Second Grade Unit 1 Extending Base Ten Understanding
9 weeks
In this unit students will:
 Use models, diagrams, and number sentences to represent numbers within 1,000.
 Write numbers in expanded form and standard form using words and numerals.
 Identify a digit’s place and value when given a number within 1,000.
 Compare two 3-digit numbers with appropriate symbols (<, =, and >).
 Understand the difference between place and value. Represent and solve problems involving addition and subtraction.
 Understand and apply properties of operations and the relationship between addition and subtraction.
 Know the multiple meanings for addition (combine, join, and count on) and subtraction (take away, remove, count back, and compare)
Unit 1 Overview video
Prerequisite Skills Assessment
Parent Letter
Number Talks Calendar
Vocabulary Cards
(All documents in the outline file)
Topic 1: Place Value
Big Ideas/Enduring Understandings:
 Numbers help with counting and ordering objects. Numbers can be grouped in sets of tens or hundreds to make them easier to count.
 Place value determines which numbers are larger or smaller than other numbers. The location of a digit represents its value.
Essential Questions:
 How does the placement of a digit in a number affect its value?
 What do numbers represent?
 What ways can I show a number?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to
emphasize the natural connections that exist among mathematical topics.
 MGSE2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0
ones).
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
MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

MGSE2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MGSE2.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.
Vertical Articulation of Place Value
Kindergarten Place Value Standard
First Grade Place Value Standard
Third Grade Place Value Standard
Work with numbers 11-19 to gain foundations for
place value.
MGSEK.NBT.1 Compose and decompose numbers
from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each
composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these
numbers are composed of ten ones and one, two,
three, four, five, six, seven, eight, or nine ones.
Understand place value
MGSE1.NBT.1 Understand that the two digits of a
two-digit number represent amounts of tens and
ones. Understand the following as special cases:
a. 10 can be thought of as a bundle on ten onescalled a “ten”.
b. The numbers from 11 to 19 are composed of a
ten and one, two, three, four, five, six, seven, eight,
or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90
refer to one, two, three, four, five, six, seven, eight,
or nine tens (and 0 ones)
Use place value understanding and properties of
operations to perform multi-digit arithematic.
MGSE3.NBT.1 Use place value understanding to
round whole numbers to the nearest 10 or 100.
Place Value Instructional Strategies
The understanding that 100 is equal to 10 groups of ten and 100 ones, is critical to understanding of place value. Using proportional models like baseten blocks or bundles of tens along with place-value mats create connections between the physical and symbolic representations of a number and
their magnitude. These models can build a stronger understanding when comparing two quantities and identifying the value of each place value
position.
Van de Walle (p.127) notes that “the models that most clearly reflect the relationship of ones, tens, and hundreds are those for which the ten can
actually be made or grouped from single pieces.” Groupable base ten models can be made from beans and cups, bundled straws or craft sticks, unifix
cubes, etc. If children are struggling with base ten blocks, you may consider using number cubes or inexpensive homemade manipulatives to help
develop their understanding.
2nd Grade Quarter 1
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Groupable Base Ten Models
Bean Counters and Cups:
Ten single cups are placed in a
portion cup. To make a
hundreds put ten cups in a
larger tub.
Bundles of Sticks:
Use craft sticks or coffee
stirers. To make a hundred,
put ten bundles into a larger
bunch held together with a
rubber band.
Cubes:
Ten single cubes form a bar of
ten.
To make a hundred put ten
bars on cardboard backing
Model three-digit numbers using base-ten blocks in multiple ways. For example, 236 can be 236 ones, or 23 tens and 6 ones, or 2 hundreds, 3 tens
and 6 ones, or 20 tens and 36 ones. Use activities and games that have students match different representations of the same quantity.
Provide games and other situations that allow students to practice skip-counting. Students can use nickels, dimes and dollar bills to skip count by 5,
10 and 100. Pictures of the coins and bills can be attached to models familiar to students: a nickel on a five-frame with 5 dots or pennies and a dime
on a ten-frame with 10 dots or pennies.
