page 9, problems 3 and 4
 * Student Self-Assessment:
 * Summative:ITBS/Math Probe
 * Mental Math and Reflexes: Reviewing use of time
 * Math Message: Review of addition and subtraction
 * Introduce name collection box problems
 * Play Game Name that Number
 * Math boxes- measurement, ordering numbers, place value

//__Peer Check:__//

 * ====== //[_Y] Problem-Based (Y or N)// ======
 * ====== //[_Y] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[_Y] Student-to-Student Engagement// ======
 * ====== //[Y_] EM/CP as primary materials// ======

=__Lesson # 1.7 -Days 11&12 : The Language of Chance Event__=

District Benchmarks:

 * DA 4.1 Examine the probability of experiments with simple outcomes

Enduring Understanding:

 * Probability is the chances you have of something happening.

Essential Questions:

 * Do you think you could win the lottery?

Support Materials:
Assessment Activities:
 * Math Journal 1, p. 11, 12
 * Home Link 1.6
 * Math Masters, p. 17
 * Chance Museum
 * slate
 * Student Reference Book pp. 299 and 300
 * Home Link Master p. 18
 * number cards
 * Formative: Journal page 11, problems 1 and 2
 * Student Self-Assessment:
 * Summative: Math Probe/ ITBS
 * Mental Math and Reflexes: Writing numbers using 10's, 100's and thousands
 * Math Message: probability workpage
 * Introduce words and phrases associated with chance events
 * Making lists of certain and uncertain events
 * Play Name that Number
 * Math Boxes mixed practice

Time to Complete: 2 days

//__Peer Check:__//

 * ====== //[Y_] Problem-Based (Y or N)// ======
 * ====== //[Y_] Aligns with ICC// ======
 * ====== //[Y_] Aligns with Dist. Benchmarks// ======
 * ====== //[_Y] Student-to-Student Engagement// ======
 * ====== //[Y_] EM/CP as primary materials// ======

=__Lesson # 1.8 -Day 13 :Finding Differences__= District Benchmarks: Enduring Understandings: Essential Questions: Support Materials: Assessment:
 * NO 3.2 Use mental math to add and subtract two digit numbers
 * NO 4.3 Add and subtract 3 and 4 digit number
 * Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers
 * What do you know about subtraction?
 * Math Journal 1, p.13 and 14
 * Student Reference Book, p. 301
 * Home Link 1.7
 * Teaching Masters pp. 10 (optional p. 21)
 * Math Masters p. 398
 * Game Master p.452
 * counters
 * class number grid poster
 * number cards
 * calculator
 * Home Link Master p. 20
 * Teacher Masters p. 21

Formative: Recognizing student achievement: Problem 5 on journal page 13 Activities:
 * Student Self-Assessment:
 * Summative: ITBS/ Math Probe
 * Mental Math and reflexes: tens, hundreds, and thousands place
 * Math Message: Comparing numbers
 * Finding Differences using a number grid
 * Number-Grid Difference Game
 * Math boxes: Mixed Practice

Time to complete: 1 day

//__Peer Check:__//

 * ====== //[_Y] Problem-Based (Y or N)// ======
 * ====== //[Y_] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[_Y] Student-to-Student Engagement// ======
 * ====== //[Y_] EM/CP as primary materials// ======

=__Lesson # 1.9 -Day14 : Calculator Routines__=

District Benchmark(s):
 * NO 4.1 Model understanding of place value of 4 digit number by reading number correctly.
 * No 4.2 Compare and order numbers to ten thousand

Enduring Understanding:
 * Knowledge of place value extends to multiple representations of 10,000

Essential Question(s):
 * When would be the best time to use a calculator?

Support Materials:
 * Math Journal 1, p. 15 and
 * Home LInk 1.8
 * calculator
 * Student Reference Book, p. 278
 * Home Link Master p. 23
 * number cards 0-10

Assessment:
 * Formative: Recognizing student achievement, journal page 15, problem 7
 * Student Self-Assessment:
 * Summative: ITBS/ Math Probe

Activities (Pedagogy):
 * Mental Math and Reflexes: Counting by 2's, 10's, 100's
 * Instruction for using calculator
 * Play Beat the Calculator
 * Math Boxes: Mixed Practice

Time to Complete:1 day

//__Peer Check:__//

 * ====== //[Y_] Problem-Based (Y or N)// ======
 * ====== //[_Y] Aligns with ICC// ======
 * ====== //[_Y] Aligns with Dist. Benchmarks// ======
 * ====== //[Y_] Student-to-Student Engagement// ======
 * ====== //[_Y] EM/CP as primary materials// ======

=__Lesson # 1.10-Day 15 : Money__=

District Benchmark(s): Enduring Understanding:
 * Grade 2: NO6.1 Count by 2's,5's,and 10's to 100
 * A 3.1 Use the terms greater than or less than when comparing
 * Knowledge of place value extends to multiple representations of 10,000
 * Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers

Essential Questions: Why is it important to save money?

