Second Grade Content Preview
Unit 02
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: Group of three, make larges/smallest three digit number. What's ten more/less or one hundred more/less?
Make a 2 digit number (each student makes on using two hands), is the number even or odd and how do you know?Virtual number dice: triple dice, make the largest/smallest three digit number then what is ten more/ten less or 100 more/less than that number?
http://www.curriculumbits.com/prodimages/details/maths/mat0005.htmlSkip counting warm ups by nickels or dimes. To make it harder start at a number other than zero. "Start counting nickels starting at the value of a quarter" "Start counting dimes starting at the value of a nickel"
Don't forget to use movements in your warm up when counting (marches, hand claps, hand fluffs, side to side hops, etc)100 more 100 less starting at any given number. Again, do movement activities as you are counting and shout out "100 more" kids say the number, "100 more", kids say the number, "100 less" etc. Can also be done with 10's. This visual can also help for pictoral representation if needed: http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html?from=topic_t_1.html
Opening (5-10 min)
Number Talks: Addition Category One Making a Ten:
The link above contains number talks which include two numbers that make a quick ten.
Virtual number dice: double dice. Extend your energizer, by passing out dry erase markers, have students create a numberline on their desk. Students then place the number where they think it will go on the numberline and justify the thinking.
http://www.curriculumbits.com/prodimages/details/maths/mat0005.html
Optional Unit 02 Activities
Beaded Number Line
Using number beads will be helpful in this unit for:
- Addition strategies: Watch students, can they decompose one of the addends to make a quick ten when adding?
Example: 8 + 4, Can they push 8 beads, then add two more on the number string to make the ten, then add the remaining 2 to get a final answer of 12. - Even and Odd to 40: Can the students make equal groups of 2 with the numbers? Do students need to slide each bead in a group of 2 or can they generalize that they know a group of 10 beads will all have equal groups?
- Coins: Use clothespins to clip where different coins would be located on the beaded number line. When counting money, clip where the next coin value would be.
Solving Problems with Story Mats
In this unit, we want second grade students use fact family relationships to solve problems with an unknown in any position, such as start unknown, change unknown, and result unknown problems. Story mats are any type of picture where students can act out the math problem on the mat. Click here for a google slide featuring pictures that could be printed and used with math stories. http://bit.ly/2f0mbnV
While students are using concrete, include also the representational and abstract, even if they still are in the concrete phase to act out the story problem. Keep in mind we don't focus on key words in story problems, but rather the action of what is taking place. For a list of different story problem types click here http://bit.ly/2wE8jax
Also visit this link for samples of different types of Story problems (similar to presentation in Summer PD math remix) https://docs.google.com/a/hayscisd.net/presentation/d/1rF_Q2mGHZ1d1rti2Me4VFFi4bxycEkewVVwD9f7XYCA/edit?usp=sharing
Money War
Cut up the cards and divide them between two students. They each flip up a card and count the coins. They compare and decide who has the card worth more money and that person keeps both cards.
Free printable:
http://www.classroomfreebiestoo.com/2016/04/money-count-and-compare.html
Literature Connection:
The Coin Counting Book
A pocketful of coins! Who can make heads or tails of it? YOU can with THE COIN COUNTING BOOK. Change just adds up with this bankable book illustrated with real money. Counting, adding, and identifying American currency from one penny to one dollar is exciting and easy. When you have counted all your money, you can decide to save it or spend it.https://youtu.be/jFx-hLb3XKc
The Penny Pot
Even Steven and Odd Todd
A mismatched pair--Even Steven and Odd Todd--through their differing number preferences, teach basic number concepts in a way that both children and their parents will enjoy.
1. Guided Math
https://drive.google.com/open?id=1gXeEoqzhskjhCDeMpIhP2FiyiYPp_2VgQavo9zHGMhE
3. Review/Preview:
- Building Addition/Subtraction Models without regrouping: Have students begin to familiarize themselves with solving addition and subtraction expressions without regrouping using base ten blocks. Students can work as a group to solve a word problems and show the answer in concrete, pictoral, and abstract numerical expressions. Each group/pair can make an addition/subtraction poster modeling all three levels of learning. Don't forget to include all the types of unknowns that can be seen. (refer to the story problem charts found in the story mats section above. This could also be done digitally by the group taking a picture of the concrete, pictoral, and abstract then adding the pictures to a google slide that has the word problem on it. If you like this idea but don't feel confident setting it up digitally, request a DLC to help!
Fluency:
- I love math: sum then how many more to get to 20?
- Salute ( the difference between your number and 20 is _____)
- Make a rekenrek: Instructions found here (cardstock can also work instead of foam): http://www.mathcoachscorner.com/2013/06/diy-rekenreks-take-2/ Have students make combinations of 20
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment