Transcript Traditional Calendar

UNIT 1: SOLVE PROBLEMS WITH ADDITION AND
SUBTRACTION
Traditional
Calendar
ENVISIONS
1-2 Addition: Stories About Joining
1-3 Subtraction: Writing Subtraction
1-4 Subtraction: Stories About Separating
1-5 Subtraction: Stories About Comparing
1-6 Subtraction: Connecting Addition and
Subtraction
1-7 Problem Solving: Using Objects
2-1 Addition: Adding 0,1,2
2-2 Addition: Doubles
2-3 Addition: Near Doubles
2-4 Addition: Adding in Any Order
2-5 Addition: Adding Three Numbers
2-7 Addition: Making 10 to Add 8
2-8 Problem Solving: Draw a Picture and
Write a Number Sentence
3-0 Topic Opener and Interactive Story
3-1 Subtraction: Subtracting 0,1,2
3-2 Subtraction: Thinking Addition to
Subtract Doubles
3-3 Subtraction: Thinking Addition to 10
to Subtract
3-6 Problem Solving: Two-Question
Problems
6-1 Addition: Adding Tens
6-2 Addition: Adding Ones
6-3 Addition: Adding Tens and Ones
6-4 Addition: Adding on a Hundred
Chart
7-3 Subtraction: Subtracting on a
Hundred Chart
7-4 Subtraction: Adding On to
Subtract
7-5 Problem Solving: Missing or
Missing Information
COMMON CORE
ESSENTIAL QUESTIONS
1-1 How can word sentences be used to show parts and
the whole?
1-2 How can you represent a joining story with an
addition number sentence?
1-3 How can subtraction sentences be used to find the
missing part of the whole?
1-4 How can you solve a story about separating using
connecting cubes and writing a number sentence?
1-5 How can you solve a story about comparing using
models and writing subtraction sentences?
1-6 How can you write related addition and subtraction
facts?
1-7 How can using objects help you decide whether to
add or subtract to find the correct answer?
VOCABULARY
Review
in all
addend
missing part
difference
compare
New
part
whole
add
sum
plus (+)
equals (=)
addition sentence
join
subtract
difference
minus (-)
subtraction sentence
more
fewer
related
2.OA.1. Use addition and subtraction
within 100 to solve one- and two-step
word problems involving situations of
adding to, taking from, putting
together, taking apart, and
comparing, with unknowns in all
positions, e.g., by using drawings and
equations with a symbol for the
unknown number to represent the
problem.1
Continuation of Envisions:
8-1 Addition: Regrouping 10 Ones
for 1 8-7 Problem Solving: Draw a
Picture and Write a Number
Sentence
9-7 Problem Solving: TwoQuestion Problems
10.7 Problem Solving: Try, Check,
and Revise
15.6 Problem Solving: MultipleStep Problems
CONTINUATION OF UNIT 1
UNDERSTANDING ADDITION AND SUBTRACTION
Traditional
Calendar
Duration: (8 Days)
INVESTIGATIONS
Investigations- 2.OA.1
Unit 1: 1.1, 2.1, 2.2, 2.3, 2.4, 2.6, 2.7, 2.8,
4.1, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9
Unit 2: 1.1, 1.2, 2.1, 2.4, 2.7
Unit 3: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5A, 2.5,
2.6, 2.7, 4.4
Unit 5: 1.5
Unit 8: 1.1, 1.2, 3.1, 3.2,3.3, 3.4, 3.5, 4.1,
4.2, 4.3, 4.4
Investigations- 2.NBT.5
Unit 1: 3.5, 4.3, 4.4, 4.5
Unit 3: 1.1, 2.1, 2.2, 2.3, 2.4, 2.5A,
2.5, 2.6, 2.7, 4.3, 4.4, 4.5, 4.6
Unit 4: 1.1, 1.2, 1.7, 2.3, 2.6, 2.7
Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.2,
2.3
Unit 6: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6,
4.1, 4.4
Unit 7: 1.2, 1.4, 2.2, 2.4, 2.5
Unit 8: 1.1, 1.2, 1.3, 1.4, 2.1, 3.1, 3.2,
3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4
Unit 9: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,
2.2, 3.1, 3.2, 3.3, 3.5
Investigations- 2.MD.5
Unit 9: 1.5, 1.6, 2.2, 2.3, 3.2, 3.5
MATHSTART
Minute Math
Problem of the Day
DIGITAL RESOURCES
www.pearsonsuccessnet.com
- eTools
- eTool Workshop
- Games
- MindPoint Quiz Show
- Animated Glossary
STRATEGIC SUPPORT
Centers:
1-1 Matching Addition Sentences,
Play a Game
1-2 Fishy Addition, Try Together
1-3 Missing Numbers, Helping Hands
1-4 How Many Books Are Left?,
Look and See
1-5 Comparing Trains, Try
Together
1-6 Number Card Sentences, Play
a Game
1-7 Looking for Clues, Try Together
Review What You Know!