On a number line, have students use a clothespin or marker to identify the number that is ten more than a given number or five more than a given
number.
Have students create and compare all the three-digit numbers that can be made using digits from 0 to 9. For instance, using the numbers 1, 3, and 9,
students will write the numbers 139, 193, 319, 391, 913 and 931. When students compare the digits in the hundreds place, they should conclude that
the two numbers with 9 hundreds would be greater than the numbers showing 1 hundred or 3 hundreds. When two numbers have the same digit in
the hundreds place, students need to compare their digits in the tens place to determine which number is larger.
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Place Value Common Misconceptions
Some students may not move beyond thinking of the number 358 as 300 ones plus 50 ones plus 8 ones to the concept of 8 singles, 5 bundles of 10
singles or tens, and 3 bundles of 10 tens or hundreds. Use base-ten blocks to model the collecting of 10 ones (singles) to make a ten (a rod) or 10 tens
to make a hundred (a flat). It is important that students connect a group of 10 ones with the word ten and a group of 10 tens with the word hundred.
1. When counting tens and ones (or hundreds, tens, and ones), the student misapplies the procedure for counting on and treats tens and ones (or
hundreds, tens, and ones) as separate numbers. When asked to count collections of bundled tens and ones such as 32, student counts 10, 20, 30, 1,
2, instead of 10, 20, 30, 31, 32.
2. The student has alternative conception of multi-digit numbers and sees them as numbers independent of place value. Student reads the number
32 as “thirty-two” and can count out 32 objects to demonstrate the value of the number, but when asked to write the number in expanded form,
he/she writes “3 + 2.” Student reads the number 32 as “thirty-two” and can count out 32 objects to demonstrate the value of the number, but when
asked the value of the digits in the number, he/she responds that the values are “3” and “2.”
3. The student recognizes simple multi-digit numbers, such as thirty (30) or 400 (four hundred),
but she does not understand that the position of a digit determines its value. Student mistakes the numeral 306 for thirty-six. Student writes 4008
when asked to record four hundred eight.
4. The student misapplies the rule for reading numbers from left to right. Student reads 81 as eighteen. The teen numbers often cause this difficulty.
5. The student orders numbers based on the value of the digits, instead of place value. 69 > 102, because 6 and 9 are bigger than 1 and 2.
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Evidence of Learning





Use models, diagrams, and number sentences to represent numbers within 1,000.
Write numbers in expanded form and standard form using words and numerals.
Identify a digit’s place and value when given a number within 1,000.
Compare two 3-digit numbers with appropriate symbols (<, =, and >).
Understand the difference between place and value.
Additional Assessment

Elementary Formative Assessment Lesson: MGSE2.NBT.1
What's The Value of the Place? pg.38
Adopted Resources
Adopted Online Resources
Think Math:
My Math:
Chapter 5: Place Value to 1,000
5.1 Hundreds
5.2 Hundreds
5.3 Place Value to 1,000
5.4 Problem Solving
5.5 Read and Write Numbers to 1,000
5.6 Count by 5’s, 10s, and 100s
5.7 Compare Numbers to 1,000
http://connected.mcgrawhill.com/connected/login.do
Chapter 3: Place Value
3.1 Estimating and Counting Larger Numbers
3.2 Grouping by Tens and Hundreds
3.3 Representing Two-Digit Numbers
3.4 Representing Three-Digit Numbers
3.6 Using Place Value to Compare
3.7 Connecting Numbers and Words
3.8 Working with Hundreds, Tens and Ones
3.9 Problem Solving Strategy
*These lessons are not to be completed in
consecutive days as it is way too much material.
They are designed to help support you as you
teach your standards.
