Second Grade Content Preview
Unit 10
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc
I love Math: In partners, each student throws out a number 0-10 (both hands together will make a single digit number). Using the sentence stem: _____ groups of _____ make _______. The students will look at their own hands to find the number of groups and their partners hands to find the amount in each group. Then the partner does the same thing. This will help students see the communative property as well. Have white boards and counters available for students to check.
Example: Student A shows 3 . Student B shows 6
Student A says: 3 groups of 6 equals 18. 6 + 6 + 6 = 18
Student B says: 6 groups of 3 equals 18. 3 + 3 + 3+ 3+ 3 + 3 = 18.
Opening (5-10 min)
https://gfletchy.com/cover-the-floor/
Cover the floor! How many blue squares will it take to cover the yellow square? (Video for day one is below, click the link above for all three acts and the task)
As an extension challenge, see if students can create their own repeated addition video task!
Optional Unit 10 Activities
Equal Groups Activities
Materials Needed: snap cubes, dry erase markers, array cards A, B, C per pair of students
Have students write the sentence frame “___ equal groups of ___ equals ___” on their desks using dry erase markers.
Have them fill in the frame to read 2 groups of 5 equals 10 and ask students to brainstorm with partner how they can use snap cubes to show this.
After letting students test out some ideas, draw the following model and ask them to identify what represents the “2 equal groups”, what represents the “5”, and what represents the “equals 10” from the statement.
Students should talk with partners to come up with an addition sentence that describes this model, so that as the lesson progresses, a connection between multiplication and repeated addition can be made. (5+5=10)
Show students Card A and ask them if this model also shows 2 equal groups of 5. Have them draw circles around each group of five to justify.
As a class, create a story problem that describes 2 groups of 5 dogs, as shown on Card A.
Repeat for Cards B and C, but let students solve for the “equals ___.” Allow students to have more control over the creation of word problems according to readiness. Remaining array cards can go into a math station.
Connect to 2.6(B): These array cards can also be used to model division using the sentence frame “___ separated into ___ equal groups equals ___ in each group.” Have students start with the total number of cubes, draw groups, and pass out cubes into each group to solve. Students should also model using cards and create story problems to provide context. Remember, like multiplication, all division is all contextual until third grade.
- Students can then continue this concept independently or at a station, creating their own cards using markers or by rolling up balls of play dough and continuing on the process.
- CLICK HERE FOR CARDS A,B,C: https://goo.gl/nCHJcS
Student books about Equal Groups
Use these templates to have students create their own books about equal groups with repeated addition and repeated subtraction. Also great in a station:
Contextual Multiplication: https://goo.gl/vC1npt
Contextual Division: https://goo.gl/DXPWvm
Math Student, math student, What do you see?
Next have students write out the poem:
Math Student, math student what do you see?
I see ____ eyes looking at me.
(then include the repeated addition sentence)
Unlike the picture on the left, the students do not need to know the word array, nor do they need to know how to write the multiplication sentence.
Contextual Division Scoot into Go Fish
In a small group, give each student a piece of blank construction paper and fold it into fourths ( or four index cards).
- Give each student a number to write in one section of their paper (make sure the number is composite/is divisible by more than one and itself).
- Students then take the beaded number line, put a clothespin to separate the number they are working with and the rest of the beads. Students create equal groups from the beads. (this can also be used with other manipulatives) They will then draw that pictorial representation in another quadrant of their paper.
- Students then scoot to the next persons chair and look at the new paper in front of them. Using repeated subtraction and the information given from the pictorial representation/beaded number line, the students write a repeated subtraction number sentence in the next box to match.
- Students scoot one more time. In the last box, the students write a sentence/story about the contextual division problem. Use sentence stems to help.
As a teacher, you can use this time to formatively collect feedback on the students and note areas for reteaching.
When all the papers have been completed, cut apart the pages and you now have a go fish game to play in small group or at stations on a later day.
Literature Connection
Monkeys on parade story and Flip Grid
Stop the story as you see the equal groups of monkeys going by and use the repeated addition sentences to show how you would add the numbers. Students can also use manipulatives to represent the monkeys.
After reading the story, have the students create their own monkey problems. Have the students use a set of manipulatives, and tell how many monkeys were in a group and what the monkeys were doing as they went by. Students can record their monkey problems using flip grid. Now you have a whole class set of monkey problems for kids to try!
1. Guided Math
https://drive.google.com/open?id=1cDepI7PXg1k9CU0mevr2N-Fxxoao2Abf-kdyJImXwNQ
3. Review/Preview:
Go back to partitioning shapes with playdough or using the geoboards to show examples of halves, fourths, and eights as seen in the unit 05 smore.
Fluency:
Adding/subtracting with regrouping with the algorithm practice
generating word problems from equations with regrouping (both addition and subtraction)
Counting coins practice
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment