Math 2-1 Extended Facts MaterialsMath 2-2 Number Stories Connection: Mental Math o 8+8, 80+80,...

Math 2-1 Extended Facts Addition and Subtraction

Connection:

Mental Math- all partners have the same number repeated

o 5+5=? 5+6=?; 9+1=? 9+3=?

o 8+2=? 8+3=?; 9+1=? 9+4=?

o 8+2=? 8+5=?; 7+3=? And 7+8=?

Teach:

Instruct students to get out their whiteboards—allow time for them to doodle

Math Message- All have the same base facts o 9-7, 90-70, 900-700 o 7+9, 70+90, 700+900 o Partners- what patterns do you see?/How are the problems in each set related

Use the same number, but go from ones to tens to hundreds

Another way to view these numbers, could be as 2 [1s] instead of 2 (use manipulatives?) o Rewrite the problems using this pattern of grouping 1s, 10s and 100s o What is the basic fact in the problem set?

First thing to always ask yourself when beginning

Have students highlight/circle the basic fact o Which is the addend or number that stays the same? o What do you notice about the sums? They all have ___ in the ones column o Rewrite as number + basic fact= answer o Accommodate: could use number grid as support

Fact extensions- use your knowledge of basic facts to calculate with the larger numbers in fact

extensions o Our addition and subtraction skills help us extend the facts that we already know by

10s and 100s o Our ones place stays the same, so we always know the ones place number, while the

tens place changes

Active Engagement:

Math journal page 32 (NOT problems 6-8)

Review the worksheet together

Accommodate: provide additional problems on the board for speedy students

Remind of the “make a ten strategy” to help solve (students are already pretty good at this)

Link/Closing: Pass sticky notes out and ask them to write their name and complete one problem- must

identify basic fact and solve

o Challenge:

9+7 (basic fact)

Materials:

Smartboard

Mrs. Fry’s slides

Pencils

Student’s math journal

Highlighters

Sticky notes

Standards:

CC.2.1.3.B.1- Apply place value understanding and properties of operations to perform multi-digit arithmetic.

Essential Question: How can we use our basic addition

and subtraction facts to solve extended problems?

19+7

69+7

99+7

o Super challenge:

6+7 (basic fact_

60+70

600+700

6,000+7,000

Math Boxes: page 33

Homework: 2-1 (Optional: fact triangles) o Accommodations: highlight the basic fact in each problem

Math 2-2 Number Stories

Connection:

Mental Math

o 8+8, 80+80, 800+800

o 15-7, 150-70, 1500-700

o 6+9, 26+9, 46+9

Teach:

Math Message: SRB page 266-267? o Read story, Clutch o Have students discuss with partners what happened

Display Math Masters page TA15 to discuss problem solving strategies o I noticed on your last quiz that some of you were stuck on problems and didn’t know

how to proceed- these strategies help you simply harder problems

Present word problem about pythons o Make sense of problem

What do we know from the question?

What do you want to find out? o Make a plan

What do you have to do to find the number of eggs in the other clutch?

Parts-and-total intro

Where does each number go?

Comparison diagram intro

Change model

Number model

Other ideas: open number, decompose into tens and ones o Students may choose a strategy to use and solve it

List another problem for students who finish faster (97-54=?)

How is your strategy similar/different compared to other students?

Check you answer- how do you know it’s correct?

Finish with number model to display

Active Engagement:

Pose next problem about Jose’s money o Students can choose whatever strategy they like best o Have them write a number model

Math journal page 35 o 6 if students finish fast

Roam around the room to assist students

Review answers together as a class

Materials:

Smartboard

Mrs. Fry’s slides

Pencils


Math Masters

Student Reference Book

Dice w/ 2, 5 and 10

Number cards

Standards:


CC.2.2.3.A.4- Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Essential Question: How can we use diagrams to help

solve number stories?

Link/Closing: What were the names of the diagram we learned about today? How do they help us?