NOTES
Base Blocks Addition Click on Instructions to
learn how to use this tool.
Base Blocks Subtraction Click on
Instructions to learn how to use this tool.
Number Line Tool Click on Instructions to
learn how to use this tool.
Interactive Number Line
Living Math - a collection of children’s books
Math Readers – a list of books about math
Thinking Blocks – Part Whole 1 Step Word
Problems
Matching Number Sentences to Pictures
My Backpack
Sum Sense (addition)
Number Bond Machines
1. Order numbers through 12. (item 1)
Intervention System: A12
2. Tell and act out separating stories
to find how many are left.
(item 2)
Intervention System: B17
3. Tell and act out joining stories to
find how many in all. (item 3)
Intervention System: B7
2
Traditional
Calendar
CONTINUATION OF UNIT 1
ENVISIONS
1-7 Problem Solving: Using Objects
2-1 Addition: Adding 0,1,2
2-2 Addition: Doubles
2-3 Addition: Near Doubles
2-4 Addition: Adding in Any Order
2-5 Addition: Adding Three Numbers
2-7 Addition: Making 10 to Add 8
2-8 Problem Solving: Draw a Picture
and Write a Number Sentence
3-1 Subtraction: Subtracting 0,1,2
3-2 Subtraction: Thinking Addition to
Subtract Doubles
3-3 Subtraction: Thinking Addition to
10 to Subtract
3-5 Subtraction: Finding the Missing
Part
5-6: Problem Solving: Make an
Organized List
6-1 Addition: Adding Tens
6-2 Addition: Adding Ones
6-3 Addition: Adding Tens and Ones
6-4 Addition: Adding on a Hundred
Chart
CC-1 Adding Multiples of 10
6-5 Problem Solving: Look for a
Pattern
ESSENTIAL QUESTIONS
COMMON CORE
2-1 How are the number relationships of 0-more-than,
1-more-than, and 2-more-than the basis for adding
with 0, 1, and 2?
2-2 What are different ways to learn and remember
doubles facts?
2-3 How can double facts be used to learn near double
facts?
2-4 What happens to the sum of two numbers when
the order of the numbers being added is changed?
2-5 When you add three numbers, how do you decide
which two numbers to add first?
2-6 How can you make 10 when adding with 9?
2.NBT.5 – Fluently add and subtract
within 100 using strategies
based on place value, properties of
operations, and/or the
relationships between addition and
subtraction
2.MD.5 – Use addition and subtraction
within 100 to solve word
problems involving lengths that are
given in the same units, e.g. by
using drawings (such as drawings of
rulers) and equations with a
symbol for the unknown number to
represent the problem
2-7 How can you make a 10 when adding 8?
2-8 How can drawing a picture and writing a number
sentence help you solve a math story problem?
VOCABULARY
Review
add
addition sentence
equals
join
more
plus (+)
sum
whole
New
doubles
near doubles
addend
number sentence
3
Traditional
Calendar
CONTINUATION OF UNIT 1
INVESTIGATIONS
Investigations
Unit 1: 1.1, 1.4, 1.5, 2.2, 2.4, 2.6, 2.7,
2.8,
3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4,
4.6, 4.7
Unit 2: 1.1A, 1.1, 1.2, 1.4, 2.1, 2.4, 2.5,
2.6, 2.7,2.10A
Unit 3: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,
2.2,
2.4, 2.5A, 4.3, 4.4
Unit 4: 1.1, 1.4A, 2.1, 2.2
Unit 5: 1.1
Unit 6: 1.1, 1.2, 1.3, 1.4, 2.2, 2.4, 2.5
Unit 8: 1.4, 2.1, 2.2
Unit 9: 1.1A
MATHSTART
Minute Math
Problem of the Day
DIGITAL RESOURCES
www.pearsonsuccessnet.com
- eTools
- eTool Workshop
- Games
- Animated Glossary
NOTES
Saxon Math Study the word problem and
picture to decide the number sentence.
