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3 Act Task: Got Milk? 1 day Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. You are required to figure out a question to work through, the information they need to solve the problem and then persevere until solving it. 2 Reason abstractly and quantitatively. You are asked to make an estimate both high and low, as well as plot it on a number line. 3. Construct viable arguments and critique the reasoning of others. You are given the chance to share and critique the questions and strategies of friends. 4. Model with mathematics. You will use Base 10 blocks to aid in addition/subtraction strategies. 6. Attend to precision. You will use clear and precise language when discussing their strategies and sharing your solutions with others. 7. Look for and make use of structure. You will use your understanding of place value to help you add and subtract two digit numbers. OA.1, OA.2, NBT.5 I can use addition and subtraction within 100 to solve problems. OA.1 I can fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. NBT.5

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3 Act Task: Got Milk? You will use a picture to create a story problem involving addition and/or subtraction. Essential Questions How do we solve problems in different ways? How can we show/represent problems in different ways? How can different combinations of numbers and operations be used to represent the same quantity? How are addition and subtraction alike and how are they different?

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**Whole Group What do you notice about this picture?**

Monday, April 28, 2014 Whole Group What do you notice about this picture? What do you need to answer your question? Be ready to share solutions and strategies.

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**Incredible Equations 1 day**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. Independently written story problems are shared an explained with classmates. 4. Model with mathematics. You will represent numbers in a variety of ways. 6. Attend to precision. I can fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. OA.2

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**Scaffolding Task: Incredible Equations**

You will connect quantities with a position on a number line, express numbers in standard, written and expanded form, write story problems and generate fact families. Essential Questions How can different combinations of numbers and operations be used to represent the same quantity? How are the operations of addition and subtraction alike and different?

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**How many different ways can you represent this number? **

Monday, April 28, 2014 Number of the Day 25 How many different ways can you represent this number? You have 4 minutes to write down your ideas and then be ready to share with a partner. Work with a partner or by yourself to write a short story problem that matches the number. Be ready to share.

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**Order is Important 2 days**

Schepper

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**Standards for Mathematical Practice**

Thursday, April 24, 2014 Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. You will prove addition and subtraction solutions as you use manipulatives. 4. Model with mathematics. Represent fact families with manipulatives and “Fact Family Houses.” 6. Attend to precision. 7. Look for and make use of structure. Make connections between addition and subtraction through fact families. I can fluently add and subtract within 20 using mental strategies. By the end of Grade 2, know from memory all sums of two one-digit numbers. OA.2

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**Scaffolding Task: Order is Important**

Thursday, April 24, 2014 Scaffolding Task: Order is Important In this task, you will use manipulatives to model addition and subtraction stories, explore the commutative property of addition and continue to develop his/her understanding of fact families.. Essential Questions How do we solve problems in different ways? How is addition and subtraction alike and how are they different? How are problem-solving strategies alike and different How can problem situations and problem-solving strategies be represented? How can different combinations of numbers and operations be used to represent the same quantity?

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Thursday, April 24, 2014 Read Ready Set Hop, by Stuart Murphy while students act out the story using Magnetic Number Line. Model addition and subtraction stories using 2 towers of different colored cubes. You will determine if the order of the numbers affects the solution for addition and subtraction. Fact Family Houses

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**Different Paths, Same Direction 2-3 days**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. Use 99 chart. 6. Attend to precision. 7. Look for and make use of structure. Look for patterns when adding and subtracting 1s and 10s on the 99 chart. I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies based on place value, properties of operations and/or the relationship between addition and subtraction. NBT.5

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**Constructing Task: Different Paths, Same Destination**

In this task, you will practice using benchmark numbers as he/she adds and subtracts 1s and 10s using a 99 chart. Essential Questions How can different combinations of numbers and operations be used to represent the same quantity? How can we use skip counting to help us solve problems? How does using ten as a benchmark number help us add or subtract?

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Monday, April 28, 2014 Number Talk 15+10

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Monday, April 28, 2014 Number Talk 15+11

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Monday, April 28, 2014 Number Talk 32+10

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Monday, April 28, 2014 Number Talk 32+11

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Monday, April 28, 2014 Number Talk 54+10

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Monday, April 28, 2014 Number Talk 54+11

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Day 1 Get ready to be super listeners! Use your 99 chart and find the number… We will add 10, subtract 10, add 1, subtract 1…listen carefully!