Play Multiplication Draw (practice of 2s, 5s and 10s multiplication facts)

o Directions of page 248 of SRB

Homework: 2-2 (Math Masters 49) o Accommodations:

Math 2-3: More Number Stories

Connection:

Mental Math

o 2+9, 12+9, 42+9

o 13-5, 33-5, 63-5

o 14-7, 44-7, 84-7

Teach:

Math Message: “Trung has $15 in his piggy bank. He earned money by walking his neighbor’s

dogs for two weeks. Now he has $60 in his bank. How much money did he earn?

o Use diagrams that we learned about yesterday

Parts-and-total, comparison, number models/change, open number line

Roam around while students solve and find students with pictures/correct answers to come

up to the smartboard

During/after answers are up, ask students what we already knew from the problem and what

did we want to find out

Introduce term equation (number sentences with equal signs)

o 15+?=60, 60-15=?, 60=15+?, ?=60-15

o What does the question mark equal?

o Horizontal equations- both sides must equal each other (like a scale)

o Vertical equations- this bar acts as an equal sign

Allow all students to find answer using the equations

o Count up, compensate, decompose

o Should you answer be more or less than $15? More, because it must add up to $60

o Will it be more than $60? No, because he ends up with $60

Go back and fill the question mark in from equations

Active Engagement:

Pose question: “There are 43 children in the soccer club and 25 children in the science club.

How many fewer children are in the science club?” o Ask what do we need to find out? What do we know? (write this on the board to provide

more guidance) o Encourage them to use pictures/diagrams o Write a number model with a question mark for the unknown o Look at your partner’s work- is it similar to yours?

Review as a class- what we know, what we want to find out, sample number model and method

to solve

Math Journal page 38 o If students are fast finishers- go to page 39 o Come around and stamp their correct work

Materials:

Smartboard

Mrs. Fry’s slides

Pencils


Number Grids

Fact triangles

Whiteboards

Standards:


CC.2.1.3.B.1- Apply place value understanding and properties of

operations to perform multi-digit arithmetic. Essential Question: How can we use diagrams to help solve

number stories?

Link/Closing: Have partners turn and talk about what strategy they liked best

Math Box: page 40

If finish early, fact triangle game

o Find a partner, get a whiteboard

o Both students flip a fact triangle and whoever has the higher product gets a point

Homework: Home Link 2-3

Math: Hybrid Stations

Fact Triangles & Number Stories

Direct: Number Stories

Have students grab their whiteboards, expo markers and erasers

Present problems o Two ostriches laid a clutch of eggs. There were 67 eggs in all. Once clutch had 25 eggs.

How many eggs were in the other clutch? o Jenna collected 83 seashells on the beach. She gave 18 of them away on the boardwalk.

How many seashells does she have left? o Richard has $25 in his wallet. He was mowing lawns over the weekend and got paid.

Now he has $64 dollars. How much money did Richard making mowing lawns? o Kate has 24 pens. Her friend gave her 8 more after borrowing them for a while. How

many pens does Kate have now? o There are 46 sloths in the Philadelphia zoo. In the New York Zoo, there are 28. How

many fewer sloths does the New York Zoo have?

Collaboration: Fact Families & Fact Triangle Game

Fact Family worksheet- students will fill out each of the four facts in the family

o 4, 5, 20

o 3, 5, 15

o 2, 8, 16

o 5, 8, 40

When finished turn into the bin

Partner up to play the fact triangle game

o Grab a whiteboard, expo marker and eraser for each partner set

o Students each pick up a fact triangle and solve the multiplication problem

o Whoever has a higher product wins and gets a point

Independent: IXL- Multiplication facts- F3, F6, F11

Number stories-

Materials:

Smartboard

Fact triangles

Paper to record models

Pencils

Chromebooks

Whiteboards

Dry Erase Markers

Whiteboard Erasers

Standards CC.2.1.3.B.1- Apply place value understanding and properties of

operations to perform multi-digit arithmetic.

CC.2.2.3.A.4- Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CC.2.2.3.A.2- Understand properties of multiplication and the relationship between multiplication and division.