Thinking Blocks – Part/Whole Models
Thinking Blocks – Let’s Compare
Dinosaur Dentist Practice math facts
Speed Grid Challenge Set your challenge
number and rate
Matching Addition
Count on Me! (intro to Commutative
Property)
Commutative and Associative Properties
(rap for properties)
Commutative Property
STRATEGIC SUPPORT
Centers:
2-1 Connecting Cube Addition, Try
Together
2-2 Doubling Crayons, Cover Three
2-3 Clap-Clap-Stomp Near Doubles,
Cover Three
2-4 Turn Around Children, Math in Motion
2-5 What’s Your Strategy?, Try Together
2-6 Adding 9, Helping Hands
2-7 Stacking and Making 10, Helping
Hands
2-8 Working Backwards, Try Together
Review What You Know!
1. Join two groups together and write an
addition sentence to tell how many in
all. (item 1)
Intervention System: B3
2. Show ways that the number 10 can
be divided into two parts. (items 2-3)
Intervention System: B15
\
4
Traditional
Calendar
UNIT 2
PLACE VALUE WITH GROUPS OF NUMBERS
ENVISIONS
4-9 Patterns: Even and Odd
Numbers
17-1 Number: Building 1,000
17-5 Number: Patterns with
Numbers on Hundreds Chart
CC-13 Skip counting by 5, 10,
100,
ESSENTIAL QUESTIONS
COMMON CORE
4-1
4-2
How can you use ones to make tens?
In a two-digit number, what do the first and
second digits tell you?
4-3 How are numbers through 99 written as words?
4-4 How can you compare two-digit numbers?
4-5 How can you use the symbols >, < and = to
compare two-digit numbers?
4-6 How can you find the number that is one before
or one after another number, or the number
between two other numbers?
4-7 How is the skill of comparing numbers used to
order numbers?
4-8 How can a number chart be used to show
visual and numerical patterns?
4-9 How can you compare and order numbers on a
number line?
4-10 How can you use data from a chart to help you
solve problems?
2.OA.3 – Determine whether a
group of objects (up to 20) has
an odd or
even number of members, write
an equation to express an even
number as a sum of 2 equal
addends
2.NBT.2 – Count within 1000; skip
by 5s, 10s, and 100s
VOCABULARY
Review
compare
row
number chart
column
New
ones
tens
digits
number word
greater than (>)
less than (<)
equal to (=)
before
after
between
least
greatest
pattern
skip
counting
number
line
5
Traditional
Calendar
UNIT 2
INVESTIGATIONS
Investigations-2.OA.3
Unit 3: 3.1, 3.2, 3.3
Unit 5: 2.2
Unit 6: 3.1
Unit 8: 1.1, 1.2, 1.3, 1.4
Investigations-2NBT.2
Unit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,
2.5, 2.6, 2.7, 2.8
Unit 2: 1.3, 2.8
Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7,
4.1, 4.2, 4.3, 4.5
Unit 4: 1.2, 2.1, 2.4
Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,
2.2, 2.3, 2.4, 2.5
Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,
5A.4
Unit 7: 1.1, 2.1
Unit 8: 5A.1
MATHSTART
STRATEGIC SUPPORT
Missing Mittens
Centers:
Use anytime after Lesson 3-5.
4-1
4-2
4-3
4-4
4-5
4-6
4-7
DIGITAL RESOURCES
www.pearsonsuccessnet.com
- eTools
- eTool Workshop
- Games
- Animated Glossary
NOTES
Numberline
Skip Counting Game
Counting Machine
Super Sequencer
Numbers to Words 1-50
Numbers to Words 50-100
Estimate Lifeguards
Place Value Charts Group the
Blocks and Identify
Abacus Place Value Cards –.
Greater Than or Less Than
Crocodile
Comparing Numbers
One False Move
Comparing Big Numbers
Writing Big Numbers
Cube Count, Helping Hands
Cube Chart, Math in Motion
Writing Numbers, Look and See
Graphing Numbers, Cover Three
Comparison Kids, Look and See
Hidden Numbers, Play a Game
Putting Things in Order, Helping
Hands
4-8 Patterns on a Hundred Chart,
Listen and Learn
4-9 Number Jersey Sort, Helping
Hands
4-10 What’s my Number?, Try
Together
6
CONTINUATION OF UNIT 2
PLACE VALUE WITH GROUPS OF NUMBERS:
ENVISIONS
17-1 Number: Building 1,000
17-5 Number: Patterns with Numbers on
Hundreds Chart
CC-13 Skip counting by 5, 10, 100,
Traditional
Calendar
ESSENTIAL QUESTIONS
17-1 How can you use mental math to add multiples of
100 to a three-digit number?
17-2 How can you estimate sums of three-digit
numbers?
17-3 How can you model and record adding 2 threedigit numbers?
17-4 How do you add two three-digit numbers using
paper and pencil?
