Problem Solving activities not yet included- do at least one per week Additional slides are meant to focus on consistent models throughout grades- use as needed Common models focused on in great depth: Number lines Number Grids Bar Models 10 Frames Pan Balance Equations Play Games Everyday- Choose games as appropriate No calculators Problem Solving AT LEAST once a week instead of timed test, highly suggested to do running record Number line work VERY important across the grade levels Bar models replace all situation diagrams Doc camera excellent for demonstrating manipulatives and sharing student work

Common Core Focus 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– NBT.1. Use place value understanding to round whole numbers to the nearest 10 or OA.9. Identify arithmetic patterns

Lesson Make a “human” number line – put numbers on each students slate board – have them put themselves in order – Note the conversations they have about where to put themselves. – Use #’s from Mental Math and Reflexes -Readiness: Playing during game time -Part 1 – Emphasize numbers lines -Part 2 -Enrichment: make own number sequences Common Core Focus 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– NBT.1. Use place value understanding to round whole numbers to the nearest 10 or OA.9. Identify arithmetic patterns

NumbersDescriptions Counting Measuring Codes Reference Frames

Look at the beginning numbers. Use your knowledge of place value to create a number line that counts

Readiness -Mental Math and Reflexes -Math Message -Part 1: use grids to complete j pg 3 -Part 2 -Enrichment: do with partners -Homelink: For readiness and Pt. 1: collect enough #grids so there are 4 students to each grid. Notice number patterns, discuss. Writing: how is a number grid like/diff from a number line? Common Core Focus 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Start Number Count On (+) End Number

__________________________________

Similarities Number LinesNumber Grids

Lesson Mental Math and Reflexes: Math Message Part 1 Part 2 Homelink: Common Core Focus 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Lesson 1.4: Telling Time Lesson Mental Math and Reflexes- use as assessment for ‘to the minute’ Readiness first part as needed- w a smallgroup Part 1- Expand 1 st part of pg. 5 (use ‘Telling Time’ slides to supplement lesson Part 2- Introduce Pan Balance equations Homelink Common Core Focus 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s. 3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10

# of 5’sTotal

A Clock Number Line _0 ___ ___ ___ ___ _5 ___ ___ ___ ___ _0 ____ _____ ____

Pan Balance Equations

Bar Modeling Number Model: _____________+_____________=_____________

Bar Modeling Number Model: _____________+_____________=_____________

Bar Modeling Number Model: _____________+_____________=_____________

Total Amount Unknown# Story The team had 8 runs. They scored 2 more. How many do they have in all? 8+2=r Amount Joined Unknown John has $2 in his piggy bank. He needs $10 to buy the new toy he wants. How much more does he need to save to have enough money? 2+x=10 Initial Amount Unknown Mary added 5 books to her library. Now she has 10 books in her library. How many books did she start with? X+5=10 r x 5

Total Amount UnknownPicture Amount Joined UnknownPicture Initial Amount UnknownPicture

Total Amount UnknownNumber Model Amount Joined UnknownNumber Model Initial Amount UnknownNumber Model

Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

Total Amount UnknownPicture Total Amount UnknownPicture Total Amount UnknownPicture

Total Amount UnknownNumber Model Total Amount UnknownNumber Model Total Amount UnknownNumber Model

Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

Amount Joined UnknownPicture Amount Joined UnknownPicture Amount Joined UnknownPicture

Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model

Amount Joined Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

Initial Amount UnknownPicture Initial Amount UnknownPicture Initial Amount UnknownPicture

Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model

Initial Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

Lesson Mental Math and Reflexes -Math Message -Part 1 -Part 2 -Math Box -Homelink Common Core Focus 3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs

Lesson Readiness- Mental Math and Reflexes Math Message: have students show how to solve using strategies on the number line Part 1- also have them use 3 addends (6+6, or 6+2+4) Part 2 Math Box No Homelink Readiness can be done with whole class as a quick warm up *They should get used to ALWAYS putting the expanded notation and base 10 drawing in each name collection box. Common Core Focus. 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.OA.7.Fluently multiply and divide within 100,

Draw ItExpanded Form3 Addends

Equivalent NamesBar Model Starting Number

Lesson Mental Math and Reflexes Place Value Lesson (No Probability Lesson) – Use slides to reinforce use of number lines and number grids to recognize number patterns and place value Math Box- may be able to use for some practice of previous skills Need homework 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations

Lesson 1.8 Finding Sums and Differences on Number Grid Common Core Focus 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations Lesson Readiness: whole group Mental Math and Reflexes Math Message Part 1: use number lines, grids begin to discuss patterns, short cuts. Discuss strategies for finding differences mentally. Part 2 Math Box 1

Adding 10’s Start # Subtracting 10’s Start #

Start Number End Number

Start Number Count On (+) End Number

Start Number Count Back (-) End Number

Common Core Focus 2.NBT.8. Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100– OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations Lesson Use number line to solve simple +/- problems. Discuss strategies. Introduce and practice bar modeling * All comparison bar models are included but you may not use them all

61-23=w

38+23=w

Number ModelBar Model

Amount More (or Less) Unknown # Story Ted has 10 crayons. Neil has 4 crayons. How many more crayons does Ted have than Neil? How many fewer crayons does Neil have than Ted? 10-4=x Smaller Amount Unknown Ted had 10 crayons. Neil has 6 less than Ted. How many crayons does Neil have? 10-6=x Larger Part Unknown Ted Has 5 crayons. Neil has 5 more than Ted. How many crayons does Neil have? 5+5=x 10 x4 6X x 55

Smaller Amount Unknown Picture Smaller Amount Unknown Picture Smaller Amount Unknown Picture

Smaller Amount Unknown Number Model Smaller Amount Unknown Number Model Smaller Amount Unknown Number Model

Smaller Amount Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Smaller Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Smaller Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

Larger Amount Unknown Picture Larger Amount Unknown Picture Larger Amount Unknown Picture

Larger Amount Unknown Number Model Larger Amount Unknown Number Model Larger Amount Unknown Number Model

Larger Amount Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Larger Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Larger Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

Amount More (or Less) Unknown Picture Amount More (or Less) Unknown Picture Amount More (or Less) Unknown Picture

Amount More (or Less) Unknown Number Model Amount More (or Less) Unknown Number Model Amount More (or Less) Unknown Number Model

Amount More (or Less) Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount More (or Less) Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount More (or Less) Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

Lesson Mental Math and Reflexes Math Message Part 1- may have to teach writing money in year ’13 Part 2: play game Math Box- No 2,4 Homelink Review symbols Introduce pan balance equations to represent,= Common Core Focus 2.NBT.4. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. 2.MD.8. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

Lesson Mental Math and Reflexes Math Message Part 1 Part 2: top of pg. 21 only Readiness Math Boxes Spend time on estimating money. Problems on bottom of TM 69 are excellent: may want to pose to small groups. Discuss strategies. Common Core Focus 2.MD.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?

CoinsValue Quarters Dimes Nickels Pennies Total

Readiness- use teaching master 29 Mental Math and Reflexes Math Message Part 1- pattern counting on a # line- NO frames and arrows. No calculator J pg 24: top only(#1,2,3): some groups may want to try bottom Part 2 Math Box No 2,4 Homework- Math Master 29? Notice that not all number lines count by 1’s. Common Core Focus 3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Complete each number line below by skip counting from the beginning number Rule