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Day 2: New Rules: I need your help to create the directions to get the number 45 from the number 14. Why is adding and subtraction by 10 is more efficient? Partner Work: Create your own set of directions to end at 27. Independent Work: Pick your own number and create 3 different paths to the same destination. Include subtraction in at least one of the paths.

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**Number Destinations 1 day**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically. Use 99 chart. 6. Attend to precision. 7. Look for and make use of structure. Look for patterns when adding and subtracting 1s and 10s on the 99 chart. I can use addition and subtraction within 100 to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Practice Task: Number Destinations**

In this task, you will develop your own number paths using 10 more of 10 less, increasing to 20. Essential Questions How can different combinations of numbers and operations be used to represent the same quantity? How can we use skip counting to help us solve problems? How does using ten as a benchmark number help us add or subtract?

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You will be working individually to design 3 different number paths using 10 more, 10 less or any of the other directions similar to previous task. One path must include addition strategies and one path must include subtraction strategies and the last path should include a combination of both addition and subtraction. These should include the use of 10 as a benchmark number.

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**Our Number Riddles 3-4 days**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. You will persevere in solving number riddles. 5. Use appropriate tools strategically. Use 99 chart. 6. Attend to precision. 7. Look for and make use of structure. Look for patterns when adding and subtracting using benchmark numbers. I can use addition and subtraction within 100 to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Constructing Task: Our Number Riddles**

In this task, you will write and solve clues describing numbers. Essential Questions How can different combinations of numbers and operations be used to represent the same quantity? How can we use skip counting to help us solve problems? How does using ten as a benchmark number help us add or subtract?

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Day 1: Use your 99 chart. I’m thinking of a number… Guess my number and write it on a sticky note. Put it in your palm and come stand in a circle. Listen to my clues… Day 2: Partners: Number Riddles Task Sheet Be ready to share the riddle that you created.

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**Day 3: Partners: Make Your Own Number Riddles**

Team up with another set of partners and take turns solving each other’s riddle. Individual Practice: Choose a number and write at least 3 clues about the number you chose. Write your secret number on the back of your work and the clues on the front.

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**Building Towers of 10 2-3 days**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. You are challenged with building and busting 10s. 4. Use appropriate tools strategically. You will build and bust numbers using unifix cubes and number cubes. 6. Attend to precision. I can use addition and subtraction within 100 to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Constructing Task: Building Towers of 10**

In this task, you will develop addition and subtraction skills as you work within 100 to build and break down towers of 10 in a game using dice. Essential Questions How does using ten as a benchmark number help us add or subtract? How do we represent a collection of objects using tens and ones?

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**Day 1: Addition – Building to 100 Partners:**

Take turns picking playing cards and adding the number on each card. Take turns picking two cards and then collects that many cubes. Use place value mat and add the cubes in towers of 10. Before each card collection, the partner must tell the total number of cubes, counting by 10s and 1s. Continue picking cards, collecting cubes until you create a collection of 100 tubes – ten towers of 10.

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**Day 2: Subtraction – Busting 100 Partners:**

Begin with ten groups of 10 cubes and break apart the groups to remove the sum of the cards you pick. Take turns picking cards to determine how cubes to take away. Use your place value mat to show the number. Work together to determine the new total after each round and record it on paper. Before each card picking, the partner must tell the total number of cubes, counting by 10s and 1s. Continue to pick cards and taking off cubes until you have reached zero cubes.

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Story Problems 1 day Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. You will defend the strategies you use to solve word problems. 5. Use appropriate tools strategically. Make choices about the tools (drawing pictures, manipulatives) used to solve word problems. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. Make connections between adding coins, skip counting and mental math. I can use addition and subtraction within 100 to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5 I can solve word problems involving dollar bills, quarters, dimes, nickels and pennies. MD.8

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**Constructing Task: Story Problems**

In this task, you will solve and verify story problems using coins as repeated addition, as well as strategies learned in previous tasks. Essential Questions How do we solve problems in different ways? How can we show/represent problems in different ways? How can different combinations of numbers and operations be used to represent the same quantity? How is addition and subtraction alike and how are they different? How does using ten as a benchmark number help us add and subtract?

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Part 1: White Boards Samuel has 1 dime, 2 nickels and 4 pennies in his pocket. How much money does Samuel have in his pocket?

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Part 1: White Boards Abigail had 41 stickers in her book, 14 in her desk and 26 in her backpack. Kayla has 50 stickers total. Who has more stickers? How many more do they have?

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Part 1: White Boards Danielle earned 5 dimes for cleaning her room. How much money did Danielle earn?