2nd Grade Quarter 1
Teacher User ID: ccsde0(enumber)
Password: cobbmath1
Student User ID: ccsd(student ID)
Password: cobbmath1
http://www.exemplarslibrary.com/
User: Cobb Email
Password: First Name
Suggested Exemplar:
 Number Blocks
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2015-2016
Additional Web Resources
K-5 Math Teaching Resources
http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html
Illustrative Mathematics
https://www.illustrativemathematics.org/content-standards/2/NBT/A/1
Mathematics TEKS Toolkit
http://www.utdanacenter.org/mathtoolkit/instruction/lessons/2_placevalue.php
Estimation 180
http://www.estimation180.com/days.html
Greg Tang
http://www.gregtang.com
For additional assistance with this unit, please watch the unit webinar
https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
Suggested Manipulatives
Vocabulary
Suggested Literature
base ten blocks
place value mat
number line
hundred chart
thousand chart
Expanda-numbers
base tens
hundred
thousand
place value
expanded form
greater than >
less than <
A Fair Bear Share
17 Kings and 42 Elephants
The Kings Commissioners
One Hundred Hungry Ants
How Many Snails?
A Counting Book
My Little Sister Ate One Hare
Five Little Monkeys
Frog in the Bog
Count on Pablo
Task Descriptions
Scaffolding Task
Constructing Task
Practice Task
Culminating Task
2nd Grade Quarter 1
Task that build up to the learning task.
Task in which students are constructing understanding through deep/rich contextualized problem solving
Task that provide students opportunities to practice skills and concepts.
Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
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Formative Assessment
Lesson (FAL)
3-Act Task
Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
mathematical ideas and applications.
Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and
solution seeking Act Two, and a solution discussion and solution revealing Act Three.
Unit 1 Tasks – Place Value
Task Name
Task Type/
Grouping
Content Addressed
Standards
Straws! Straws!
Straws!
3- Act Task
Whole Group
Place Value
Understanding
MGSE2.NBT.1
MGSE2.NBT.3
Where Am I On the
Number Line
Scaffolding Task
Partners
Place Value
Understanding
MGSE2.NBT.1
MGSE2.NBT.2
MGSE2.NBT.3
I Spy a Number
Scaffolding Task
Partners
Place Value
Understanding
MGSE2.NBT.1
MGSE2.NBT.3
Number Hop
Place Value Play
The Importance of
Zero
Base Ten Pictures
2nd Grade Quarter 1
Constructing
Task
Small Group/
Individual
Constructing
Task
Large Group
Constructing
Task
Large Group
Practice Task
Large Group,
Individual
Skip Counting
MGSE2.NBT.2
Building 3 digitNumbers
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
Using Zero as a Digit
MGSE2.NBT.1
MGSE2.NBT.3
Represent numbers
using models,
diagrams,
and number
sentences
MGSE2.NBT.1
MGSE2.NBT.2
MGSE2.NBT.3
7
Brief Description
Students will be shown a picture of straws and asked what they wonder
about it. The two main approaches of this task are to figure out how many
straws there are by counting in an efficient manner or use the total amount
of straws to figure out how many bundles there are. This task will force
students to see the importance of our place value system.
Students will review counting up and counting back to get an answer. As
the students play the games they will also see where a number lives on a
number line and its relative position to other numbers.
Students will attempt to figure out a mystery number through reasoning.
This is a game that should be introduced in this unit and become a regular
classroom routine.
Students practice skip counting by jumping. They then represent skip
counting by making a model of their thinking.
Students physically become tens and ones in order to better understand
the base ten system. Students also build and compare 2 and 3-digit
numbers using base ten materials (either block or a homemade system).
Students evaluate the importance of zero in building numbers in a base ten
system. They represent numbers 3-digit numbers including 0 in multiple
ways.
Students create pictures using base ten blocks. They then record base ten
information about their creations.