Objective: to review topics we have learned about this week

Math 2-4: Multistep Number Stories Part 1

Connection: Check Math Boxes on page 43

Mental Math (record on whiteboard)

o 3+6; 30+60; 300+600 o 2+9; 200+900; 2,000+9,000

Teach:

Math Message: “You have $0.80 in your pocket. Estimate. Do you have enough money to buy

two packages of the same snack? Which snack?

o Have students take out their SRB and turn to page 269

Ask students which ones they thought they could buy 2 of (record on whiteboard)

o Crackers, granola, mints and cheese sticks

o Why didn’t anyone mention the rice cakes? Or the pretzels?

How did you decide if you could buy two?

o Benchmark of $0.40 because that is half of $0.80 or 40+40=80

o I know that each snack must cost $0.40 or less or I can’t buy it (ask about pretzels

again)

If I have 100 cents, can I buy…

o 1 bag of peanuts and 1 box of pretzels (no, both over $0.50)

o 1 packages of mints and 1 package of granola (yes, both less than $0.50)

o 1 package of raisins and 1 package of rice cakes (yes, one more and one less)

Why would we estimate the cost of the snacks together instead of finding the exact cost? How

does estimating help?

Active Engagement: Solve following problems on their whiteboard using the SRB 269; write number models on the

board to record thinking

o What do you know? Find out? Strategy? Check

o 2 packages of crackers and 1 package of sunflower seeds- how much?

o What costs more: 2 packages or mints or 3 packages of cheese sticks? How much more?

(cheese sticks by $0.05)

o You buy 5 packs of crackers with 2 crackers in each. You eat 3. How many left (7)

Allow students to go onto Math Journal page 41 and page 42 (if finish), while pulling students

who need a little bit more help to the guided reading table

Roam around the room and check the students’ work; ask some to write their answers on the

board

Link/Closing: Have students record their work up on the smartboard to check

Materials: Smartboard

Mrs. Fry’s slides

Pencils



Whiteboards, markers,

erasers

Rounding Scoot game

Standards:

Multiply and divide within 100.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Apply place value understanding and properties of operations to perform multi-digit arithmetic.

Essential Question: How can we use diagrams and estimations

to help solve multistep number stories?

Students clean up everything so their desks are clear with exception of their pencils

Round Scoot Game- paper passer- one card on each desk and other passes out papers

o Students will solve the rounding problem before the teacher says scoot

o When teacher says scoot, each student moves to the next problem

o Students write their answers in their chart

Home Link: 2-4

Math 2-5: Multistep Number Stories Part 2

Connection:

Mental Math- come write up on the board o 6+9+1=?; 5+8+5=?; 6+2+4+8+? o 13+15+7=?; 17+3+6=?; 19+2+28+11=? o 25+7+15=?; 16+24+18=?; 14+37+13=?

Teach:

Math Message: James shares 10 grapes equally with his sister. Then he eats 3 of his grapes.

How many grapes does James have left? (2 grapes) o What strategies did you use to solve it? Come write up on the board o What operations did you use to help solve? (division and then subtraction)

Get SRB out and turn to page 269

Number models can help us keep track of our work and thinking

Problem: You have $0.75. You buy a package of crackers and eat them. You are still hungry,

so you buy a package of cheese sticks. How much money do you have left? o Plan

What will you do first? Write first number model

What will you do next? Write second number model

Are you finished? How do you know?

Check

Problem: You buy 2 packages of granola and a package of mints. How much do you spend in

all?

Active Engagement: MJ page 44- write number models to keep track of thinking!!

o Pull students to guided reading table that need a bit more support

Link/Closing: Have students record their work up on the smartboard to check

Begin Math Boxes page 45

Students clean up everything so their desks are clear with exception of their pencils

Play Roll to 1,000

o Player rolls 2 dice. They add the dots on the dice together. Each dot is a multiple of 10,

or multiplied by 10

o If the plater rolls a one, their turn is over and they receive no points

o The player that reaches 1,000 first or has the most points by the end wns!

