# Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Size: px
Start display at page:

Download "Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand"

Transcription

1 Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student understands how place value is used to represent whole numbers. The student is expected to: (A) use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999) in various ways; (B) use place value to read, write, and describe the value of whole numbers to 999; and (C) use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (<, =, >). TEKS Connections to other Grade Level Strands. (2.5) Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to: (A) find patterns in numbers such as in a 100s chart; (2.8) Geometry and spatial reasoning. The student recognizes that a line can be used to represent a set of numbers and its properties. The student is expected to use whole numbers to locate and name points on a number line. (2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: (C) use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons. (2.13) Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The student is expected to: (A) explain and record observations using objects, words, pictures, numbers, and technology; and (B) relate informal language to mathematical language and symbols. (2.14) Underlying processes and mathematical tools. The student uses logical reasoning. The student is expected to justify his or her thinking using objects, words, pictures, numbers, and technology. Purpose: In addition to concrete materials, such as Base 10 blocks, students will use a number line as a tool to order and compare numbers to 999. A number line is a geometric visual designed to magnify the magnitude of numbers by emphasizing the distances between them. The lesson outlined below also integrates probability by having the students randomly draw cards with 3-digit numbers and then plot the cards on a number line in order to determine the likelihood of choosing one greater than, or less than a target number selected by the teacher. The objective is to help students focus on these 3-digit numbers as whole quantities, instead of a random arrangement of digits. Mathematics TEKS Connections: Grades K-2 290

2 Suggested Vocabulary: hundreds more ones less more likely tens less likely number line Materials: Base 10 blocks Interlocking cubes Advanced Preparation: Number Line: 10 sentence strips pieced together For Each Student: Handout 2-1: Hundreds, Tens, and Ones Number Cards Handout 2-2: 3-Digit Representation Handout 2-3: 3-Digit Comparison Game Suggested Pacing: 3 days Mathematics TEKS Connections: Grades K-2 291

3 Procedures Engage: 1. Distribute interlocking cubes, Base 10 blocks, and one deck containing a complete set of Handout 2-1: Hundreds, Tens, and Ones Number Cards per student. Teacher Notes Materials Run the Handout 2-1: Hundreds Cards on red cardstock, the Tens Cards on blue, and the Ones Cards on yellow. Each child should have only one of each card e.g., one 100, one 200, one 300, etc. 2. Show students a 10s long. What is the relationship between this long and the other Base 10 blocks? How can you tell what the relationship is? It takes ten of these longs to make the big square [100s block], or It takes 10 of the small cubes to make the rod because the long is divided into 10 squares. How could you construct this long with the interlocking cubes? You need 10. Vocabulary Use the correct terminology to label the Base 10 blocks. (See Figure A below:) Figure A Flat Long Single 3. Have the students recreate the 10s (long) with the connecting cube. When students have finished making the 10s (long) with the interlocking cubes, show a 100s flat. (Refer to the Research section in the Teacher Notes.) Mathematics TEKS Connections: Grades K-2 292

5 7. Lead the class in the correct skip counting sequence for enumerating the set of base ten blocks they made to represent the cards (300, 40, 8) drawn from the pile:100, 200, 300, 310, 320, 330, 340, 341, 342, 343, 344, 345, 346, 347, and Discuss how to represent in numerical form: (Refer to the Scaffolding section in the Teacher Notes.) Why do you think that the 3s digit on the 300 card, the 4 on the 40 card, and the 8 on the 8 card are highlighted? Explain your thinking. Responses may vary. Possible responses include: Each digit stands for the number of base ten blocks you use. Since there are 3 flats, the 3 shows how many hundreds. Since there are 4 longs, the 4 on the 40 card stands for how many tens. The 8 on the 8 cards shows how many ones. How could we write three hundred forty-eight so that we only use 3 digits? You write a 3 first, then 4, and then 8: Display a number line. (See the Materials section in the Teacher Notes for information on how to assemble this display.) Discuss how this tool could be used to represent 3-digit numbers: Where would I place 300 on this number line if I wanted to show its distance and relationship to other numbers? Above the dot where it says 300 If we skip count by 100s on this number line, how many numbers (Refer to the red cards) would be greater than 300? You would have 6 numbers that are greater and 2 that are less than 300. How could you tell? All of the numbers that are to the right of 300 are bigger [greater], and all of the numbers to the left are smaller [less than]. Scaffolding To help students transfer from expanded to digitized notation, use a flip chart visual in which one digit representative of the corresponding place value can be superimposed upon the number of greatest value. (See the example below) 2 2 Materials Piece together a series of 10 sentence strips each with a line drawn down the middle and labeled with a 100s number. Place a large red dot marking the location of the end number. For example, the first strip would be labeled with a 0 at the far left edge and a 100 at the far right edge with a red dot above each numeral. After the 100s strip, adhere the 200s strip, again with the 200 labeled to the far right. Continue in this fashion to Mathematics TEKS Connections: Grades K-2 294