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**Complete “Story Problems” task sheet individually.**

Record your solutions with pictures, words and numbers. Share your solutions and strategies with partners. Look for similarities and differences in your solutions.

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**Roll Away 1 day Wednesday, December 3**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. You will justify their estimations. 6. Attend to precision. 8. Look for and make use of structure. You will use mental math to determine nearest multiple of ten and add the two-digit multiples of ten. I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Practice Task: Roll Away**

In this task, you will practice estimation skills in a game using dice. Essential Questions What is an effective way to estimate numbers? How can estimation strategies help us build our addition skills? When will estimating be helpful to us? How can benchmark numbers help us add?

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Shake, Rattle and Roll You will need “Roll Away Game” recording sheet and 2 dice. Partners: Gavin & Sam Julia & Jessica & Katelyn Jensen & Evan Angelo & Dominic Nicholas & Dane Joey & Caleb Nicoleta & Abigail Miriam & Valerie Kelsey & Reese Joshua & Lianna Danielle & Jennifer Kayla & Brook

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**Formative Assessment Questions**

Explain how you found the closest multiple of ten. Do you think your estimated sum is higher or lower than the actual sum? Why? How could you check? What kinds of situations in life might be easier if you knew how to estimate and add numbers like this?

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**Mental Mathematics 1-2 days Monday, December 8**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. You will make connections between the numeral and its quantity on the number line. 3. Construct viable arguments and critique the reasoning of others. You will solve and share mental math strategies. 6. Attend to precision. I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Constructing Task: Mental Mathematics**

In this task, you will develop mental math strategies using number talks. Essential Questions What is mental math? How does mental math help us calculate more quickly? How can mental math strategies, for example estimation and benchmark numbers, help us when adding and subtracting with regrouping?

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Whole Group The goal is to become efficient and flexible in your thinking and strategies. A number line may help you keep track of your thinking. We will share solutions and strategies to 4 different problems. After we share, you may go back to your seat and record your thinking.

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15 + 7

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**Take 100 1 day Tuesday, December 9**

Schepper

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 4. Model with mathematics. You will use number cards to make combinations to Attend to precision. 7. Look for and make use of structure. You will look for patterns in numbers to mentally add combinations to 100. I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Practice Task: Take 100 Essential Questions**

In this task, you will develop mental math strategies in a game adding 2 two-digit number cards to 100. Essential Questions How can we solve problems mentally? What strategies will help me add multiple numbers quickly and accurately? How can mental math strategies help us add.

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**Whole Group: Model “Take 100” **

You need a deck of cards containing two sets of numbers, directions and “Take Ten Game” recording sheet. Partners: Gavin & Sam Julia & Jessica & Katelyn Jensen & Evan Angelo & Dominic* Nicholas & Dane Joey & Caleb Nicoleta & Abigail Miriam & Valerie Kelsey & Reese Joshua & Lianna Danielle & Jennifer Kayla & Brook

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**Formative Assessment Questions**

What do you do to help you remember the number combinations that make up one hundred? Are you thinking of number combinations that make ten? How does this help? What can you do to find the answer quicker than your partner? Why doesn’t equal 100?

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Schepper Multi-digit Addition Strategies 3 days Wednesday-Friday, December 10-12

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. You will share strategies and solutions to the problems. 6. Attend to precision. You will develop your mathematical communication skills as they share their strategies. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Scaffolding Task: Multi-digit Addition Strategies**

In this task, you will use mental math strategies and/or manipulatives to solve two digit addition story problems. Essential Questions How can we solve addition problems with and without regrouping? Can we change the order of numbers when we add (or subtract)? Why or why not? How can we solve problems mentally? How can strategies help us when adding and subtracting with regrouping?

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Part 1: Whole Group Mrs. Misch and Mrs. Sierzenga are going to join their classes together for a popsicle party. Mrs. Misch has 18 students in her class and Mrs. Sierzenga has 19 students in her class. They plan on getting one popsicle for each student in their classes. How many popsicles do Mrs. Misch and Mrs. Sierzenga need to buy?

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Extension If popsicles come in boxes of 10, how many boxes do they need to get? How many popsicles will be left over?

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**Gavin & Joey Julia & Jessica & Jennifer Jensen & Joshua Angelo & Dane **

Part 2: Partners Gavin & Joey Julia & Jessica & Jennifer Jensen & Joshua Angelo & Dane Nicholas & Dominic Sam & Caleb Nicoleta & Valerie Miriam & Abigail Kelsey & Kayla Evan & Lianna Danielle & Katelyn Reese & Brook Part 3: Sharing & Questioning Anchor Chart Anyone use a number line?

