Strawberry 6 Cherry 9 Students display their data using a picture graph or bar graph using a single unit scale. Favorite Ice Cream Flavor Chocolate Vanilla Strawberry Cherry 1 2 3 4 5 6 7 8 9 10 11 As students continue to develop their use of reading and interpreting data it is highly suggested to incorporate these standards into daily routines. It is not merely the making or filling out of the graph but the connections made from the date represented that builds and strengthens mathematical reasoning. Students would then move to making horizontal or vertical bar graphs with two to four categories and a single-unit scale. Use the information in the graphs to pose and solve simple put together, take-apart, and compare problems illustrated in Table 1. Table 1: Common addition and subtraction situations Result Unknown Change Unknown Start Unknown Add to Two bunnies sat on the more bunnies hopped there. How many bunnies are on the grass now? 2 + 3 = ? Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the two? 2 + ? = 5 Some bunnies were sitting on the grass. Three more bunnies hopped Then there were five bunnies. How many bunnies were on the grass before? ? + 3 = 5 Take from Five apples were on the table. I ate two apples. How many apples are on the table now? 5 – 2 = ? Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat? 5 – ? = 3 Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the before? ? – 2 = 3 Unknown Addend Unknown Both Addends Unknown Put Together Three red apples and two green apples are on the table. How many apples are on the table? Five apples are on the table. Grandma has five flowers.
Problems Revisited Constructing Task Group, Small Group Representing numbers, Addition and Subtraction MCC2.OA.1 MCC2.OA.2 MCC2.NBT.5 MCC2.MD.8 Base Ten Pictures Revisited Scaffolding Task Large Group, Individual Represent numbers models, diagrams, and number sentences MCC2.NBT.6 MCC2.NBT.7 MCC2.NBT.8 MCC2.NBT.9 Tokens to Spend Constructing Task Small Group Use money as a medium of exchange MCC2.NBT.6 MCC2.NBT.9 MCC2.NBT.8 Desktop Basketball- Version Practice Task Partner, Individual Use money as a medium of exchange MCC2.NBT.6 MCC2.NBT.8 MCC2.MD.8 MCC2.MD.10 What I Have and What I Need Performance Task Individual Use money as a medium of exchange MCC2.NBT.9 MCC2.MD.8 Shopping for school supplies Constructing Task Large Group Use money as a medium of exchange MCC2.NBT.8 MCC2.MD.8 Take 100 Revisited Constructing Task Partners Use money as a medium of exchange MCC2.NBT.6 MCC2.NBT.7 MCC2.NBT.8 MCC2.NBT.9 TASKD CONTINUED Multi-digit Addition Revisited Scaffolding Task Individual Multi-digit addition with regrouping MCC2.OA.1 MCC2.OA.2 MCC2.NBT.5 Subtraction: Modeling w/ regrouping Scaffolding Task Large group, Partners Multi-digit subtraction with regrouping MCC2.OA.1 MCC2.OA.2 MCC2.NBT.5 Perfect 500 Practice Task Small Groups or Individual Represent numbers using models, diagrams, and number sentences MCC2.NBT.6 MCC2.NBT.7 MCC2.NBT.8 MCC2.NBT.9 I have/ You Have a Story Practice Task Group or Individual Represent numbers using models, diagrams, and number sentences MCC2.NBT.6 MCC2.NBT.7 MCC2.NBT.8 MCC2.NBT.9 Money in my Pocket Culminating Task Summative Assessment MCC2.NBT.6 MCC2.NBT.7 MCC2.NBT.8 MCC2.NBT.9 MCC2.MD.8