Home Link: 2-5


Mrs. Fry’s slides

Pencils



Roll to 1,000 papers

Expo markers

10 dice

Standards:

Represent and solve problems involving multiplication and division

Multiply and divide within 100.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Essential Question: How can we use estimations and diagrams

to help solve multistep number stories?

Math 2-6: Equal Groups

Connection: Mental Math- What did you see? How did you see it?

o Quick Look Card 123 o Quick Look Card 124 o Quick Look Card 129

Teach:

Math Message: You have 4 packages of pencils. There are 6 pencils in each package. How many

pencils in all? o Draw your answer!!!! o What are all the ways we could have solved this? (skip count, add, draw picture)

Ask students to write theirs on the smartboard o What do all of these strategies have in common? (all equal groups and point these out) o Equal Groups- groups with the same number of objects o Some strategies are faster and more efficient than others

SRB page 270- think fast, easy strategies o There are 3 packages of party horns with 6 horns in each package. How many in all?

Share strategies (highlight equal groups) and then check the work o If I buy 6 packages of chocolate-scented pens, how many pens will I have? o Challenge: If I buy 4 packages or glitter stickers, will that be enough for everyone in our

class to have 1 sticker? Why or why not? o Early finishers can look at page 270 and write other questions for their partners to work

on

Multiplying by 0 and 1 o Multiplying by 1 is having one group; it will always equal the other number

1 package of marbles. How many marbles do you have?

1 package of file cards. How many? o Multiplying by 0 is having zero groups; means nothing, so answer is always zero

0 packages of marbles. How many?

0 packages of 9-inch balloons. How many? o Come up with a number story problem involving zero or one group for your partner

Active Engagement: Math journal page 46 using SRB 270

Pull students to guided reading table that need more support

Roam around the room and ask students to write answers on the board

Math Boxes page 47

Link/Closing: Students may get on Reflex Math


Mrs. Fry’s slides

Pencils


Student Reference Books

Standards:


Multiply and divide within 100

Solve problems involving the four operations, and identify and explain

patterns in arithmetic Essential Question: How can we use pictures to solve multiplication number stories?

Check Math Boxes all together

Home Link: 2-6

Math 2-7: Multiplication Arrays

Connection: Review Math Boxes on page 47

Mental Math- What did you see? How did you see it?

o Quick Look Card 131 o Quick Look Card 132 o Quick Look Card 133

Teach:

Math Message: There are 24 trombone players in a big parade. Find at least 3 different ways

the players could arrange themselves into a rectangular array to march. Share or draw Xs in

the squares on your grid paper to record each array.

o How many total people marching? What shape are they marching in?

Array- arrangement of objects in rows and columns

Pick students to share their work on smartboard; write a number model next to each

array

Show differences between arrays- they all have the same number of people but all look

different (rows vs columns)

The two numbers being multiplied are factors and the answer is called a product

o What factors did we find for 24?

o If you can’t make a rectangular arrangement= not a factor of 24

Active Engagement: Model making an array for 3x8 with Xs on the dots to represent numbers

Math Journal page 48

o 1. 3x5- model on page 48

o Students may complete the following problems independently or at guided reading table:

1x6

5x8

2x12

o Have students write their answers on the smartboard for others to check

o Why do we do this- it helps us picture our multiplication facts; fast & efficient

Link/Closing: Have students clear their desks and help pass out Array Bingo materials

o Students get in partners (each with array cards, sharing number cards)

o Each create a 4 by 4 array- how many total cards in it?

o Your turn-pick a number card and look at cards to see if any products match it- if

they do, flip the card over and first player with a row, column or diagonal says Bingo


Mrs. Fry’s slides

Pencils


Graph paper

Student Reference Books

Array Bingo Cards

Number cards

Standards:


Multiply and divide within 100 Essential Question: How can we use pictures to solve

multiplication number stories?

