Wayne RESA ## Unit PlannerEDM4 Math 2 |

**Everyday Math**) / Week 33 - Week 36

In this unit, children partition shapes into equal shares and apply these ideas to further explore length measurement. The following big ideas will be covered in this unit: -Shapes can be partitioned into equal shares -Fractional parts are equal shares or parts of a whole or unit. -Fractional parts have special names that tell how many parts of that size are needed to make the whole (i.e. thirds require three parts to make a whole) -Equal shares of identical wholes may not have the same shape. -Items can be measured to the nearest half-inch | ||||||||

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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 details2.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. 2.OA.C.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. Number & 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.A.1b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). 2.NBT.A.2. Count within 1000; skip-count by 5s, 10s, and 100s. 2.NBT.A.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.A.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and 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.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. 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.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.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? Geometry 2.G.A. Reason with shapes and their attributes. 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. |
- Make sense of their problem.
**(MP.1)** - Reflect on their thinking as they solve the problem.
**(MP.1)** - Keep trying when their problem is hard.
**(MP.1)** - Check whether their answer makes sense.
**(MP.1)** - Solve problems in more than one way.
**(MP.1)** - Compare their strategies with others.
**(MP.1)** - Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects.
**(MP.2)** - Make sense of the representations others use.
**(MP.2)** - Make connections between representations.
**(MP.2)**
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- The three digits of a 3-digit number represent amounts of hundreds, tens and ones. - Place value determines which numbers are larger or smaller than other numbers. (three digit numbers) - The groupings of ones, tens and hundreds can be taken apart in different but equivalent ways. For example 356 can be decomposed into 3 hundreds 5 tens and 6 ones or 2 hundreds 15 tens and 6 ones. -Multiplication is related to addition and involves counting groups of like size and determining how many there are in all. -Understand multiplication as repeated addition. -Repeatedly adding the same quantity, using a grouping picture or forming a rectangular array are strategies for representing repeated addition equations. -Arrays are a way of representing both repeated addition and skip counting. |
Grade 3: -Develop and understanding of fractions as numbers -Multiplication fact fluency -Using multiplication and division within 100 to solve word problems -Measuring to the nearest half and quarter inch | |||||||

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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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