6 10. Introduce the following probability exercise so that the students will concentrate more in depth on the relationship (the distance as it relates to magnitude e.g., greater than/ less than) between the numbers. (See the TEKS Correlation explained in the Teacher Notes.) Since we have already removed the 300 card from our stack of red cards, what is a more likely possibility if each student in the class were to select randomly another card from the red deck Would most of the selected numbers be greater than or less than 300? Why? More students will draw a number that is greater than 300 because more of the cards in the red deck are above 300. There are only two 100 and 200 that are less than 300. Direct each student to select a card from 100s cards (the red stack). Then, instruct the class to bring their cards to the number line and tape them where they belong. Count how many cards are greater than/ less than 300. Discuss the results. (See Figure B in the Teacher Notes section.) TEKS Correlation This probability component of the lesson allows the students to apply TEKS 2.11 (C): The student is expected to use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons Figure B Results of the Number Draw What can we say about the results of our probability exercise? Responses may vary. If students from another class were to draw from among the same set of cards that you did with a 300 removed from the pile, what would be more likely to happen? There would more likely be more students who chose a card greater than 300 Vocabulary Make sure students are familiar with the vocabulary term probability. Mathematics TEKS Connections: Grades K-2 295

9 4. Highlight comparison vocabulary to help the students make sense of the concept of greater than/ less than. (Refer to the Vocabulary section in the Teacher Notes.) Have student partner and become a human balance. If each student were holding his or her Base 10 blocks where he or she is standing, which side do you think would be heavier? Right or Left? Explain? The left side would be heavier because the further you move to the left where 999 is, the more Base 10 blocks each student will have. Elaborate: 1. Help students make sense of how to use place value to compare and order numbers. Select two numbers created by different students that were within the same century e.g., 345 and 356. Say, As some of you were trying to figure out how to position yourselves within the number line, I noticed that [student s name] and [student s name] both have the numbers with the same digit in the 100s place. How could we figure out which of these two numbers is greater? Responses may vary. Refer to the Scaffolding explanation and Figure D in the Teacher Notes. What would we do if the digits in the 10s place were the same? Compare the digits in the 1s place. Vocabulary To help make the concept of greater than/ less than more explicit and visual for struggling learners, gather a set of base ten blocks from the student standing at the furthest left of the number line and another set of blocks from the student standing at the far right. Place both sets of blocks on a balance scale (the set with the greatest number of blocks in the left hand bin, and the set with the least amount in the right hand bin). Scaffolding If students fail to point out how they could move to and check the digit in the tens place to determine which of the two numbers is greater, display the colored cards the two selected classmates used to make the highlighted numbers. These cards show the quantities in expanded notation. Then, compare and contrast. Which of the two 100s cards that [student s name] and [student s name] used is greater? They are the same. Which of the two 10s cards is greater? The card with 50 Figure D Student A Student B Greater Mathematics TEKS Connections: Grades K-2 298