Math 2-8: Picturing Division

Pull up the folders app click “Everyday Math” folderclick Unit 2click lesson “2-8 Picturing Division” slides **students will take a bathroom/drink break after art and before math; post the math

message slide on the smartboard and ask students to begin thinking about how they would solve it. When all students are back, go back to mental math slide and complete that first!

Connection:

Ask a student to help you lead off/start the counting before everyone joins in

Mental Math- start/stop counting

o Skip count forward by 5s from 25 to 55 and then skip count back by 10s from 70 to 20



Teach:

Math Message: Math Journal page 50- SOLVE ALL TOGETHER o “Leah and Matthew share 14 pennies equally. How many pennies does each child get? o Ask the students what they learn about the problem: what numbers are given? What

do we have to find? o Ask which operation we should use to solve o Draw out your work (they should do this along with you) o Ask students if there is another way to draw/solve it

If an array is not mentioned, draw one on the board with 7 pennies for Leah and

7 pennies for Matthew o Compare the different representations: find similarities and differences

How did you use your drawing to help you solve the problem?

Does your drawing match the problem?

How does the picture show that the pennies are equally shared?

Write number models for the problem o Make sense of the work/check it (are there 14 pennies? Does each person have the same

amount?, etc)

Active Engagement: Ask the paper passers to hand out Math Masters page 61

Tell students that we will be going through this together on the board, so they should have it

right on their paper when they turn it in to the bin at the end

Complete problem number 1 as a class (use the same steps and questions listed above to work

through the problem)

o ***Allow some students who feel confident to work through it by themselves

Materials:

Smartboard

Mrs. Fry’s slides

Pencils


Math Masters page 61

Chromebooks

Standards:


Essential Question: How can we use pictures to solve division

number stories?

o Ask the students what they learn about the problem: what numbers are given? What do

we have to find? o Ask which operation we should use to solve o Draw out your work (they should do this along with you)

Draw a table and put 4 students around it- is that 20 students or do we need to

draw another table? Continue drawing until you get to 20 students o Ask students if there is another way to draw/solve it

Count by 4s until reaching 20

Different type of picture

Writing with tally marks

Number model o Compare the different representations: find similarities and differences

How did you use your drawing to help you solve the problem?

Does your drawing match the problem?

How does the picture show that the pennies are equally shared? o Make sense of the work/check it (are there 20 children? Does each table have the same

amount of children sitting there?, etc) o Complete problem number 3, but note that there is a REMAINDER

Go through same steps above: what do we know, what are we trying to find out,

draw a picture

When they realize the remainder is in the way, ask if it’s okay to squeeze people

at a table (no!), so what will we have to do—make another table for them once

our 3 tables of 6 are filled

Write number models for this problem to help students understand (3x6=18,

18+2=20)

Have students turn their paper into the bin when they are finished (paperclip their work, so

can check it)

Link/Closing: Review how we solved the problems- with pictures, number models and checking!

Students may login to their Chromebooks and play on “Reflex Math” until they get a green

light- have them stay logged in because their spelling test will be on the Chromebooks as well

Math 2-8: Review Stations Multiplication Stories (Arrays)

Set timer to have 20 minutes for each rotation

Direct: One Hundred Hungry Ants by Elinor J Pinczes Read through One Hundred Hungry Ants- introduce that we will be working with

arrays to help the ants get to the picnic the fastest

Hand out graph paper for them to draw their arrays

Stop each time the ants yell stop and need to reorganize o Don’t have students draw the first one (2x50) because it would be too big for

the graph paper o Give the students one of the factors and have them figure out the other

For the first group- give students both of the numbers so they can create it

Continue going through the examples with the hope that we get through each array

Collaborative: Array Bingo

Have students partner up based on the paw print that is next to theirs on the board

Each student gets a set of array bingo cards; each set of partners will get a set of number cards

Students arrange their cards in a 4x4 array- all cards face up

Place the number cards facedown

Pick a number card and see if the number matches any of the array cards; if it does, flip the card over

