2nd Grade Unit: - High Point Universityacme.highpoint.edu/~mcilra04/TechnologyPortfolio/Tech... · Web view2nd Grade Unit: Patterns and Numbers to 1,000 Seven Day Unit – 45 Minute

2nd Grade Unit:Patterns and Numbers to

1,000Seven Day Unit – 45 Minute Lessons

4 3 1 Hundreds Tens Ones

2 1 5 Hundreds Tens Ones

Amber McIlroy

April 24, 2006Author Information

In May of 2006 I, Amber McIlroy, will graduate from Piedmont Baptist College with a

Bachelor of Science degree in Elementary Education. In the summer of 2006 I will graduate

from High Point University with a Bachelor of Science degree in Elementary Education, as well

as attaining licensure. Next year I plan to return to my home state of Washington and teach in a

public elementary school. I am active in my local church in helping with the Awana program as

a Sparks leader for the kindergarten - second graders. I am excited about the challenge of

teaching and guiding children in the learning process.

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OverviewPurpose/Goals: In this chapter, students will explore patterns and numbers to 1,000. The one

hundred chart, number lines, number patterns and hundreds/tens/ones models will help the

students develop the concepts of place value, number patterns and more than/less than

comparisons. The goals of this unit are that students will be able to discern and understand the

material, competently use the technology, and capably demonstrate their knowledge in both

areas.

This unit is designed for second graders. There are seven lesson plans for seven days,

including a chapter test on the last day. Each lesson is approximately 45 minutes. The

curriculum source is Silver Burdett Ginn, second grade mathematics. It is based on chapter nine

using the teacher guide as reference for ideas and resources.

Objectives

1. Students will count by hundreds and write the numbers, individually with 100%

accuracy.

2. Students will explore the hundreds, tens, and ones, as groups and individually, and

will be able to define them with 90% accuracy.

3. Students will identify and write three-digit numbers, individually, with 100%

accuracy.

4. Students will recognize and be able to differentiate between the values of each digit in

a three-digit number, individually, with 95% accuracy.

5. Students will find patterns, individually, using a number chart, with 100% accuracy.

6. Students will compare and contrast three-digit numbers, individually, with 90%

accuracy.

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The North Carolina Mathematics Curriculum, Computer Skills, and NETS*S are listed below.

North Carolina Standard Course of Study for 2nd Grade MathematicsWebsite: http://www.dpi.state.nc.us/curriculum

Competency Goal 1: The learner will read, write, model and compute with whole numbers through 999.

Objectives1.01 Develop number sense for whole numbers through 999.

a. Connect model, number word, and number using a variety of representations. b. Read and write numbers. c. Compare and order. d. Rename e. Estimate f. Use a variety of models to build understanding of place value (ones, tens,

hundreds).

1.02 Use area or region models and set models of fractions to explore part-whole relationships in contexts.

a. Represent fractions (halves, thirds, fourths) concretely and symbolically. b. Compare fractions (halves, thirds, fourths) using models. c. Make different representations of the same fraction d. Combine fractions to describe parts of a whole

1.03 Create, model, and solve problems that involve addition, subtraction, equal grouping, and division into halves, thirds, and fourths (record in fraction form).

1.04 Develop fluency with multi-digit addition and subtraction through 999 using multiple strategies.

a. Strategies for adding and subtracting numbers. b. Estimation of sums and differences in appropriate situations. c. Relationships between operations

1.05 Create and solve problems using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens and hundreds.

1.06 Define and recognize odd and even numbers.

Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement.

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Objectives 2.01 Estimate and measure using appropriate units.

a. Length (meters, centimeters, feet, inches, yards). b. Temperature (Fahrenheit)

2.02 Tell time at the five-minute intervals.

Competency Goal #3: The learner will perform simple transformations.

Objectives3.01 Combine simple figures to create a given shape.

3.02 Describe the change in attributes as two- and three-dimensional figures are cut and rearranged.

3.03 Identify and make: a. Symmetric figures. b. Congruent figures.

Competency Goal #4: The learner will understand and use data and simple probability concepts.

Objectives4.01 Collect, organize, describe and display data using Venn diagrams (three sets) and pictographs where symbols represent multiple units (2's, 5's, and 10's).

4.02 Conduct simple probability experiments; describe the results and make predictions.

Competency Goal #5: The learner will recognize and represent patterns and simple mathematical relationships.

Objectives5.01 Identify, describe, translate, and extend repeating and growing patterns.5.02 Write addition and subtraction number sentences to represent a problem; use symbols to represent unknown quantities.