10 2. Once the students have an understanding of how to use place value to compare numbers, bring the class s attention back to the sentence strip number line display. Remove from the wall display one of the sentence strips representing a distance of 100 e.g., the strip with all of the 300 numbers. Refer to Figure E in the Teacher Notes. Say, On a scratch sheet of paper, show me how you would represent sets [increments] of ten on this 300s number line. Explain to a partner how you would position the numbers 10, 20, 30, etc. Refer to the Scaffolding explanation in the Teacher Notes. 3. When students finish making their number line sketching, have them share their partitioning strategies. Discuss criterion for incorporating and recording the students suggestions onto the classroom model: Is there the same amount of space between each increment of ten to include the single digits 1-9? Responses may vary. See the Materials explanation in the Teacher Notes. Which 10s number is closest to the end of the number line? 90 What would this number be called on the actual number line in reference to 400? 390 What would this same number look like if translated onto the next sentence strip to the right [the 400s sentence strip]? 490 Figure E The sentence strip with all of the 300 numbers will actually be on the sentence strip ending with Scaffolding If students have difficulty partitioning their number line into increments of ten, give them a benchmark number (e.g., 50), which is located in the middle. Materials Show students a ruler to help them visualize the equal distances between marks on a number line. Connections Lead the students to notice the pattern that unfolds as you move up by 100s from any number e.g., 490, 590, 690, etc. Mathematics TEKS Connections: Grades K-2 299

11 Evaluate: 1. Distribute Handout 2-3: 3-Digit Comparison Game Recording Sheet to students. Explain how to use the sheet: Look at the five digit cards located in the left hand column. Select three of the cards to make a 3-digit number. Try to make the greatest number possible. Record that number in the middle column on the recording sheet. See Figure F in the Teacher Notes. Compare your number with you partner s result. Use the correct symbol to express greater than [>], less than [<], or equal to [=]. The student with the greatest number wins that round. 2. As the class is working on the 3-Digit Comparison Game Recording Sheet, move about from group to group observing to see which strategies students use to compare the magnitude of the numbers they create with the sample digits cards. Refer to the Informal Assessment section in the Teacher Notes for more information on what type of understandings or misconceptions to document. Figure F: Select a student volunteer to play against for a demonstration round. Model how to record the results on Handout 2-3: 3-Digit Comparison Game Recording Sheet Optional Game Can also play Place Value Target Game to create the largest number. Use three different geometry shapes in which to record the numbers. Roll die, place numeral in shape. Repeat twice to complete number. Compare results. Largest number created wins. Informal Assessment: Do the students use place value (looking at the position of the digits) to determine if their number is greater? Do students need to use concrete models (Base 10 blocks) or visuals (a number line) in order to make comparisons between numbers? Mathematics TEKS Connections: Grades K-2 300

12 Handout 2-1: Hundreds Cards Red Cards Mathematics TEKS Connections: Grades K-2 301

13 Handout 2-1: Tens Cards Blue Cards Mathematics TEKS Connections: Grades K-2 302

14 Handout 2-1: Ones Cards Yellow Cards Mathematics TEKS Connections: Grades K-2 303

15 Handout 2-2: 3-Digit Representation Recording Sheet Base 10 Model (Pictorial) Expanded Notation 3-digit Number Number Line Mathematics TEKS Connections: Grades K-2 304

16 Handout 2-3: 3-Digit Comparison Game Recording Sheet Select 3 numeral cards from among the following to make a 3-digit number: My 3-digit number <, > or = My partner s number Mathematics TEKS Connections: Grades K-2 305

### Contents. Foreword... 5

Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total... 10 Learn Symbols + and =... 13 Addition Practice... 15 Which is More?... 17 Missing Items... 19 Sums with

T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

### Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

### Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

### Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

### South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

### (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

### Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

### Hardhatting in a Geo-World

Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and

A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

### Backwards Numbers: A Study of Place Value. Catherine Perez

Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS

### Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

### Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

with The Grouchy Ladybug s the elementary mathematics curriculum continues to expand beyond an emphasis on arithmetic computation, measurement should play an increasingly important role in the curriculum.

