Grocery Store Math Practice Task Large group, Partners Modeling addition with money MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 MCC.2.MD.8 Subtraction: Modeling w/ regrouping Scaffolding Task Large group, Partners Multi-digit subtraction with regrouping MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 Subtraction Story Problems Practice Task Individual Multi-digit subtraction with regrouping MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 Menu Math Practice Task Individual Addition and subtraction with money MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 MCC.2.MD.8 Counting Mice Constructing Task Large Group, Partners addition and subtraction MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 Every Picture Tells a Story Practice Task Individual Multi-digit addition and subtraction MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 Planning a Field Trip Culminating Task Individual Summative Assessment MCC.2.OA.1 MCC.2.OA.2 MCC.2.NBT.5 MCC.2.MD.8 MCC.2.MD.10 If you would like further information about this unit, please view the Unit 2 Webinar on the Georgia DOE 3 ACT TASK: * Got Milk?
STANDARDS FOR MATHEMATICAL PRACTICE (SMP) Although all standards for mathematical practice should be applied regularly, this task lends itself to the standards below: 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 and explained with classmates. 4. Model with mathematics. Students represent numbers in a variety of ways. 6. Attend to precision. BACKGROUND KNOWLEDGE This standard for students to add and subtract numbers within 100 in the context of one and two step word problems. Students should have ample experiences working on various types of problems that have unknowns in all positions using drawings, objects and equations. Students can use place value blocks or hundreds charts, or create drawings of place value blocks or number lines to support their work. This task serves as a scaffolding task; however, it could easily become part of your daily or weekly routines. The suggested conversations in this type of task help students develop fluency with numbers by providing them continued experiences with multiple ways of composing and decomposing numbers. These types of experiences and conversations about numbers are also important for further development of the understanding of the magnitude of a given number as well as its relationship to other numbers. 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 and different? MATERIALS Paper and pencil (keeping a recording of continued experiences with this type of task could be done in a math journal) GROUPING group; small group; and/or individual TASK DESCRIPTION, DEVELOPMENT, AND DISCUSSION Part I
Clues Secret Number 1 I am 10 more than 60? What number am I? 2 I am 1 less than 32. What number am I? 3 I am the sum of 3 groups of 10. What number am I? 4 I am an even number. If you have 5 groups of me, you have 10. What number am I? 5 I am the value of 5 dimes. What number am I? 6 I am 10 more than 80 and 10 less than 100. What number am I? 7 I am an odd number. I have 7 tens and 5 ones. You can also discover me by having quarters. What number am I? 8 I am the sum of 4 and 5. What number am I? 9 I am greater than 20. I am less than 22. I am an odd number. What number am I? 10 Create your own number riddle with your partner. Name _________________ Date___________ Make Your Own Number Riddles