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 Two bunnies sat on the Two bunnies were sitting Some bunnies were sitting more bunnies hopped on the grass. Some more on the grass. Three more there. How many bunnies are bunnies hopped there. Then bunnies hopped Then Add to on the grass now? there were five bunnies. How there were five bunnies. How 2 + 3 = ? many bunnies hopped over many bunnies were on the to the two? grass before? 2 + ? = 5 ? + 3 = 5 Five apples were on the table. I Five apples were on the table. I Some apples were on the ate two apples. How many ate some apples. Then there table. I ate two apples. Then Take apples are on the table were three apples. How many there were three apples. How from now? apples did I eat? many apples were on the 5 2 = ? 5 ? = 3 before? – – ? 2 = 3 – Unknown Addend Unknown Both Addends Unknown Put Three red apples and two green Five apples are on the table. Grandma has five flowers. apples are on the table. How Together many apples are on the table?
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.
CCGPS_Math_2_Unit4Framework.docx