Major Concepts: Learning Standards: Processes Week 2 (2) Number and Operations. The student applies mathematical process standards to understand how to and 3 Base-Ten Numeration represent and compare whole numbers, the relative System position and magnitude of whole numbers, and Sept 4 7 relationships within the numeration system related to – Place Value place value. The student is expected to: Sept 10 - (A) use concrete and pictorial models to compose and 14 decompose numbers up to 1,200 as a sum of so many thousands, hundreds, tens, and ones, in more than one way; (B) use standard, word, and expanded forms to represent numbers up to 1,200. Instruction Resources Math Stations Assessment Key Vocabulary: ones, tens, hundreds, enVision Topic 4 and Topic 11 Basic Facts songs, timers for drills Informal based – thousands, digits, number, expanded form, on observations standard form, before, after between, pattern, Measurement rulers, balance, and an enVision Math Tools – skip counting assortment of items to measure and weigh Formal – understanding of Quick Note: It is important to spend two Place Value work mats and manipulatives base 10 system- – weeks with this concept and providing (provide challenging numbers for students standard, word, Manipulatives – students with the opportunity to work with to represent with base 10 or other counters expanded form Base 10 base 10 blocks and work mats. DO NOT Craft Sticks SKIP THIS STUDENTS MUST HAVE Interactive Math Story (enVision Math) Journal Entry – Beans THIS REPETITION TO FULLY Toothpicks Game Model 10s and Ones (modify UNDERSTAND THE MATHEMATICS – Unfix Connecting Cubes AND LANGUAGE OF PLACE VALUE board to include 100s) (enVision Math) Place Value Work Mat (attached) Do not AND THE GROUPING BY TEN. move directly to the abstract before they have mastered the concrete. Math Background for the teacher: Students must understand the difference Interventions/Extensions
Week 2 and 3 Sept 4 – 7 Sept 10 - 14 Major Concepts: Base-Ten Numeration System Place Value Learning Standards: (2) Number and Operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to: (A) use concrete and pictorial models to compose and decompose numbers up to 1,200 as a sum of so many thousands, hundreds, tens, and ones, in more than one way; (B) use standard, word, and expanded forms to represent numbers up to 1,200. Processes Instruction Resources Math Stations Assessment Key Vocabulary: ones, tens, hundreds, thousands, digits, number, expanded form, standard form, before, after between, pattern, skip counting Quick Note: It is important to spend two weeks with this concept and providing students with the opportunity to work with base 10 blocks and work mats. DO NOT SKIP THIS – STUDENTS MUST HAVE THIS REPETITION TO FULLY UNDERSTAND THE MATHEMATICS AND LANGUAGE OF PLACE VALUE AND THE GROUPING BY TEN. Do not move directly to the abstract before they have mastered the concrete. Math Background for the teacher: Students must understand the difference enVision Topic 4 and Topic 11 enVision Math Tools Manipulatives – Base 10 Craft Sticks Beans Toothpicks Unfix Connecting Cubes Place Value Work Mat (attached) Basic Facts – songs, timers for drills Measurement – rulers, balance, and an assortment of items to measure and weigh Place Value – work mats and manipulatives (provide challenging numbers for students to represent with base 10 or other counters Interactive Math Story (enVision Math) Game – Model 10s and Ones (modify board to include 100s) (enVision Math) Interventions/Extensions Informal based on observations Formal – understanding of base 10 system- standard, word, expanded form Journal Entry
2nd%20Grade%201st%20Six%20Weeks%202012%20-%202013.docx