Standard Course of Study – Computer/Technology Skills: Grade 2

Website: http://www.dpi.state.nc.us/curriculum

Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.Objectives:

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1.01 Identify, discuss and visually represent uses of digital technology in the community (e.g., bar code scanners, handhelds, mobile phones, optical storage devices, GPS's). (1)

1.02 Demonstrate correct use of common technology terms (e.g., hardware, software, CD, hard drive). (1)

1.03 Identify and discuss appropriate and safe behaviors online. (1)

1.04 Recognize individual's rights of ownership of created works. (1)

1.05 Identify and discuss print and electronic databases (e.g., phone book, automated circulation system, CD-ROM encyclopedias) as a way to collect, organize, and display data. (2)

1.06 Identify and discuss terms/concepts sort, search/filter, keyword using electronic databases (e.g., automated circulation system, electronic encyclopedias). (2)

1.07 Identify spreadsheets as a tool to organize, calculate, and graph data to make predictions. (3)

1.08 Identify and discuss spreadsheet terms/concepts (e.g., sort, classify, line graphs). (3)

1.09 Recognize an individual's rights of ownership to computer-generated work. (4)

1.10 Identify and use multimedia terms/concepts (e.g., storyboard, linear/sequential, audio/video clips, images). (5)

1.11 Identify and discuss issues (e.g., personal information, images, appropriateness and accuracy of information) to consider in selection and use of materials for multimedia projects. (5)

1.12 Identify terms/concepts (e.g., online, browser, navigation, resources, web address, webpage, weblinks). (6)

1.13 Identify responsible and safe online behavior and discuss why it is important. (6)

1.14 Identify online resources as the work of individuals/groups/companies and discuss why citing resources is necessary. (6)

1.15 Identify and discuss telecommunications/Internet as a tool for communication and collaboration as a class. (6)Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.

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Objectives:

2.01 Recognize, discuss and use the features/functions of computing devices (e.g., creating, retrieving, saving, printing data). (1)

2.02 Use prepared electronic database (e.g., automated circulation, CD-ROM encyclopedias, NC Wise OWL) as a class/group activity to conduct keyword search/filters to meet information needs. (2)

2.03 Enter/edit data in a prepared spreadsheet as a class/group and observe the changes that occur to make predictions. (3)

2.04 Use spreadsheet software in content areas to enter, display, and identify sources of data as a class. (3)

2.05 Recognize, discuss, and use word processing as a tool to enter/edit, print, and save assignments. (4)

2.06 Use and discuss basic word processing terms/concepts (e.g., desktop, menu/tool bar, document, text). (4)

2.07 Identify and use correct finger placement for home row keys. (4)

2.08 Identify and use menu/tool bar features/functions in word processing documents. (4)

2.09 Identify and use multimedia tools to combine text and graphics as a class/group assignment. (5)

2.10 Identify, discuss, and cite resources for a class/group multimedia project. (5)

2.11 Modify/edit an existing linear/sequential multimedia story to include student narration as a class/group activity. (5)

2.12 Use teacher-selected Internet resources to locate, discuss, and compare information about your local community as a class/group. (6)

NETS*S

Technology Foundation Standards for Students http://cnets.iste.org/students/s_stands.html

1. Basic operations and concepts

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Students demonstrate a sound understanding of the nature and operation of technology systems.

Students are proficient in the use of technology.

2. Social, ethical, and human issues

Students understand the ethical, cultural, and societal issues related to technology.

Students practice responsible use of technology systems, information, and software.

Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3. Technology productivity tools

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

4. Technology communications tools

Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5. Technology research tools

Students use technology to locate, evaluate, and collect information from a variety of sources.

Students use technology tools to process data and report results.

Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

Technology problem-solving and decision-making tools

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Students use technology resources for solving problems and making informed decisions.

Students employ technology in the development of strategies for problem solving in the real world.

Learner DescriptionThere are eighteen students in Miss McIlroy’s second grade classroom. There are eleven

boys and seven girls. Three are Hispanic children, two of which were born in the United States

and speak English very well. The other Hispanic student has recently moved to the United States

with her family and has only rudimentary English skills. There is one African-American student,

two Asian students, and the remaining twelve students are Caucasian.

The Hispanic student, who recently moved to the United States, has been struggling with

the language barrier, but is making good progress and math is one of her stronger points. Each

of these eighteen second-graders is ready for this unit. Place value and having a working

knowledge of tens and ones is necessary to succeed in this unit. To activate prior knowledge

before beginning the unit, ask questions such as these: How can you tell how many tens and ones

are in a number? How can you compare two-digit numbers? Save the student’s responses for use

with ongoing assessment throughout the unit.

