Wayne RESA ## Unit PlannerEDM4 Math 2 |

**Everyday Math**) / Week 25 - Week 28

In this unit, children further explore addition and subtraction strategies and use them to add three or more numbers. They use units of yards and meters to measure distances. They collect data and display it in a frequency table and a line plot. The following big ideas will be covered in this unit: - Mental math can be used to add or subtract multiples of 10 to a given number using patterns in place value. (making jumps) - When adding 3 or more two-digit numbers, the grouping of addends can be changed without changing the sum. - Yards and meters are standard units of measurement. - Line plots are useful tools for collecting data because they show the number of things along a scale. (whole numbers) | ||||||||

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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.1. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: 2.NBT.A.1a. 100 can be thought of as a bundle of ten tens — called a “hundred.” 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.6. Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.9. Explain why addition and subtraction strategies work, using place value and the properties of operations. Show detailsMeasurement & Data 2.MD.A. Measure and estimate lengths in standard units. 2.MD.A.1. Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A.2. Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. 2.MD.A.3. Estimate lengths using units of inches, feet, centimeters, and meters. 2.MD.A.4. Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit. 2.MD.B. Relate addition and subtraction to length. 2.MD.B.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, …, and represent whole-number sums and differences within 100 on a number line diagram. 2.MD.D. Represent and interpret data. 2.MD.D.9. Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
- Make mathematical conjectures and arguments.
**(MP.3)** - Make sense of others’ mathematical thinking.
**(MP.3)** - 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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- Mental math can be used to add or 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. - Multi-digit 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. (2-3 digit numbers) - Flexible methods of computation for addition involve decomposing and composing numbers in a variety of ways. (2-3 digit numbers) - Numbers on a ruler indicate the spaces (distance) between the marks. - To measure something: - You have to decide on the attribute to be measured. (For ex. length) - Select a unit that has that attribute. (For ex. inches) - Compare the units by matching with the attribute of the object - Inches, feet and centimeters are standard units of measurement. |
- Flexible methods of computation for subtraction involve decomposing and composing numbers in a variety of ways. (three digit numbers) - Skip counting can be used to solve equal group problems.
- Line plots are useful tools for collecting data because they show the number of things along a scale. (fractions) | |||||||

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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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