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 Operations & Algebraic Thinking 2.OA.B. Add and subtract within 20. See standard 1.OA.6 for a list of mental strategies. 2.OA.C. Work with equal groups of objects to gain foundations for multiplication. 2.OA.C.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. Number & Operations in Base Ten 2.NBT.A. Understand place value. 2.NBT.A.2. Count within 1000; skipcount by 5s, 10s, and 100s. 2.NBT.A.3. Read and write numbers to 1000 using baseten numerals, number names, and expanded form. 2.NBT.A.4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.B. Use place value understanding and properties of operations to add and subtract. 2.NBT.B.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.NBT.B.7. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. 2.NBT.B.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. Explanations may be supported by drawings or objects. 2.MD.C. Work with time and money. 2.MD.C.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.G.A. Reason with shapes and their attributes. 2.G.A.2 Partition a rectangle into rows and columns of samesize squares and count to find the total number of them. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.  Students will have opportunities to: Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects. (MP. 2) Make sense of the representation they and others use. (MP. 2) Make connections between representations. (MP. 2) Choose appropriate tools. (MP. 5) Use tools effectively and make sense of the results. (MP. 5)

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 The following concepts are prerequisites for this unit which were learned in first grade: Quantities up to 120 may be compared, counted, and represented in multiple ways, including grouping, pictures, words, number line locations, and symbols. Collections can be separated into equal groups of ten objects and can be counted by tens. Numbers larger than 10 can be represented in terms of tens and ones. The order of numbers may be represented with a list, a number line, and a hundreds chart. Two numbers may be compared by examining the amount of tens and ones in each number using words, models, and symbols greater than (>), less than (<), and equal to (=). Place value understanding can be used to mentally add or subtract 10 from a given number.
 Multidigit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways. The commutative and associative properties for addition of whole numbers allow computations to be performed flexibly. Even number can be written as the sum of two equal addends.

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 number line, pattern, number grid, equivalent names, combinations of 10, even number, odd number, multiple of ten, cube, long, flat, base ten blocks, skipcount, unknown, quarters, pennies, dimes, nickels, greater than, less than Bold: Listed in teacher's EDM4 edition Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations 
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 The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. 
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 The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. 
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