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**Part 4: Independent Work**

Joshua had an ant collection with 38 ants. His friend Jensen had an ant collection with 24 ants. If they combine their ants, how many ants did the two friends have? Part 5: Share your strategy at your table. Anchor Chart

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Extension If Jensen and Joshua join their ants together in Joshua’s ant farm and the ant farm can hold up to 100 ants, will there be enough room for both Jensen and Joshua’s ants? How do you know? How many more ants could put in the ant farm before it reaches its maximum capacity?

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**Formative Assessment Questions**

Describe how you solved the problem. Do you thin you could solve the problem another way? How is your strategy for solving the problem the same as your friend’s? How is it different? How do you think we should record our work so that someone else could understand what we did.

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**Addition Strategies 2-3 days Monday-Tuesday, December 15-16**

Schepper Addition Strategies 2-3 days Monday-Tuesday, December 15-16

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. You will explain and defend your strategies. 4. Model with mathematics. You will represent numbers in a variety of ways. 6. Attend to precision. You will develop your mathematical communication skills as they share their strategies. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Constructing Task: Addition Strategies**

In this task, you will use mental math strategies and/or manipulatives to solve two digit addition story problems. Essential Questions How can we solve addition problems with and without regrouping? What is a number sentence and how can I use it to solve word problems? How do we use addition to tell number stories?

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Number Talks 30+50

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Number Talks 35+55

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Part 1: Whole Group Brook has 28 candy canes and 46 chocolate treats. How many pieces of candy does she have?

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Part 2 Partners: Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook Nicholas & Jessica Miriam & Lianna Reese & Danielle Dane & Valerie Evan & Katelyn Caleb & Dominic Sam & Joey Angelo, Julia & Joshua

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Extension Make up your own three-digit story problem. You can solve your own problems or trade with a partner.

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**Formative Assessment Questions**

What are you trying to find out? How can you use base-ten blocks to help you solve this problem? How can you check your answer?

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**Sale Flyer Shopping 1 day Wednesday, December 17**

Schepper Sale Flyer Shopping 1 day Wednesday, December 17

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 4. Model with mathematics. You will represent addition with coins. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. You will look for patterns and shortcuts when adding coins or using the cent symbol. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5 I can solve word problems involving money and use symbols correctly. MD.8

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**Constructing Task: Sale Flyer Shopping**

In this task, you will add prices of purchases and use the cent symbol correctly. Essential Questions How can we solve addition problems with and without regrouping?

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**Part 1: Individual: Use Store Shopping Flyer to complete recording sheet.**

Jensen, Gavin Jennifer, Abigail Nicoleta, Kelsey Kayla, Brook Nicholas, Jessica Miriam, Lianna Reese, Danielle Dane, Valerie Evan, Katelyn Caleb, Dominic Sam, Joey Angelo, Julia, Joshua

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**Grocery Store Math 1 day Thursday, December 18**

Schepper Grocery Store Math 1 day Thursday, December 18

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 4. Model with mathematics. You will represent addition with bills. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. You will look for patterns and shortcuts when adding bills or using the dollar symbol. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5 I can solve word problems involving money and use symbols correctly. MD.8

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**Practice Task: Grocery Store Math**

In this task, you will add dollar amounts of purchases using the & symbol correctly. Essential Questions How can we solve addition problems with and without regrouping?

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**Part 1: Whole Group: Read Lemonade for Sale, by Stuart J. Murphy.**

Time to shop!

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**Subtraction: Modeling with Regrouping 4-5 days Monday, January 5**

Schepper Subtraction: Modeling with Regrouping 4-5 days Monday, January 5

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Model with mathematics. You will explain and defend your strategies to trade. 4. Model with mathematics. You will represent and use base ten blocks to solve subtraction problems. 6. Attend to precision. You will use precise mathematical language to explain their strategies. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Scaffolding Task: Subtraction: Modeling with Regrouping**

In this task, you will develop and algorithm for regrouping/trading in subtraction problems. Essential Questions How can we model and solve subtraction problems with and without regrouping? Can we change the order of numbers we subtract? Why or why not? How can we solve problems mentally? What strategies help us with that? How can mental math strategies, for example estimation and benchmark numbers, help us when adding and subtracting with regrouping?

