Grade 2, Module 7
Core Focus
• Skip counting by 2 or 5
• Introduction to multiplication (describing and adding equal groups or equal rows in arrays)
• Working with dollars and cents
Multiplication
• Work with repeated addition (e.g. 5 + 5 + 5 + 5) of equal-sized groups lays
a foundation for thinking about multiplication. The word multiplication and
the multiplication symbol (x) are not used yet. Students are developing the idea
of multiplication first.
• Skip counting is useful in the transition from addition to multiplication. Both “How much
is 4 jumps of 5?” and “5 + 5 + 5 +5” can be solved by skip counting “5, 10, 15, 20.”
Adding Jumps of 2 or 5
7.2
What numbers will you land on? How do you know?
10
How many jumps will you make
to reach 10?
+2
+2
+2
20
5 steps of 2 is 10.
+2
+2
0
10
What addition sentence could
you write to match the jumps
that you made?
20
2 + 2 + 2 + 2 + 2 = 10
In this lesson,
relate equal
steps made
a number
line
to repeated
addition.
Step students
Up
1. Complete
each sentence.
Use theon
number
line above
to help
you.
a.
b.
• Students find the total of a number of equal-sized groups or rows. This prepares
4 jumps of 2 is
3 jumps of 2 is
students for the idea that, in multiplying two numbers, one number counts how many
+ 2 number
+ 2 = tells the number
+
+in each
= group or row.
2 +the2other
groups or rows, while
c.
7 jumps of 2 is
Describing Equal Groups
+
+
+
+
+
+
© ORIGO Education.
7.3
=
Look at these bags of apples.
What do you notice?
ORIGO Stepping Stones 2 • 7.2
• Ask your child to look for
arrays in their everyday life.
Seats in a theater or sports
stadium are arranged in
equal rows. An egg carton is
2 rows of 6 and a muffin pan
is 3 rows of 4.
Glossary
An array can be described in
two ways. The first image shows
3 rows of 5. When the image is
turned, it shows 5 rows of 3.
32
32
32
32
32
32
32
32
USA
USA
32
USA
USA
USA
USA
USA
USA
32
32
USA
USA
32
USA
USA
32
USA
USA
32
USA
32
USA
b.
USA
32
USA
© ORIGO Education.
32
32
In this lesson, students describe and record representations involving equal groups.
USA
32
USA
32
USA
USA
You could make
2 bags of 6 apples.
USA
32
USA
32
USA
32
32
270815
32
You could count in steps of 4. That's 4, 8, 12.
3 bags of 4 apples is 12 apples.
USA
32
USA
USA
USA
a.
32
USA
32
32
How could you arrange these apples
into different equal groups?
32
154How many bags are there?
How many apples are in each bag?
How could you figure out the total
number of apples without counting
each apple?
• Practice skip counting by
2, 5, and 10 with your child.
Also try skip counting by
other numbers such as 3 or
4. Use a number line or draw
pictures to help your child.
• Count out 24 small objects
such as buttons or pennies.
Have your child see how
many equal groups they can
create and describe (e.g.
12 groups of 2 is 24). Repeat
with other numbers such as
12, 15, 16, 18, and 20.
Imagine you start at 0 and make jumps of 2 along this number line.
0
Ideas for Home
Students write repeated addition
sentences to match an array.
3
4
4
rows
ladybugs in each row
+
4
+
4
=
12
1
Grade 2, Module 7
• Students learn to describe an array model (equal groups arranged in equal rows).
Students would describe the image from the student journal below as “3 rows of 4.”
7.5
Describing Arrays
Where are some places that you might
see things arranged in rows?
An arrangement in rows with the same
number in each row is called an array.
A row goes across and a
column goes up and down.
Look at this array of bugs.
How many rows of bugs are there?
How many bugs are in each row?
The bugs are marching
in 3 rows. There are
4 bugs in each row.
Imagine another row of four bugs joined the band.
In this lesson, students are introduced to arrays showing objects arranged in equal rows.
How many rows will there be? How many bugs will be in each row?
How many bugs will there be in total? How do you know?
Money
1. Write numbers to describe each array.
• Students identify quarters, dimes, nickels, and pennies, and learn about the $5
a.
and $10 bills. They
identify and compare b.amounts of money in collections.
7.9
Relating Amounts of Money
Look at this coin.
160Why is this coin called a quarter?
How many quarters can be traded for one dollar?
How many quarters make 75 cents … 50 cents?
© ORIGO Education.
How many dimes can you trade for 20 pennies? How do you know?
How many nickels can you trade for 20 pennies?
How many pennies
forrow
a quarter?
rows withcan you trade
in each
rows with
in each row
What is shown on the right?
What is its value in dollars?
What is its value in cents?
How many dimes could you trade for one dollar?
How do you know?
How many nickels could you trade for one dollar?
ORIGO Stepping Stones 2 • 7.5
C
• When figuringStep
outUp
the value
of missing
a collection
1. Write the
numbers. of coins, students are encouraged
to start with the a.coin that has the largest value.
Then they mentally add coins
b.
of the next highest value and so on.
7.10
• Your child can practice skip
counting by 5 and 10 to find
the value of a small pile of
nickels or dimes. Be sure
your child knows that four
quarters make one dollar,
and can skip count by 25 to
100 (“25, 50, 75, 100”).
• Ask your child to show you
different amounts of money
using coins (e.g. “show me
35 cents”).
What is a number story you could
tell to match the array?
Step Up
Ideas for Home
Working with Cents
¢
4 dimes is
2 quarters is
Imagine you had these coins and you wanted to buy this banana.
Which coins would2you
use isto pay the ¢exact amount for the banana?
nickels
3 dimes is
¢
• Challenge your child by
asking them to show you
the same amount by using
different combinations of
coins or by using the least
amount of coins possible.
• Playing “store” is a fun way
to practice addition and
subtraction with money. Label
items in your house with
amounts under one dollar and
give your child several coins
to pay for the items. Help your
child count out enough coins
to pay for items and figure out
the change, if needed.
• Have your child help you
count out coins to pay for
small purchases to develop
an understanding of the
prices of everyday things.
Also ask, “Can you find items
sold in odd amounts, like
three or five?”
¢
© ORIGO Education.
¢
The total is
Which coins could you use to pay for the banana
and get some change?
168
Which coins would you use to pay for the apple? Why?
1 nickel is
¢
The total is
¢
34¢
ORIGO Stepping Stones 2 • 7.9
1. use
Writenickels,
or draw two
different
ways
to pay for
In LessonStep
10, students
dimes,
and
quarters
toeach
show amounts up to 99 cents
Up
fruit using nickels, dimes, and quarters. Use exact
5¢ 10¢ 25¢
in different ways.
amounts because no change will be given.
a.
25¢ 10¢ 10¢
45¢ each
270815
¢
© ORIGO Education.
42¢
3 pennies is
2