17-5 How can you count on or count back to find a
missing part?
17-6 How can you estimate differences of three-digit
numbers?
17-7 How can you regroup a hundred when you need
to subtract more tens than are present in the tens
place?
17-8 How do you subtract two three-digit numbers
using paper and pencil
17-9 How can you use data from a table to create a bar
graph?
COMMON CORE
2.NBT.2 – Count within 1000; skip by
5s, 10s, and 100s
VOCABULARY
Review
about
add
closest ten
difference
digits
estimate
greater than
less than
minus
ones
part
regroup
subtract
Sum
Tens
And ten
digits
New
hundreds digit
three-digit number
7
CONTINUATION OF UNIT 2
INVESTIGATIONS
Traditional
Calendar
MATHSTART
STRATEGIC SUPPORT
Centers:
Investigations
Unit 6: 5A.3
(a) Unit 6: 2.4
Unit 8: 5A.3, 5A.4
(b) Unit 6: 5A.2, 5A.3, 5A.4,
5A.5
Minute Math
Problem of the Day
DIGITAL RESOURCES
www.pearsonsuccessnet.com
Investigations
Unit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3,
2.5, 2.6, 2.7, 2.8
Unit 2: 1.3, 2.8
Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6, 3.7,
4.1, 4.2, 4.3, 4.5
Unit 4: 1.2, 2.1, 2.4
Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1,
2.2, 2.3, 2.4, 2.5
Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,
5A.4
Unit 7: 1.1, 2.1
Unit 8: 5A.1
- eTools
- eTool Workshop
- Games
- Animated Glossary
NOTES
Pattern Detective
Complete a Numerical Sequence
Number Crackers
Missing Numbers
Rhino Raider
Missing Numbers
Division as Repeated Subtraction
Super Sequencer
17-1
17-2
17-3
17-4
17-5
Add a Hundred, Play a Game
Estimating Sums, Play a Game
Regroup to Add, Try Together
Let’s Regroup, Play a Game
Counting On and Counting
Back,
Listen and Learn
17-6 What’s the Difference?, Try
Together
17-7 Changing Hundreds to Tens,
Try
Together
17-8 Subtraction Partners, Play a
Game
17-9 One Bar at a Time, Try Together
8
UNIT 3
UNDERSTANDING PLACE VALUE OF NUMBERS
ENVISIONS
Traditional
Calendar
ESSENTIAL QUESTIONS
4-2 Number: Models for Tens and Ones
4-3 Number: Reading and Writing
Numbers
4-2
17-1 Number: Building 1,000
17-2 Number: Counting Hundreds,
Tens, and Ones
17-3 Number: Reading and Writing
Numbers to 1,000
17-5 Number: Patterns with
Numbers on Hundreds Chart
CC-13 Skip counting by 5, 10, 100,
17-6 Number: Comparing Numbers
17-8 Number: Ordering Numbers
17-1
4-3
17-2
17-3
17-5
In a two-digit number, what do the first and
second digits tell you?
How are numbers through 99 written as words?
solve problems?
How can you use mental math to add multiples of
100 to a three-digit number?
How can you estimate sums of three-digit
numbers?
How can you model and record adding 2 threedigit numbers?
How can you count on or count back to find a
missing part?