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**Part 1: Review: Bust One Hundred**

Evan has 53 math problems to complete for homework. He has already finished 38 of the problems. How many more math problems does he need to solve?

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**Part 4: Sharing Part 3: Subtraction: Modeling with Trading**

Partners (based on NWEA) Gavin & Jensen Joey & Brook Nicoleta & Kelsey Lianna & Miriam Danielle & Jessica Dane & Dominic Jennifer & Abigail Valerie & Julia Katelyn & Reese Angelo & Caleb Nicolas & Sam Cameron & Joshua Evan & Kayla Part 4: Sharing

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Part 5: Partners Mr. Lundquist has a very large family. One evening he brought home 36 potatoes for his family of sixteen children, his wife and himself. Each person had a potato for dinner that evening. How many potatoes are left?

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**Subtraction Story Problems 1 day Friday, January 9**

Schepper Subtraction Story Problems 1 day Friday, January 9

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Model with mathematics. You will explain and defend your strategies to trade. 4. Model with mathematics. Students represent and use base ten blocks to solve subtraction problems. 6. Attend to precision. You will use precise mathematical language to explain their strategies. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5

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**Practice Task: Subtraction Story Problems**

In this task, your will independently solve subtraction story problems and defend your answers and strategies. Essential Questions How can we solve addition problems with and without regrouping? Can we change the order of numbers we subtract? Why or why not? How can we solve problems mentally? What strategies help us with that?

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**Be ready to share your thinking.**

Part 1: Independent: Subtraction Story Problems Be ready to share your thinking.

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**Menu Math 1 day Monday, January 12**

Schepper Menu Math 1 day Monday, January 12

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. You will use a problem solving approach to create and use menus. 3. Model with mathematics. You will explain and defend your strategies to estimate, add and subtract. 6. Attend to precision. You will use precise mathematical language to create and use your menus. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5 I can solve word problems involving money and use symbols correctly. MD.8

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**Practice Task: Menu Math**

In this task, your will create a menu, estimate and add prices of purchases and determine change. Essential Questions How can we solve addition problems with and without regrouping? How can addition help us know we subtracted two numbers correctly? How do I express money amounts?

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**Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook **

Part 1: Class Menu Part 2: Partners Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook Nicholas & Jessica Miriam & Lianna Reese & Danielle Dane & Valerie Evan & Katelyn Caleb & Dominic Sam & Joey Angelo, Julia & Joshua

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**Counting Mice 2-3 days Tuesday-Thursday, January 13-15**

Schepper Counting Mice 2-3 days Tuesday-Thursday, January 13-15

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**Standards for Mathematical Practice**

1. Make sense of problems and persevere in solving them. 3. Model with mathematics. You will explain and defend your strategies to trade. 4. Model with mathematics. You will represent and use base ten block, number lines, 99 chart and pictures to solve subtraction problems. 6. Attend to precision. You will use precise mathematical language to create and use your menus. I can use addition and subtraction to solve one- and two-step word problems. OA.1 I can fluently add and subtract within 20 using mental strategies. OA.2 I can fluently add and subtract within 100 using strategies. NBT.5 I can draw a picture graph and a bar graph. MD.10

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**Constructing Task: Counting Mice**

In this task, your will use and defend various strategies to solve story problems developed from literature. Essential Questions How can we solve addition problems with and without regrouping? How can addition help us know we subtracted two numbers correctly? How can I use a number line to help me model how I combine and compare numbers?

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**Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook **

Part 1: Read Mouse Count, by Ellen Stoll Walsh. Part 2: Partners Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook Nicholas & Jessica Miriam & Lianna Reese & Danielle Dane & Valerie Evan & Katelyn Caleb & Dominic Sam & Joey Angelo, Julia & Joshua

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**Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook **

Part 1: Read Mouse Count, by Ellen Stoll Walsh. Part 2: Partners Jensen & Gavin Jennifer & Abigail Nicoleta & Kelsey Kayla & Brook Nicholas & Jessica Miriam & Lianna Reese & Danielle Dane & Valerie Evan & Katelyn Caleb & Dominic Sam & Joey Angelo, Julia & Joshua

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Snake was very hungry one day and put 25 mice in the jar before he took a nap. He put 17 more mice in the jar after his nap. How many mice are in the jar altogether?

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Snake was very hungry one day and put 25 mice in the jar before he took a nap. He put 18 more in after the nap. Then he went outside to play. When he came back in there were only 14 mice in the jar! Help Snake figure out how many mice escape! Task Sheet: Counting Mice

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