ProceduresSeven days are needed for this unit on patterns and numbers to 1,000. Access to a class

set of computers, Excel, Word, Power Point, overhead projector, class set of calculators,

whiteboard, whiteboard markers, and whiteboard erasers are required. On the third, fourth, and

fifth days of this unit the students will need to use computers. Appropriate arrangements must be

made ahead of time so we will have computer access. On the sixth day the teacher will need

access to a computer to show a Power Point presentation demonstrating how to play the math

game. This Power Point presentation is also integrating social studies into the math class as the

game references rivers, mountains, cities, and measurable landforms.

UDL AnalysisThis unit provides multiple representations of content by using a wide variety of teaching

strategies for three-digit numbers. Students were directly engaged in the learning process in a

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variety of ways. They listened to a book, Carl’s Collection, and visually saw the pictures. They

played multiple interactive games directly involving the students. They used calculators to add

hundreds and tens to numbers making a variety of three-digit numbers. They worked in small

groups and used almanacs to look up record high temperatures (mostly three-digit numbers) for

different states and then made a bar graph in Excel to represent their findings. They played math

games on certain websites that helped them distinguish patterns. They were visually involved

during the Power Point presentation. This unit provides students with a wide variety of learning

three-digit numbers. Supplying different methods for learning about three-digit numbers allows

students to see the connections between numbers and helps to better cement these foundational

math skills.

This unit could be modified to fit gifted students by:

Each lesson also comes with extra homework: practice, reteach, and extend.

These can always be added for students who want to do extra math work.

The book Carl’s Collection can come as a student book, also. Have students write

another page to the book, following the pattern in the book.

For students who finish early have students work together in pairs or small

groups. Have them use models to build numbers with specific directions, such as:

Build a number that has more tens than ones. Build a number that has more ones

than hundreds. Build a number that has the same number of hundreds, tens, and

ones.

Using page 265 from homework, group children and have them continue the

pattern at the bottom of the page as far as they can (adding 11 to each number).

Children may use the chart and write the numbers if they wish.

This unit could be modified to fit the needs of students performing below grade level:

Meeting with the ESL students and discussing the book, Carl’s Collections.

Discuss words like colored, smooth, sparkle, and trading cards. Pronounce the

words and explain what they mean in the story.

Display a number line in the room using common patterns such as 10’s or 100’s.

Allow students to use models to complete their homework.

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Have students write (or tell if they need to) make up a story that uses numbers

larger than 100. This can be done individually or as a group with each student

adding another sentence to the story.

Write and display number word cards one through nine, twenty, thirty, forty, fifty,

sixty, seventy, eighty, and ninety. Have students work in pairs and one child puts

together a tens word, a hyphen (also on an index card), and an ones word to make

a number. The partner writes the number as a numeral.

Have students work in small groups and give them 6-10 cards with different

three-digit numbers written on each one. Have children take turns choosing two

cards and placing the numbers side by side. All the children in the group will

compare the numbers, saying the words greater than or less than as fits the

problem.

For a student whose first language is not English the Excel group project could be

modified. A Spanish (or appropriate language) almanac could be used to find the record high

temperature for different states. Also directions for using excel to make a bar graph could be

translated into their first language (although for some second graders this may not be a real help).

Having material in the student’s first language would allow the student to fully participate in the

group project and understand how to use the program Excel.

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Day 1: Patterns with Hundreds

Objective: Students will count by hundreds and write the numbers, individually with 100% accuracy.

Activity Description of Activities and Setting Materials and Supplies

Time

1. Focus and Review

“What is the highest number you can count to? We are beginning a new math chapter and we will be counting to 1,000!” **Read the book Carl’s Collections to introduce the chapter and hundreds.

Book - Carl’s Collections

8 Min.

2. Statement of Objectives

“Class, today we are going to count by hundreds and we will write those numbers. We are going to explore the hundreds.” (SCOS 1.01; 1.05 & 5.01)

None 1 Min.

3. Teacher Input

Use the hundred block models to introduce the concept of hundreds. Have students follow on p. 255. Point out that there are ten cubes in each row of the hundreds model. Count by tens showing that there are 100 cubes total. Using their student page have students point to each of the numbers shown at the top of the page; count the models; and read the number and word number aloud.

