Wayne RESA ## Unit PlannerEDM4 Math 2 |

**Everyday Math**) / Week 17 - Week 20

In this unit, children review addition and subtraction problems in the context of money and number stories. They learn strategies for mentally adding and subtracting 10 and 100.The following big ideas will be covered in this unit: - Addition and subtraction strategies can be used to find change in word problems involving money. (up to $1) - Variety of coin combinations can be used to make a certain amount. - Mental math can be used to add 10 or 100 to a given number using patterns in place value. - Mental math can be used to subtract 10 or 100 to a given number using patterns in place value. - An open number line is used to explain the jumps made mentally in addition and subtraction problems. - Addition can be used to solve word problems involving situations such as “adding to” and “putting together”. (2 digit) | ||||||||

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MI: Mathematics MI: Grade 2 Operations & Algebraic Thinking 2.OA.A. Represent and solve problems involving addition and subtraction. 2.OA.A.1. Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 2.OA.B. Add and subtract within 20. 2.OA.B.2. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Show detailsNumber & Operations in Base Ten 2.NBT.A. Understand place value. 2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s. 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 three-digit 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. Measurement & Data 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? © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects
**(MP.2)** - Make sense of the representations they and others use
**(MP.2)** - Make connections between representations
**(MP.2)** - Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations
**(MP.4)** - Use mathematical models to solve problems and answer questions
**(MP.4)**
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- Skip counting and addition strategies can be used to count money. - Addition can be used to solve word problems involving situations such as “adding to” and “putting together”. - Numbers can be represented in many ways, such as with pictures, number lines and expanded form. - The two digits of a 2-digit number represent amounts of tens and ones. - Place value determines which numbers are larger or smaller than other numbers. (two digit numbers) - The groupings of ones and tens can be taken apart in different but equivalent ways. For example 56 can be decomposed into 5 tens and 6 ones or 4 tens and 16 ones. |
- Addition and subtraction can be used to solve 2 step word problems involving situations such as “adding to”, “putting together”, “taking from”, “taking apart” and “comparison”. - Skip counting can be used to solve equal group problems. | |||||||

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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 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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