The first person to have a row, column or diagonal wins and can say bingo

Start the game over with new cards in your array Independent: IXLMath E.2 and E.3

Materials: Mrs. Fry’s slides

Pencils

Chromebooks

Expo markers

Erasers

Array Bingo Cards

Number cards

One Hundred Hungry Ants

Graph Paper

Standards:



Essential Question: How can we use pictures to solve


Math 2-8: Review Stations Multiplication and Division Stories (Equal Groups)

Set timer to have 20 minutes for each rotation Direct:

Review grouping language of multiplication- ____ groups of ____; drawing pictures

o There are 3 patches of pumpkins. There are 6 pumpkins in each pumpkin patch. How many pumpkins are there altogether?

o There are 7 groups of bats flying around the haunted house. There are 5 bats

in each group. How many bats are there altogether?

Division- we want to equally share and draw pictures

o There are 30 pieces of candy corn. You want to share it equally between 3 classmates. How many pieces does each classmate get?

o You have 24 pencils. You want to equally share your pencils between 4 friends. How many pencils would each friend get?

Collaborative: Roll to 1,000

Have students partner up based on the paw print that is next to theirs on the board

Each partner set gets 2 dice, scoreboard, a dry erase marker and an eraser

Player 1 begins by rolling the dice and multiplying the number of dots times 10. The

player may roll as many times as they want; however, if they roll a one, their turn is over

Pass the dice onto player 2

Whichever player reaches 1000 points first wins; if no one reaches 1,000, the player with the higher point total wins

Independent: IXLMath E.5 & E.6

Materials: Pencils

Chromebooks

Whiteboards

Expo markers

Erasers

Dice

Roll to 1,000 scoreboard

Standards:



Essential Question: How can we use pictures to solve


Math 2-9: Modeling Division Hybrid Stations

Start the lesson altogether with mental math…

While students are in the bathroom- post the math message problem for students to

begin solving

o 4 friends equally share 6 granola bars. How many granola bars will each friend get?

Mental Math o You have 16 stickers to share between yourself and a friend. How many? o You have a string that is 40 cm long and you cut it into 10 cm long pieces. How many? o You have 15 papers to hand out to 5 groups in your class. How many?

Explain the stations and start with 20 minute rotations

Direct: sit at the front of the room by Smartboard Review the Math Message

o The 6 granola bars must be divided up in order for each person to get the same amount o Divided the granola bars and could share the leftovers/remainders

What if we were sharing 6 pennies instead of granola bars? How would that be different?

o Can’t split a penny, so each friend gets one with two leftover/remainders

Quantity leftover when a set of objects is shared equally/equal groups

Granola bars can be broken apart so no remainder, but can’t do with pennies

o Number model: 6/41R2 (arrow means leads to/gives/results in)

3 children share 13 pennies. How many pennies will each child get? 13/34R1

o Dividend- total before sharing

o Divisor- number of equal shares

o Quotient- result of the division or what you get after dividing

Extra problems if needed…

o 21 candles are arranged with 3 in each row. How many rows are there?

o Each player is dealt 4 cards. There are 18 cards in all. How many players are there?

How many leftover cards?

Collaborative: Back corner of the room Multiplication and Division Task Cards- have students complete them

o Explain that you must look at the bottom of the task card to figure out which number

it is and then write your answer in that box

o Share the cards between everyone- you don’t need to start with number one

If they finish, MJ Math Boxes page 53

Materials:

Smartboard

Mrs. Fry’s slides

Pencils


M&D task cards

Task Card answer paper

Chromebooks

Manipulatives

Standards:


Develop an understanding of fractions as number Essential Question: How can we use pictures to solve division

number stories?

Understandings: We can’t always share equally

Independent: Chromebooks IXL _____

Link/Closing: Sometimes we can’t share equally so we have remainders

Exit ticket

o I have 12 pennies to share with 5 friends. How many pennies does each friend get?

How many leftovers/remainders will there be?