Math Book, Models

10 Min.

4. Guided Practice

Make 10 large number cards for the hundreds up through 1,000. Introduce the word hundreds. Write and then read the numbers and number words for hundreds in order from 100 – 1,000. Explain that 1,000 is another name for 10 hundreds. Mix up the number cards and give them to 10 children. Have the children stand up and arrange themselves in order from 100 – 1,000. Then ask the class to count by hundreds from 100 – 1,000 by reading aloud the numbers on the cards. Ask students how many hundreds are in 300, 700, etc. Return to homework on p. 255 and do a few of the problems together.

Hundreds Number Cards (100 – 1,000), Math Book

18 Min.

5. Independent Practice

Students finish the problems on p. 255. As time permits, do p. 280 – Time for Technology Page (uses a calculator in adding hundreds and tens).

Math Book, Calculator (Student)

6 Min.

6. Closure and Evaluation

After completing the exercise, show models for several numbers (hundreds). Ask them to write the answers. Check their answers for accuracy. “How is counting by hundreds like counting by ones? Tomorrow we are going to learn about numbers in the hundreds, tens and ones place.”

None 2 Min.

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**More ideas included in the Interdisciplinary Activities section after the Lesson Plans.

Day 2: Understanding Hundreds, Tens and Ones

Objective: Students will explore the hundreds, tens, and ones, as groups and individually, and will be able to define them with 90% accuracy.


Time

1. Focus and Review

“Yesterday we learned about hundreds. We are going to continue that today, but we will add tens and ones.”Math Minute- Write 20 on the board. Add 1 and write the new number. Have children add 1 and write the new number continuing until they reach 30. Ask how many tens and ones each number have.

Whiteboard, Marker

4 Min.


“We are going to explore the hundreds, tens and ones today and we are going to talk about what we can do with these numbers.” (SCOS 1.01 & 1.05)

None 1 Min.

3. Teacher Input

Demonstrate for the students a number sense using the hundreds, tens and ones models. Place the models on the overhead projector so that the entire class can easily see the models. Give several examples using all three models, having the children give the correct answer. Discuss when to regroup tens as a hundred (when there are 10 or more tens), and why you can regroup (10 tens is the same number as 100).

Overhead Projector (Teacher), Models

12 Min.

4. Guided Practice

Use masking tape to make a grid (3 columns of 10 -one square ft. boxes) on the floor. Number the boxes 0-9 and labels the boxes Hundreds, Tens and Ones. Choose 3 children to represent each column (hundreds, tens, and ones). Write a three-digit number on the board and have them stand in the correct boxes that represent the number on the board. The rest of the class should verify that the number is correct. Ask a volunteer to say the number aloud. Repeat activity with other numbers and other students. In the math book, do a couple of the problems as an entire class. Use the Models, spinner and Workmat (with columns for Hundreds, Tens, and Ones).

Taped Grid on the Floor, Whiteboard, Marker, Models, Spinner (only numbers 4-9), Workmat (with 3 columns for Hundreds, Tens, and Ones)

15 Min.


Have students work in pairs to complete p. 257 in their book. Give each pair the needed supplies. Spin 2 times and have students write the number of each spin in the space provided. Have children take tens models for each number. If the two numbers they spun add up to 10 or more, regroup. Then spin once more for the ones place. Have children count aloud the number (making sure

Models, Spinner, Workmat (with 3 columns for Hundreds, Tens and Ones).

8 Min.

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each number is in the correct column). 6. Closure and Evaluation

Write a 3-digit number on the board. Ask a student to give the class a rule to follow for this number (such as add 10 or add 1), thus building a new number. Briefly tell the class how we are going to learn more about 3-digit numbers tomorrow and how to identify them.

Whiteboard, Marker

3 Min.

Day 3: Understanding Three-Digit Numbers

Objective: Students will identify and write three-digit numbers, individually, with 100% accuracy.


Time

1. Focus and Review

“We have learned how to add tens and ones to hundreds. Today we are going to focus on 3-digit numbers again.”Math Minute-Display a number of hundred models. Then add from 1-9 tens models. Next add from 1-9 ones models. Ask children to name the number each time.

Models 4 Min.


“Today we are going to learn how to identify and write 3-digit numbers.” (SCOS 1.01 & 1.05)

None 1 Min.

3. Teacher Input

“How do you read a 3-digit number?” (Read the 1st digit on the left and say the word hundred. Then read the 10’s and 1’s as a 2-digit number. If there are no 10’s then just read the hundreds and ones.) Using p. 259 from the book notice the two pictures using models. Help children recognize that both models are the same number; they are just represented differently. Have them identify the hundred, tens and ones. In three columns write the answer with the number of hundreds in the hundreds column, the tens number in the tens column, and the ones number in the ones column.