### Genevieve L. Hartman, Ph.D.

Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

### Stacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes

Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling

### Characteristics of Functions

Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

### Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

### AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic

### Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

### What's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School

What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade

### Mathematics process categories

Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

### Grade 6: Correlated to AGS Basic Math Skills

Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and

### Spinal Cord. Student Pages. Classroom Ac tivities

Classroom Ac tivities Spinal Cord Student Pages Produced by Regenerative Medicine Partnership in Education Duquesne University Director john A. Pollock (pollock@duq.edu) The spinal column protects the

### Mathematics Success Level E

T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

### Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

### Function Tables With The Magic Function Machine

Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within

### The Evolution of Random Phenomena

The Evolution of Random Phenomena A Look at Markov Chains Glen Wang glenw@uchicago.edu Splash! Chicago: Winter Cascade 2012 Lecture 1: What is Randomness? What is randomness? Can you think of some examples

Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

### Activities for School

Activities for School Label the School Label the school in the target language and then do a hide-n-seek activity using the directions in the target language. Label the Classroom I label my room (these

### STT 231 Test 1. Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point.

STT 231 Test 1 Fill in the Letter of Your Choice to Each Question in the Scantron. Each question is worth 2 point. 1. A professor has kept records on grades that students have earned in his class. If he

### SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE

SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch

### Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

Algebra 1, Quarter 3, Unit 3.1 Line of Best Fit Overview Number of instructional days 6 (1 day assessment) (1 day = 45 minutes) Content to be learned Analyze scatter plots and construct the line of best

### Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators

Evidence-based Practice: A Workshop for Training Adult Basic Education, TANF and One Stop Practitioners and Program Administrators May 2007 Developed by Cristine Smith, Beth Bingman, Lennox McLendon and

### Page 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified

Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community

### Extending Place Value with Whole Numbers to 1,000,000

Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

### If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

### Work Stations 101: Grades K-5 NCTM Regional Conference &

: Grades K-5 NCTM Regional Conference 11.20.14 & 11.21.14 Janet (Dodd) Nuzzie, Pasadena ISD District Instructional Specialist, K-4 President, Texas Association of Supervisors of jdodd@pasadenaisd.org PISD

### Using Proportions to Solve Percentage Problems I

RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show

### PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

### Unit 2. A whole-school approach to numeracy across the curriculum

Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives

CONCEPT DEVELOPMENT Mathematics Assessment Project CLASSROOM CHALLENGES A Formative Assessment Lesson Evaluating Statements About Probability Mathematics Assessment Resource Service University of Nottingham

Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

### Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

### Operations and Algebraic Thinking Number and Operations in Base Ten

Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University

### ASSET MAPPING WITH YOUTH

ASSET MAPPING WITH YOUTH A Community Environmental Inventory OVERVIEW: In part one of this activity, youth will create maps of their communities that highlight locations and activities that are significant

### Cal s Dinner Card Deals

Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help

### Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

### Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

### Objective: Add decimals using place value strategies, and relate those strategies to a written method.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice

### End-of-Module Assessment Task K 2

Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,

### Mathematics Content Mathematical Practices ELD Standards

Lesson Title: Chapter/Unit: Mathematics Content Mathematical Practices ELD Standards Language & Learning Objective: Consider the opportunities and structures for students to read, write, listen, and speak

### Relating Math to the Real World: A Study of Platonic Solids and Tessellations

Sheila Green Professor Dyrness ED200: Analyzing Schools Curriculum Project December 15, 2010 Relating Math to the Real World: A Study of Platonic Solids and Tessellations Introduction The study of Platonic

### OCR for Arabic using SIFT Descriptors With Online Failure Prediction

OCR for Arabic using SIFT Descriptors With Online Failure Prediction Andrey Stolyarenko, Nachum Dershowitz The Blavatnik School of Computer Science Tel Aviv University Tel Aviv, Israel Email: stloyare@tau.ac.il,

### Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney

Kindergarten Lessons for Unit 7: On The Move Me on the Map By Joan Sweeney Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore

### Sight Word Assessment

Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because

### Common Core State Standards

Common Core State Standards Common Core State Standards 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Mathematical Practices 1, 3, and 4 are aspects

### Lecture 2: Quantifiers and Approximation

Lecture 2: Quantifiers and Approximation Case study: Most vs More than half Jakub Szymanik Outline Number Sense Approximate Number Sense Approximating most Superlative Meaning of most What About Counting?

### Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

### Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

### RIGHTSTART MATHEMATICS

Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart

### Left, Left, Left, Right, Left

Lesson.1 Skills Practice Name Date Left, Left, Left, Right, Left Compound Probability for Data Displayed in Two-Way Tables Vocabulary Write the term that best completes each statement. 1. A two-way table

### LLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:

### Mathematics subject curriculum

Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June

### Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

### ASSESSMENT TASK OVERVIEW & PURPOSE:

Performance Based Learning and Assessment Task A Place at the Table I. ASSESSMENT TASK OVERVIEW & PURPOSE: Students will create a blueprint for a decorative, non rectangular picnic table (top only), and

### PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures

PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of

### FIGURE IT OUT! MIDDLE SCHOOL TASKS. Texas Performance Standards Project

FIGURE IT OUT! MIDDLE SCHOOL TASKS π 3 cot(πx) a + b = c sinθ MATHEMATICS 8 GRADE 8 This guide links the Figure It Out! unit to the Texas Essential Knowledge and Skills (TEKS) for eighth graders. Figure

### Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple

Exemplar 6 th Grade Math Unit: Prime Factorization, Greatest Common Factor, and Least Common Multiple Unit Plan Components Big Goal Standards Big Ideas Unpacked Standards Scaffolded Learning Resources

### Interpretive (seeing) Interpersonal (speaking and short phrases)

Subject Spanish Grammar Lesson Length 50 minutes Linguistic Level Beginning Spanish 1 Topic Descriptive personal characteristics using the verb ser Students will be able to identify the appropriate situations

### The Federal Reserve Bank of New York

The Federal Reserve Bank of New York Teacher s Guide Federal Reserve Bank of New York Public Information Department 33 Liberty Street New York, NY 10045 Econ Explorers is a product of the Federal Reserve

### LESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by

Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe

### After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A.

MATH 6A Mathematics, Grade 6, First Semester #03 (v.3.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for MATH 6A. WHAT

### Primary National Curriculum Alignment for Wales

Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme

### Notetaking Directions

Porter Notetaking Directions 1 Notetaking Directions Simplified Cornell-Bullet System Research indicates that hand writing notes is more beneficial to students learning than typing notes, unless there

### CODE Multimedia Manual network version

CODE Multimedia Manual network version Introduction With CODE you work independently for a great deal of time. The exercises that you do independently are often done by computer. With the computer programme

### Measurement. When Smaller Is Better. Activity:

Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and

### TEACHING Simple Tools Set II

TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts

### Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

### QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll

### Math 96: Intermediate Algebra in Context

: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)

### TabletClass Math Geometry Course Guidebook

TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course

TASK 2: INSTRUCTION COMMENTARY Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the brackets following each prompt. Do not delete or

### THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS ELIZABETH ANNE SOMERS Spring 2011 A thesis submitted in partial

### P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

### PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

### Algebra 2- Semester 2 Review

Name Block Date Algebra 2- Semester 2 Review Non-Calculator 5.4 1. Consider the function f x 1 x 2. a) Describe the transformation of the graph of y 1 x. b) Identify the asymptotes. c) What is the domain

### The following shows how place value and money are related. ones tenths hundredths thousandths

2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

### Physics 270: Experimental Physics

2017 edition Lab Manual Physics 270 3 Physics 270: Experimental Physics Lecture: Lab: Instructor: Office: Email: Tuesdays, 2 3:50 PM Thursdays, 2 4:50 PM Dr. Uttam Manna 313C Moulton Hall umanna@ilstu.edu