Chromebooks- Reflex Math

Math 2-10 Playing Division Arrays

Connection:

Mental Math- Quick Looks Cards 151, 154, 156

Teach:

Math Message- Math Journal page 54 (have students start

What do you notice about the numbers that could make arrays with two equal rows? What

about the numbers that couldn’t make 2-row arrays?

What happens when you can’t make an array? One leftover plant

What would happen if she had 25 tomato plants? What about 22 tomato plants?

Even numbers could make the arrays, but odd numbers couldn’t

Leftovers= remainders

Active Engagement: Play Division Arrays

o Explain the game and then model

o The player picks up a number card and rolls the dice

o Make an array- select the number of containers based on the number on the number

card; amount of rows you make is the roll of the dice

o Figure out if there is a remainder

o Scoring: if no remainder, you multiply the number of counters in a row by 2; if there is

a remainder, the number of counters in one row is the score

o Write a number model and the answer

o Next player’s turn

Link/Closing: Math Boxes: page 56

Reflex Math/starred skill on IXL that students haven’t mastered

Exit Ticket about division arrays

Homework: 2-10

Materials:

Smartboard

Mrs. Fry’s slides

Pencils

Quick Look Cards

Number cards

Dice

Math Journals

Division Arrays Sheet

Standards:



Essential Question: How do division arrays help us think

about division?

Math 2-11 Frames and Arrows

Connection:

Mental Math- Fact Families (list all!)

o 6+4 and 2x8

o 8+5 and 5x4

o Skip the third set- too long

Teach:

Math Message- Math Masters page 69

Find the patterns in the sets and figure out how they were able to find the missing numbers o Problem 1- add 3 each time o Problem 2- subtract 2 each time o Problem 3- double/multiply by 2 (same thing) o Problem 4- subtract 3 each time

Sometimes we have to work backwards

Introduce frames and arrows o Look at the rule box because that will tell us what to o Frame- circles o Arrows- arrow rule; how you get from one box to the next

Active Engagement:

Math Masters page 70 o Problem 1- all together

How do the numbers change, which operation is being used,

o Problem 3- option to go on, but I will still explain because first number is missing

Math Journal page 57

Pull students to the guided reading table that need additional support

Link/Closing: Math Boxes page 59

Reflex Math if they finish early or MJ page 58

Homework: Home Link 2-11

Materials:

Smartboard

Mrs. Fry’s slides

Pencils

Math Masters pg 69&70

Standards:


Use place value understanding and properties of operations to perform multi-digit arithmetic

Essential Question: How do Frames-and-Arrows diagrams help us to find the patterns between numbers?

Math 2-11: Review Stations Arrays, Frames and Arrows and Remainders

Set timer to have 15 minutes for each rotation Direct: Division with remainders

When we equally share, we want to have the same number of objects in each group

If there are leftovers, we call that our remainder and indicate it with an R

You have 13 mini pumpkins that you want to equally share among 5 friends. How many mini pumpkins does each friend receive?

There are 16 bats flying in a house. There are 4 rooms in the house. How many bats

are in each room?

Jeffrey has 28 pieces of candy. He wants to equally share it with 6 friends. How many

pieces will each friend receive?

Write number models for each one of these problems! Collaborative: Frames and Arrows

Have students complete the Frames and Arrows worksheet in the collaborative

station folder

Turn their finished work into the bin

If they finish, they may work in their MJ on page ____ to review number stories Independent: IXLMath_____ (arrays) When stations are over, the students may go onto Reflex Math or practice a starred IXL skill that needs to be mastered

Materials:

Pencils

Chromebooks

Frames and Arrows WS

Counters

Whiteboards

Expo markers and erasers

Standards:

Use place value understanding and properties of operations to perform multi-digit arithmetic



Objective: Review for the upcoming test

Math 2-1 Extended Facts MaterialsMath 2-2 Number Stories Connection: Mental Math o 8+8, 80+80,...

Documents

Transcript of Math 2-1 Extended Facts MaterialsMath 2-2 Number Stories Connection: Mental Math o 8+8, 80+80,...