Support Materials:

Assessment: Activities: Time to complete: 1 day
 * Math Journal 1, pp.17, 18, and 19
 * Student Reference Book, p. 212, 299, and 300
 * Home Link 1.9
 * slate
 * 25-30 pennies and 6-10 nickels, dimes, and quarters
 * Home Link master p. 24
 * number cards 0-20
 * Formative:Journal page 17, problems 8-10
 * Student Self-Assessment: Working with partner: Do I know how to make change?
 * Summative: Math Probe/ ITBS
 * Mental Math:Count by 5's, 10's, and 25's using coins
 * Count coint combinations
 * Writing our dollars and cents correctly
 * Reviewing greater than and less than symbols
 * Practicing skills with money: Making change with a partner
 * Playing Name that Number
 * Math Boxes: Mixed Practice

//__Peer Check:__//

 * ====== //[_] Problem-Based (Y or N)// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

=__Lesson #1.11: Day16: Solving Problems With Dollars and Cents__= District Benchmark: Enduring Understanding: Essential Question: Support Materials: Assessment: Activities: Time to Complete: 1 day
 * Grade 2: NO6.1 Count by 2's,5's,and 10's to 100
 * A 3.1 Use the terms greater than or less than when comparing
 * Using mental math to add and subtract two digit numbers
 * Knowledge of place value extends to multiple representations of 10,000
 * Knowledge of place value to 10,000 increases ability to mentally compute 3-4 digit numbers
 * What did you buy the last time you went to the store? Did you have the exact change or did you get change back?
 * Math Journal 1, p.20, 21, and 22
 * Student Reference Book, p. 214
 * Home Link 1.10 p.26
 * Math Masters, pp. 399-402
 * calculator, coins
 * half sheet of paper
 * Formative:Use mental math to assess children's progress toward ordering whole numbers
 * Student Self-Assessment:
 * Summative: ITBS/Math Probe
 * Mental Math: Putting numbers in order
 * Shopping activity: Do you have enough money?
 * Calculating the Value of Coin Collection
 * Math Boxes: Mixed Practice

//__Peer Check:__//

 * ====== //[_] Problem-Based (Y or N)// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

=__Lesson # 1.12- Day 17: Patterns__= District Benchmark:
 * A4.1 Describe numeric and nonnumeric patterns verbally

Enduring Understanding:
 * Deep conceptual understanding of multiplication is enforced through creation and analysis of patterns

Essential Question:
 * What pattern would you use to figure out __about__ how many weeks in a year?

Support Materials:
 * Math Journal 1, pp. 23, 24, and 25
 * Home Link 1.11 p.28
 * Teaching Master p. 27 op.p. 21
 * calculator op
 * number grid
 * number line
 * Game Master p. 452

Assessment: Student Self-Assessment: Summative: Math Probe/ ITBS Activities:
 * Formative:Journal p. 23 problems 5 and 6
 * Mental Math:counting by 2s,5s,10s
 * Finding patterns with numbers
 * Play Number Grid difference game
 * Math Boxes: Mixed review

Time to complete: 1 day

//__Peer Check:__//
 * ====== //[_] Problem-Based (Y or N)// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======

=__Lesson # 1.3-Day 17: The Length of Day Project__=

District Benchmarks:
 * Grade 2: G 9.1 Tell Time to 5 minute intervals and explores elapsed time
 * Collect data using surveys
 * Use mental math to add and subtract 2 and 3 place numbers

Enduring Understanding:
 * Measurement requires improved skill in measuring with fractional parts of linear units

Essential Question:
 * What do you know about the sunrise and the sunset?

Support Materials:
 * Math Journal pp. 26, 27, and 28
 * Home Link 1.12, p.30
 * Math Master p.404,440
 * Tool kit clock
 * Demonstarion clock
 * List of recent sunrise/sunset times
 * sunrise/sunset chart
 * colored marker
 * job chart
 * Student reference book p270
 * number cards 1-10
 * calculator

Assessments:
 * Formative: Math Masters p. 440
 * Student Self-Assessment:
 * Summative: ITBS/Math Probe

Activities:
 * ** Mental Math: Telling Time
 * Discuss sunrise sunset data
 * Introduce year long sunrise sunset project
 * Calculating elapsed time
 * Play Addition Top-It
 * Math Boxes: Mixed practice

Time to Complete: 1 day //__Peer Check:__//
 * ====== //[_] Problem-Based (Y or N)// ======
 * ====== //[_] Aligns with ICC// ======
 * ====== //[_] Aligns with Dist. Benchmarks// ======
 * ====== //[_] Student-to-Student Engagement// ======
 * ====== //[_] EM/CP as primary materials// ======