Task Name Task Type/ Grouping Strategy Content Addressed Standard(s) Task Description Students will: 3-Act Task Whole Group Represent numbers using models, diagrams, and number sentences, Addition Strategies MGSE2.NBT.6 MGSE2.NBT.7 Develop efficient ways to group numbers and/or develop compensation strategies for addition and subtraction. FAL Formative Assessment Lesson Individual Two-Digit Addition Strategies MGSE2.NBT.9 This FAL determines how well students fluently add and subtract using strategies based on place value, properties of operations, and/or relationships between addition and subtraction. Constructing Task Partners Represent numbers using models, diagrams, and number sentences MGSE2.NBT.8 MGSE2.NBT.9 Locate a number on the number line in relation to other numbers and understand its value based on its position to help develop mental math strategies for addition and subtraction problems up to 100. What’s My Number? Revisited Practice Task Small Groups Represent numbers using models, diagrams, and number sentences MGSE2.NBT.8 MGSE2.NBT.9 Apply place value understanding to compose riddles describing numbers to 100 and 1000. Practice Task Partners Represent numbers using models, diagrams, and number sentences MGSE2.NBT.8 MGSE2.NBT.9 Use mental math and estimation skills to solve addition problems within 1000. Constructing Task Large Group Mental Math strategies MGSE2.NBT.8 MGSE2.NBT.9 Develop efficient ways to group numbers and/or develop compensation strategies for mental addition and subtraction. Constructing Task Large Group, Small Group Representing numbers, Addition and Subtraction MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 MGSE2.MD.8 Independently solve addition and subtraction story problems using strategies and explain their mathematical thinking through writing.
Scaffolding Task Large Group, Individual Represent numbers using models, diagrams, and number sentences MGSE2.NBT.6 MGSE2.NBT.7 MGSE2.NBT.8 MGSE2.NBT.9 Create art using base-ten blocks and then decide how to decompose the total amount into different numbers to explain their art using an addition equation. Constructing Task Small Group Use money as a medium of exchange MGSE2.NBT.6 MGSE2.NBT.9 MGSE2.NBT.8 Increase mental math skills as students add up multiple dollar amounts. Practice Task Partner, Individual Use money as a medium of exchange MGSE2.NBT.6 MGSE2.NBT.8 MGSE2.MD.8 MGSE2.MD.10 Work with categorical data by organizing and interpreting data. Students will also participate in a game in order to develop efficient mental processes. Students will create either a picture or bar graph to represent data collected. Performance Task Individual Use money as a medium of exchange MGSE2.NBT.9 MGSE2.MD.8 Use knowledge of coin values to determine how much more money is needed to reach a total amount given a specific starting amount. Constructing Task Large Group Use money as a medium of exchange MGSE2.NBT.8 MGSE2.MD.8 Apply knowledge of benchmark numbers to estimate costs and determine whether or not there is enough money to make a purchase. Constructing Task Partners Use money as a medium of exchange MGSE2.NBT.6 MGSE2.NBT.7 MGSE2.NBT.8 MGSE2.NBT.9 Develop strategies by looking for patterns to mentally add up to 4 two-digit numbers to total a sum of 100. Scaffolding Task Individual Multi-digit addition with regrouping MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 Apply developed problem solving strategies and explain solutions for addition number stories and critique the strategies of classmates. Scaffolding Task Large group, Partners Multi-digit subtraction with regrouping MGSE2.OA.1 MGSE2.OA.2 MGSE2.NBT.5 Use place value knowledge to solve two and three digit subtraction problems with regrouping and explain and defend strategies.
+ 10 +100 -10 -100 +10 +100 -10 -100 +10 +100 -10 -100 Name _____________________________ Date ______________ Shake, Rattle, and Roll Game Directions This is a two player game that will help you practice adding and subtracting 10 and 100. The goal of the game is to be the person with the most points at the end of five turns.
marks to record baskets made. They can create their own chart to keep track of the tallies. After each child has had a chance to make ten tosses, the students will use their table of basketball toss tally marks to create a graph. Since they have had many experiences with graphs prior to this experience, students can choose the type of graph they want to make (picture graph or bar graph). Upon completion of their individual graphs, have students compare their results. If a student is working independently, then the activity could be repeated twice. The student would then have two different sets of tally marks to graph and compare. Ask students to pose a question which can be answered using the data from their graph. Then have them swap graphs and questions with a neighbor to see if they can answer each other’s questions based on the information provided in their graph. Question examples: What type of game data is represented in this graph? How many baskets did you make? How many baskets did you miss? How many throws in all did you shoot? Do you think you will have the same results if you do it again? Why? How will this experience help you to predict what might happen if you were to do this experiment again? Part II (four rounds- in each round the pieces of paper have a different value) Now each student will have ten pieces of paper to throw and each piece will be worth a particular amount (see rounds 1-4 below). For each round, students need to keep a running MENTAL total of how much they earned and how much they lost. They “earn” money by making the basket, they “lose money” by missing the basket. They will announce what they mentally calculated to be their total earned and lost when their round is up, and their partner will check. If they are correct, they double their score. If they are incorrect, they lose half their score. The winner is the partner with the most money at the end of each round. Round One- Each piece of paper is worth 10 cents Round Two- Each piece of paper is worth 50 cents Round three- Each piece of paper is worth 10 dollars **Round Four- (This round should only be played when students are ready, because the total may exceed 1,000. Consider your students’ ability before playing this round. Adapt the number if necessary. ) Each piece of paper is worth 100 dollars FORMATIVE ASSESSMENT QUESTIONS How did you keep track of the total baskets made when you first played the game?
And then I went and showed my dad, and he got red in the cheeks And closed his eyes and shook his head- Too proud of me to speak! Name: ___________________________ Date _______________ What I Have and What I Need What I have What I need To Make a Total of… Penny Nickel Dime Quarter 23 cents 45 cents 58 cents 93 cents 15 cents 87 cents 6 cents 60 cents 50 cents 103 cents
A sample of a Tic-Tac-Toe board that could be used with this activity is shown below Name ___________________________ Date _____________ Coins In My Pocket Tic-Tac-Toe List two of your combinations. Write the value of each combination. List the possible things you could buy with those amounts of money. Use coin stamps or drawings to make a visual of at least three different groups of coins you could have found. Label each group with its total value. Create a pocket and coins out of construction paper to represent the combination of coins found in your pocket. Label your pocket with the amount of money. Write a song / rap/ poem about your money. It should tell the combination of coins and have the total amount of money in the song. Make a picture graph to show one combination of coins. Develop three questions that could be answered using your data. Make sure to include the answers to your questions. Make a pattern with the coins that you found in your pocket. Create another pattern if possible. Draw your patterns on a piece of paper and label them with the amount of money represented. Create a table to organize possible combinations that you discover. Make a bar graph to show one combination of coins. Develop three questions that could be answered using your data. Make sure to include the answers to your questions. Write a story about the coins you found, the amount of money, and how you spent your money.