VOCABULARY
COMMON CORE
2.NBT.1 – Understand that 3 digits of
a 3 digit number represent amounts of
100s, 10s, and 1s
2.NBT.1a – 100 can be thought of as
a bundle of 10 tens – called a
“hundred”
2.NBT.1b – The numbers 100, 200,
300, 400, 500, 600, 700, 800, 900
refer to one, two, three, four,
five, six, seven, eight, nine hundreds
(and 0 tens, 0 ones)
2.NBT.2 – Count within 1000; skip by
5s, 10s, and 100s
2.NBT.3 – Read and write numbers to
1000 using base ten numerals,
number names, expanded
form
Please reference Unit 2 for Vocabulary Words
9
CONTINUATION OF UNIT 3
INVESTIGATIONS
Investigations-2NBT.1.A.B
Unit 6: 5A.3
(a) Unit 6: 2.4
Unit 8: 5A.3, 5A.4
(b) Unit 6: 5A.2, 5A.3, 5A.4, 5A.5
Investigations-2NBT.2
Unit 1: 1.2, 1.3, 1.4, 1.5, 2.1, 2.2,
2.3,
2.5, 2.6, 2.7, 2.8
Unit 2: 1.3, 2.8
Unit 3: 1.4, 3.1, 3.3, 3.4, 3.5, 3.6,
3.7,
4.1, 4.2, 4.3, 4.5
Unit 4: 1.2, 2.1, 2.4
Unit 5: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6,
2.1,
2.2, 2.3, 2.4, 2.5
Unit 6: 1.3, 3.5, 4.1, 4.2, 4.3, 5A.1,
5A.4
Unit 7: 1.1, 2.1
Unit 8: 5A.1
MATHSTART
Minute Math
Problem of the Day
Traditional
Calendar
STRATEGIC SUPPORT
SEE UNIT 2 STRATEGIC SUPPORT
DIGITAL RESOURCES
www.pearsonsuccessnet.com
- eTools
- eTool Workshop
- Games
- Animated Glossary
NOTES
SEE NOTES FOR UNIT 2
Investigations-2NBT.3
Unit 1: 2.3
Unit 5: 1.2, 1.5
Unit 6: 5A.2, 5A.3, 5A.4, 5A.5
10
Traditional
Calendar
UNIT 4
SOLVE PROBLEMS INVOLVING TIME
ENVISIONS
15-1 (MG 1.4)
Telling Time to Five Minutes
15-2 (MG 1.4)
Telling Time to the Quarter Hour
15-3 (MG 1.4)
Telling Time Before and After the
Hour
15-4 (MG 1.4)
Estimating Time
15-5 (MG 1.5)
Elapsed Time
15-6 (MG 1.4)
Using a Calendar
15-7 (MG 1.4)
Equivalent Times
15-8 (MR 3.0, MG 1.4)
Problem Solving: Multiple Step
Problems
ESSENTIAL QUESTIONS
COMMON CORE
15-1 How can the hands on an analog clock be
arranged to show time?
15-2 How can you tell time to the quarter hour?
15-3 What are different ways to say the times
before and after the hour?
15-4 What units of time can you use to estimate
how long it will take to do something?
15-5 What is elapsed time?
15-6 How can you use a calendar to keep track of
days, weeks, months, and years?
15-7 How are units of time related to each other?
15-8 How do you solve multiple-step word
problems?
2.MD.7 – Tell and write time from
analog and digital clocks to the
nearest 5 minutes, using AM and PM
VOCABULARY
Review
About
After
Before
estimate
New
minute
hand
minute
hour hand
hour
half hour
quarter
past
quarter
to
half past
second
day
calendar
equivale
nt
11
CONTINUATION OF UNIT 4
SOLVE PROBLEMS INVOLVING TIME
INVESTIGATIONS
Investigations
Unit 1: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.3,
2.4, 2.5, 2.7,
3.1, 3.5, 4.2, 4.3
Unit 2: 1.4, 2.2, 2.5, 2.9
Unit 3: 1.5, 2.3, 2.5, 2.7, 3.2, 3.6, 4.2
Unit 4: 1.3A, 2.2, 2.5, 2.8
Unit 5: 1.3, 2.1, 2.4
Unit 6: 2.2, 2.5, 3.2, 3.6, 4.3, 5A.5
Unit 7: 1.3, 2.3, 2.6
Unit 8: 1.3, 3.2, 3.4, 4.4
Unit 9: 1.6, 2.3, 3.4, 3.6A
MATHSTART
Minute Math
Problem of the Day
DIGITAL RESOURCES
www.pearsonsuccessnet.com
- eTools
- eTool Workshop
- Games
- Animated Glossary
NOTES
Harcourt Telling Time – 5 Minutes
Time Quiz -5 minutes (ten problems)
Bedtime Bandits
Analog Clock - Telling time with the hands on
a clock
Stop the Clock 3
Time Travel
Smiley Clock Has a colorful clock and three
choices to pick from to name the time on the
clock.
Clockworks – You are timed. It gives a time to
set. Click on the hour and minute to set.
Traditional
Calendar
STRATEGIC SUPPORT
Centers:
15-1 Time in Order, Helping Hands
15-2 Another Way to Say It, Try
Together
15-3 To One Side, Try Together
15-4 How Long Around the Room?,
Play
a Game
15-5 The Finish Time Is…, Listen and
Learn
15-6 We’re a Week!, Try Together
15-7 Our Schedule, Play a Game
15-8 Time to Read, Try Together
ABCYa Time
Cambridge Clock Good visual, you can set it
for hour, half, or quarter hours. Drag the
words or numbers to show the time. Use the
Show Panel to set the clock.
Read Clocks : Free Printables Create your
own clock worksheet
Train Times
Elapsed Time
Clockworks
Interactive Elapsed Time
Time - What Time Will It Be? – Answer
questions asking you to indicate what time it
will be before or after a given time period.
Elapsed Time Calculator
12