2015-2016
Building Base Ten
Numbers
What's My Number
Constructing
Task
Partners or
Individual
Constructing
Task
Small Group
Represent numbers
using models,
diagrams, and
number sentences
Represent numbers
using models,
diagrams,
and number
sentences
Represent numbers
using models,
diagrams,
and number
sentences
Capture the
Caterpillar
Practice Task
Small Group
Fill the Bucket
Practice Task
Large Group,
Partners
Comparing Numbers
High Roller
Practice Task
Small Group
Comparing Numbers
Place Value
Breakdown
Practice Task
Partners
Expanded Notation
Carol's Numbers
Culminating
Task
Individual
Multiple Standards
Addressed
2nd Grade Quarter 1
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
MGSE2.NBT.1
MGSE2.NBT.2
MGSE2.NBT.3
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
MGSE2.NBT.1
MGSE2.NBT.3
MGSE2.NBT.4
MGSE2.NBT.1
MGSE2.NBT.2
MGSE2.NBT.3
MGSE2.NBT.4
8
Students build the largest and smallest possible numbers with 3 digits.
They then compare the numbers they created.
Students try to guess a mystery number from place value clues. They then
create clues to help others guess their number.
Students try to get as close as possible to a target number using their
knowledge of place value.
Students use digit cards to build the largest and the smallest numbers
possible. They then use >, =, and < to compare the numbers.
Students use reasoning to attempt to create the largest possible number
Students will order digits in an attempt to create the highest or lowest
possible number. Students will use previous experiences to predict the
place a number should be written on the recording sheet.
Students will show their understanding of manipulating digits in each place
value position. Skip counting is then addressed. Finally, students will be
comparing numbers and writing numbers in expanded form.
2015-2016
Second Grade Unit 1 Extending Base Ten Understanding
Topic 2: Addition & Subtraction Strategies
Big Ideas/Enduring Understandings:
 Addition is the inverse of subtraction. Finding patterns is helpful when figuring unknown facts.
 Subtraction is the inverse of addition. The sum in addition names the whole and subtraction names the missing part. There is a relationship
between addition and subtraction. Using benchmark numbers to help solve subtraction problems is useful.
 Numbers can be recomposed (traded, exchanged, composed, decomposed) to keep the same value e.g. 31 = 20 + 11
Essential Questions:
What strategies can I use to add or subtract larger numbers?
How can combinations of numbers and operations be used to represent the same quantity?
How are numbers affected when they are combined and separated?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to
emphasize the natural connections that exist among mathematical topics.
Represent and solve word problems involving addition and subtraction
 MGSE2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations by using drawings and
equations with a symbol for the unknown number to represent the problem. Problems include contexts that involve adding to, taking from,
putting together, taking apart (part/part/whole) and comparing, with unknowns in all positions.
Add and subtract within 20
 MGSE2.OA.2 Add and subtract within 20 using mental strategies such as: making ten (e.g., 8 +6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a
number leading to a ten (e.g., 13 - 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 +
4 = 12, one knows the 12 – 8 = 4); and creating equivalent but easier known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 +
1 = 12 + 1 = 13).
Work with time and money.
 MGSE2.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?
Represent and interpret data.
 MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple
put-together, take-apart, and compare problems using information presented in a bar graph.
Vertical Articulation of Addition and Subtraction
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Kindergarten Standard
First Grade Standard
Third Grade Standard
Understand addition as putting together and
adding to, and understand subtraction as taking
apart and taking from.
MGSEK.OA.2 Solve addition and subtraction word
problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem.
Represent and solve problems involving addition
and subtraction.
MGSE1.OA.1 Use addition and subtraction within 20
to solve word problems involving situations of
adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and
equations with a symbol for the unknown number
to represent the problem.
Solve problems involving the four operations, and
identify and explain patterns in arithmetic.
MGSE3.OA.3 Solve two-step word problems using
the four operations. Represent these problems
using equations with a letter standing for the
unknown quantity. Assess the reasonableness of
answers using mental computation and estimation
strategies including rounding.
Addition and Subtraction Instructional Strategies
This standard calls for students to add and subtract numbers within 100 in the context of one and two step word problems. During the first nine
weeks you should concentrate on place value and addition and subtraction within 20 using only 1 step word problems to set a solid foundation.
