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COMMON CORE

Traditional Calendar. UNIT 1: SOLVE PROBLEMS WITH ADDITION AND SUBTRACTION. ENVISIONS. 1-2 Addition: Stories About Joining 1-3 Subtraction: Writing Subtraction 1-4 Subtraction: Stories About Separating 1-5 Subtraction: Stories About Comparing

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COMMON CORE

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  1. Traditional Calendar UNIT 1: SOLVE PROBLEMS WITH ADDITION AND SUBTRACTION 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 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? 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: Two-Question Problems 10.7 Problem Solving: Try, Check, and Revise 15.6 Problem Solving: Multiple-Step Problems VOCABULARY 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 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. Traditional Calendar CONTINUATION OF UNIT 1 UNDERSTANDING ADDITION AND SUBTRACTION Duration: (8 Days) MATHSTART STRATEGIC SUPPORT 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 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 Minute Math Problem of the Day DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - MindPoint Quiz Show - Animated Glossary 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 • Review What You Know! • 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 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 Investigations- 2.MD.5 Unit 9: 1.5, 1.6, 2.2, 2.3, 3.2, 3.5 2

  3. Traditional Calendar CONTINUATION OF UNIT 1 ENVISIONS 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? 2-7 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? 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 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 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 VOCABULARY Review add addition sentence equals join New doubles near doubles addend number sentence more plus (+) sum whole 3

  4. Traditional Calendar CONTINUATION OF UNIT 1 MATHSTART INVESTIGATIONS STRATEGIC SUPPORT 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 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 Minute Math Problem of the Day DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES • Review What You Know! • Join two groups together and write an addition sentence to tell how many in all. (item 1)Intervention System: B3 • Show ways that the number 10 can be divided into two parts. (items 2-3)Intervention System: B15 • \ 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 4

  5. Traditional Calendar UNIT 2 PLACE VALUE WITH GROUPS OF NUMBERS ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 4-1 How can you use ones to make tens? 4-2 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? 4-9 Patterns: Even and Odd Numbers 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 17-1 Number: Building 1,000 17-5 Number: Patterns with Numbers on Hundreds Chart CC-13 Skip counting by 5, 10, 100, 2.NBT.2 – Count within 1000; skip by 5s, 10s, and 100s VOCABULARY after between least greatest pattern skip counting number line New ones tens digits number word greater than (>) less than (<) equal to (=) before Review compare row number chart column 5

  6. Traditional Calendar UNIT 2 STRATEGIC SUPPORT MATHSTART INVESTIGATIONS Centers: 4-1 Cube Count, Helping Hands 4-2 Cube Chart, Math in Motion 4-3 Writing Numbers, Look and See 4-4 Graphing Numbers, Cover Three 4-5 Comparison Kids, Look and See 4-6 Hidden Numbers, Play a Game 4-7 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 Missing Mittens Use anytime after Lesson 3-5. 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 DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary 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 NOTES Numberline Skip Counting Game Counting Machine Super Sequencer Numbers to Words 1-50 Numbers to Words 50-100 EstimateLifeguards Place Value ChartsGroup the Blocks and Identify AbacusPlace Value Cards –. Greater Than or Less Than Crocodile Comparing Numbers One False Move Comparing Big Numbers Writing Big Numbers 6

  7. Traditional Calendar CONTINUATION OF UNIT 2 PLACE VALUE WITH GROUPS OF NUMBERS: ESSENTIAL QUESTIONS ENVISIONS COMMON CORE 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 three- digit 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? 17-1 Number: Building 1,000 17-5 Number: Patterns with Numbers on Hundreds Chart CC-13 Skip counting by 5, 10, 100, 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

  8. CONTINUATION OF UNIT 2 Traditional Calendar STRATEGIC SUPPORT MATHSTART INVESTIGATIONS Centers: 17-1 Add a Hundred, Play a Game 17-2 Estimating Sums, Play a Game 17-3 Regroup to Add, Try Together 17-4 Let’s Regroup, Play a Game 17-5 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 Minute Math Problem of the Day 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 DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary 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 NOTES Pattern Detective Complete a Numerical Sequence Number Crackers Missing Numbers Rhino Raider Missing Numbers Division as Repeated Subtraction Super Sequencer 8

  9. Traditional Calendar UNIT 3 UNDERSTANDING PLACE VALUE OF NUMBERS ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 4-2 In a two-digit number, what do the first and second digits tell you? 4-3 How are numbers through 99 written as words? solve problems? 4-2 Number: Models for Tens and Ones 4-3 Number: Reading and Writing Numbers 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 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 three- digit numbers? 17-5 How can you count on or count back to find a missing part? 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 VOCABULARY Please reference Unit 2 for Vocabulary Words 9

  10. CONTINUATION OF UNIT 3 Traditional Calendar STRATEGIC SUPPORT MATHSTART INVESTIGATIONS • SEE UNIT 2 STRATEGIC SUPPORT 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 Investigations-2NBT.3 Unit 1: 2.3 Unit 5: 1.2, 1.5 Unit 6: 5A.2, 5A.3, 5A.4, 5A.5 Minute Math Problem of the Day DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES SEE NOTES FOR UNIT 2 10

  11. Traditional Calendar UNIT 4 SOLVE PROBLEMS INVOLVING TIME ENVISIONS ESSENTIAL QUESTIONS COMMON CORE 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 2.MD.7 – Tell and write time from analog and digital clocks to the nearest 5 minutes, using AM and PM 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? VOCABULARY Review About After Before estimate New minute hand minute hour hand hour half hour quarter past quarter to half past second day calendar equivalent 11

  12. Traditional Calendar CONTINUATION OF UNIT 4 SOLVE PROBLEMS INVOLVING TIME MATHSTART STRATEGIC SUPPORT INVESTIGATIONS 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 Minute Math Problem of the Day 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 DIGITAL RESOURCES www.pearsonsuccessnet.com - eTools - eTool Workshop - Games - Animated Glossary NOTES 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 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. 12

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