# 2nd Grade Math: Unit 3

## September 20/Oct 4 /Subtraction Up To 1,200

## Fall 2018 Diagnostic Results

## Second Grade: 11 students Tier 2

## The Getting Students Ready for the Diagnostic test is in our Second Grade Units i-Ready folder

## Mid-Year Testing: ALL STUDENTS: Plan ahead a time with Baker's Lab 8:05-8:50 and 1:40-3:00

## In-class: at least 2-3 sessions (average time was 60 minutes)

## i-Ready support-reports/questions date to be determined-on site

## Progress Monitoring: the first one will be the first week in November-next CPC explore how to do

## 2017 Unit Three: Subtraction to 1,200

## Met Standard: 48% Avg Score: 61 District Avg: 54%

## Subtraction Test 2018

## Met Standard: 34% Avg. Score: 57% District Avg.31%

## Subtraction with Regrouping

## 2018-75% 2017-87%

## Time

## 2018- 73% 2017-74%

## Subtraction Across Zeroes

## 2018-71% 2017-54%

## Comparing Numbers using a Table

## 2018-43% 2017-60%

## 2018-42% 2017-52%

## 2018-35% 2017-50%

## Teachers had the opportunity to understand the intent of the i-Ready Diagnostic Results Analysis

## Targeted instruction with Instructional Decisions Based on Diagnostic Analysis-teachers will write questions directed to students' grade level

## Ms. Poe provided a tour of the i-Ready Online Instruction website

## Continue to visit our Second Grade Units Schoology group to assess/include resources: our pacing calendar, small group activities, instructional videos, anchor charts, etc

## We will use the term compose or regroup instead of 'trade'.

## Disregard the word 'borrow' in the video instead we use the term regroup.... 'borrowing' misrepresents what is taking place.

## I have included this mat in your small group folder

## Regrouping ones and tens work mat

## 2.2 Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.

## RENAMING NUMBERS- ALL YEAR

## ACADEMIC VOCABULARY-ALL YEAR

## 2.4B subtract two digit numbers using mental math strategies based on knowledge of place value.

## After students have mastered how to regroup we transition to multi-step subtraction math stories

## 2.4C solve one step and multi step word problems involving addition within 1,200.

## 2.4D generate and solve problem situations for a given mathematical sentence involving addition.-Math Journals Write a math story for 126+83=

## BALANCED EQUATIONS CAN LOOK LIKE THIS...

## 2.7 Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to:

## MORE THAN, FEWER THAN

## Subtraction Assessment: 2017

## FLOCABULARY

## NEARPOD

## place value, chart, part, number sentence, equation, algorithm, equals,subtract, whole, minus, is the same as, relationship, difference

**Start with a story:**

Mrs. Ochoa's class has 337 Dream Box points. Mrs. Sander’s class has 179 less points than Mrs. Ochoa’s class. How many Dreambox points does Mrs. Sander's have?

**Represent the number sentence using the place value names-PVC CHART**

**Represent the whole number using pictures (models) VM, base ten blocks and PV chart:**

**Write the algorithm/number sentence **

**Reinforce vocabulary-label and discussions **

**Use terms: regroup ....not borrow...**

## All lessons:

__Whole Group:__

Virtual Manipulatives

Pictorial

Number Sentence(s)

__Small Group:__Start with a mini-math Story

Place Value Mats

Base Ten Blocks/materials

Math Journal/Recording sheet( min. twice a week)

Return to math story

Solution statement

**Focus:** Expose your students to at least **TWO **different methods for subtraction

**Number Line, Place Value Chart, OR Traditional Algorithm w/pictorial**

The goal is to to allow students to develop a deeper understanding of the concept.

## Write a math story to go with the number sentence

Discussion, Turn and Talk, journal/recording sheet entries..

## Think Central Manipulatives

## Glencoe Virtual Manipulatives

## Break a Hundred (MIF Book)-Lesson Three-Subtraction with Regrouping Ones and Tens

**Break a Hundred!**(Same materials as Make a Hundred!) Students will start at a hundred with 9 tens and 10 units, roll the die and subtract (remove) that amount from a hundred. The first one to get to zero or closest to zero wins!

## Lesson One: Subtraction without Regrouping

**In whole and small groups always start with a story. Conceal the numbers so that students may focus on the math story and improve on their comprehension. Give students the opportunity to turn and talk about what they have read and understand of the story.**

** Ask questions: What do we know about the story? (some fish are orange, some are not...)**

## Reveal the numbers..

**After you reveal the numbers, read the story again and once again ask students to turn and talk what they understand about the story now.**

**Ask questions: What do we know? ( We know how many fish are in the pond and how many are orange) How many are orange? What are some colors the other fish could be? (red, blue. black,etc) How can we find how many are not orange?**

**Subtract, take away, less ____**

**Write the title' Subtraction without Regrouping'**

**Create anchor chart/SB copy with students, anchor chart should include:**

**Place Value Chart-Students share how to make the chart****Pictorial-students volunteers can come up and draw the base tens/Virtual maipulatives, Base Ten Blocks****Number sentence/Number Bond/Bar Model-at least one or all three****vocabulary words-label****Solution statement-students turn and talk and share the statement.**

## Open a free account with education.com for great math games that build conceptual understanding

## Books-can be incorporated to enhance a lesson (read a portion, students can check out, etc)

## The Parent Center is currectly assembling our addition flashcards! :)

## Sums to Ten test is on Friday, October 26

## FACT FLUENCY MASTERS Poster- I will get these to you before 10/26.

## Friends of Ten

*Zero*. We added 10 and 0 to our chart and wrote the equation, 10 + 0 = 10. We cleared the board and put out nine red counters. How many yellows to make 10? The students put out one yellow counter to show that it would take one more to make ten. We added 9 and 1 to the anchor chart. We continued this process until we had all the “friends”. I drew the “rainbow” to show the connections in the equations. Lots of

*oohs*and

*ahs*. First graders are easily amused.