Students should have ample experiences working on various types of problems that have unknowns in all positions, including Result Unknown,
Change Unknown, and Start Unknown. See the problem solving situations. Students should use place value blocks or hundreds charts, or create
drawings of place value blocks or number lines to support their work.
Working on addition and subtraction simultaneously, continually relating the two operations is important for helping students recognize and
understand the (inverse) relationship of these two operations. A good place to start is by doing a “close read” of the problem and using the close read
questions with the students. It is also vital that students develop the habit of checking their answer to a problem to determine if it makes sense for
the situation and the questions being asked. An excellent way to do this is to ask students to write word problems for their classmates to solve.
This standard mentions the word fluently when students are adding and subtracting numbers within 20. Fluency means accuracy (correct answer),
efficiency (within 4-5 seconds), and flexibility (using strategies such as making 10 or breaking apart numbers). Research indicates that teachers’ can
best support students’ memorization of sums and differences through varied experiences making 10, breaking numbers apart and working on mental
strategies, rather than repetitive timed tests
Provide many activities that will help students develop a strong understanding of number relationships, addition and subtraction so they can develop,
share and use efficient strategies for mental computation. An efficient strategy is one that can be done mentally and quickly. Students gain
computational fluency, using efficient and accurate methods for computing, as they come to understand the role and meaning of arithmetic
operations in number systems. Efficient mental processes become automatic with use.
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Addition and Subtraction Common Misconceptions
“Children must come to realize that errors provide opportunities for growth as they are uncovered and explained. Trust must be established with an
understanding that it is okay to make mistakes. Without this trust, many ideas will never be shared.” (Van de Walle, Lovin, Karp, Bay-Williams,
Teaching Student-Centered Mathematics, Developmentally Appropriate Instruction for Grades Pre-K-2, 2014, pg. 11)
Some students end their solution to a two-step problem after they complete the first step. They may have misunderstood the question or only
focused on finding the first part of the problem. Students need to check their work to see if their answer makes sense in terms of the problem
situation. They need many opportunities to solve a variety of two-step problems and develop the habit of reviewing their solution after they think
they have finished.
Many children have misconceptions about the equal sign. Students can misunderstand the use of the equal sign even if they have proficient
computational skills. The equal sign means , ―is the same as” however, many primary students think that the equal sign tells you that the ―answer is
coming up.‖ Students need to see examples of number sentences with an operation to the right of the equal sign and the answer on the left, so they
do not overgeneralize from those limited examples. They might also be predisposed to think of equality in terms of calculating answers rather than as
a relation because it is easier for young children to carry out steps to find an answer than to identify relationships among quantities. Students might
rely on a key word or phrase in a problem to suggest an operation that will lead to an incorrect solution. They might think that the word left always
means that subtraction must be used to find a solution. Students need to solve problems where key words are contrary to such thinking. For
example, the use of the word left does not indicate subtraction as a solution method:
Debbie took the 8 stickers he no longer wanted and gave them to Anna. Now Debbie has 11 stickers left. How many stickers did Debbie have to begin
with?
It is important that students avoid using key words to solve problems. The goal is for students to make sense of the problem and understand what
it is asking them to do, rather than search for “tricks” and/or guess at the operation needed to solve the problem. Students may overgeneralize
the idea that answers to addition problems must be greater. Adding 0 to any number results in a sum that is equal to that number. Provide word
problems involving 0 and have students model using drawings with an empty space for 0. Students are usually proficient when they focus on a
strategy relevant to particular facts. When these facts are mixed with others, students may revert to counting as a strategy and ignore the efficient
strategies they learned. Provide a list of facts from two or more strategies and ask students to name a strategy that would work for that fact.
Students should be expected to explain why they chose that strategy then show how to use it.
2nd Grade Quarter 1
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Evidence of Learning






Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Understand how addition and subtraction affect quantities and are related to each other.
Know the multiple meanings for addition (combine, join, and count on) and subtraction (take away, remove, count back, and compare)
Use the inverse operation to check that they have correctly solved the problem.
Solve problems using mental math strategies.
Adopted Resources
Adopted Online Resources
Think Math
My Math:
Chapter 1: Apply Addition and Subtraction
Concepts
1.1 Addition Properties
1.2 Count on to Add
1.3 Doubles and Near Doubles
1.4 Make a 10
1.5 Add Three Numbers
1.6 Write a Number Sentence
1.7 Count Back to Subtract
1.8 Subtract All and Subtract Zero
1.9 Use Doubles to Subtract
1.10 Relate Addition and Subtraction
1.11 Missing Addends
Chapter 2: Number Patterns
2.7 Sums of Equal Numbers
http://connected.mcgrawhill.com/connected/login.do
Chapter 1: Counting Strategies
1.4 Adding and Subtracting on the Number Line
1.5 Completing Number Sentences
1.9 Finding Ways to Make 10
Chapter 2: Working with 10
2.1 Finding Sums of 10
2.4 Mastering Sums of 10
2.6 Finding How Close to 10
2.7 Adding Numbers by Making 10
Chapter 4: Addition and Subtraction with Place
Value
4.7 Fewest Dimes and Pennies
*These lessons are not to be completed in
consecutive days as it is way too much material.
They are designed to help support you as you
teach your standards.
2nd Grade Quarter 1
Teacher User ID: ccsde0(enumber)
Password: cobbmath1
Student User ID: ccsd(student ID)
Password: cobbmath1
http://www.exemplarslibrary.com/
User: Cobb Email
Password: First Name
Suggested Exemplars
 The Candy Machine
 Hands on Books
 Nests and Baby Birds
 Feeding the Goats
12
2015-2016
Additional Web Resources
K-5 Math Teaching Resources
http://www.k-5mathteachingresources.com/2nd-grade-number-activities.html
Illustrative Mathematics
https://www.illustrativemathematics.org/content-standards/2/MD/D/10/tasks/506
Robert Kaplinsky Problem Solving http://robertkaplinsky.com/lessons/
Inside Mathematics
http://www.insidemathematics.org
Yummy Math
http://www.yummymath.com
For additional assistance with this unit, please watch the unit webinar
https://www.georgiastandards.org/Common-Core/Pages/Math-PL-Sessions.aspx
Suggested Manipulatives
Vocabulary
Suggested Literature
base-ten blocks
counters
snap cubes
number lines
hundreds chart
ten frames
two-colored counters
coins (dimes, nickels, pennies)
symbols (+ -, =)
total
sum
difference
equation
Domino Addition
The Empty Pot
Marvelous Math
Shark Swimathon A Collection for Kate
Subtraction Action
Subtraction Strategies
17 Kings and 42 Elephants
Task Descriptions
Scaffolding Task
Constructing Task
Practice Task
Culminating Task
Formative Assessment
2nd Grade Quarter 1
Task that build up to the learning task.
Task in which students are constructing understanding through deep/rich contextualized problem solving
Task that provide students opportunities to practice skills and concepts.
Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
13
2015-2016
Lesson (FAL)
3-Act Task
mathematical ideas and applications.
Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and
solution seeking Act Two, and a solution discussion and solution revealing Act Three.
Task Name
Task Type
Developing Meaning
Using Story Problems:
Result Unknown
Constructing Task
Whole Group, Small Group,
Individual
Meaning Using Story
Problems: Change
Unknown
Constructing Task
Whole Group/ Small Group/
Individual
Developing Meaning
Using Story Problems:
Start Unknown
Constructing Task
Whole Group/ Small Group/
Individual
2nd Grade Quarter 1
Content Standard
Content Addressed
Brief Description
MGSE2.OA.1
Problem solving with
the result unknown
Students will solve real world math
problems using addition and subtraction.
MGSE2.OA.1
Problem solving with
the change unknown
Students will solve real world math
problems using addition and subtraction.
MGSE2.OA.1
Problem solving with
the initial unknown
Students will solve real world math
problems using addition and subtraction.
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2015-2016