Math Book 10 Min.

4. Guided Practice

**Divide the class into small groups. Give each group an almanac or have groups share an almanac. Assign a state (or a couple of states) to each group. Ask students to find the record high temperature for “their” state. Teacher, write the names of the states on the board. When the students find the record high temperature write it on the board by their state’s name. “Are most of the high temperatures two or three digit numbers?” Each small group will use Excel to make a bar graph showing the temperatures of all the states.

Almanac, Whiteboard, Marker, Computer – Excel (Student)

20 Min.


Groups will finish their bar graphs. Complete p. 259 (and 260 if they want to do more) that we began doing as a class earlier today, as time permits.

Computer – ExcelMath Book

5 Min.


Invite the children to think of a 3-digit number. Then have them take turns saying their numbers aloud. Ask volunteers to tell the number of hundreds, tens and ones in a number. If need be, write the numbers on the

Whiteboard, Marker

3 Min.

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whiteboard.

Day 4: Understanding Place Value

Objective: Students will recognize and be able to differentiate between the values of each digit in a three-digit number, individually, with 95% accuracy.


Time

1. Focus and Review

“Since we already know how to write and identify 3-digit numbers, how about we write one now?” Math Minute- Have students get out their number cards 0-9. Choose three cards and arrange them as a 3-digit number. Take turns having the students saying their number aloud.

Number Cards 0-9 for each student (written on index cards)

4 Min.


“Today we are going to focus on the value of each of the individual numbers in our 3-digit numbers.” (SCOS 1.01 & 1.04)

None 1 Min.

3. Teacher Input

Label 3 small bottomless boxes as hundreds, tens and ones. Tell students that the word digit comes from the Latin word for finger. Explain that we are going to make 3-digit numbers by having them put digits (fingers) in the place value boxes. Hold up the hundreds box and ask them what its place value is (100). Have a volunteer put his or her hands into it and hold up 0-9 fingers. Lift the box to expose the hundreds place digit(s). Write it on the board. Repeat with two more volunteers to get numbers for the tens and ones places.

Three bottomless boxes with Hundreds, Tens, and Ones written on the outside

15 Min.

4. Guided Practice

**Explain that people in most Hispanic countries have at least three names. Write a name (such as Carlitos Antonio Lopez) on the board. Have the students count the number of letters in each name and write them under the name forming a 3-digit number. Use Word to write their own full name and then underneath write the corresponding numbers, making a 3-digit number (or a 2-digit number if they do not have a middle name).

Whiteboard, Marker, Computer –Word (Student)

15 Min.


“When you go home today ask somebody (or several people) what their full name (first name-middle name-last name) is are then write it down. Count the number of letters in each name. Do this just like we did in class.”

Paper, Pencil, or Computer – Word (if available)

4 Min.


Have students share their full names and their 3-digit number.

None 4 Min.

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Day 5: Problem-Solving Strategy: Find a Pattern

Objective: Students will find patterns, individually, using a number chart, with 100% accuracy.


Time

1. Focus and Review

Math Minute- Call out a number and ask children to continue counting by ones. Using a different number count backward by ones. Continue this little game with other numbers and counting by tens instead of by ones. This weeks we’ve been learning all about 3-digit numbers and there are patterns with 3-digit numbers, too, as we have just been counting with.

None 4 Min.


“Today, class, we are going to find patterns in 3-digit numbers using a number chart.” (SCOS 1.01; 1.06 & 5.01)

None 1 Min.

3. Teacher Input

“Turn to page 265 in your books, class. We are going to fill in all the empty blanks in this chart with the correct numbers.” Have students read aloud the first four numbers, stopping at the blank on the chart. Ask: “What pattern do you see?” (each number goes up by one) Invite them to share what they think the next number should be, and complete the chart in a similar manner. After finishing the chart, proceed to the look back questions (2-5). Ask them to identify the 10’s pattern in each column of the chart. Look for other patterns. Look in all directions – down, up, diagonally, etc. Define and look for odd and even numbers as patterns.

Math Book 15 Min.

4. Guided Practice

Give all students a one hundred chart and plenty of beans to cover the numbers. Explain that this game is like bingo. One person will call out a number and everyone else (the listeners) will cover that number on their chart with a bean. The purpose for this game is to make patterns with the numbers and the beans covering the numbers. Model examples for students, such as “I’m thinking of a pattern. In this pattern each number increases by 10. Can you show this pattern?” As students understand, divide them into pairs and have one person be the caller and the other person be the listener.

One-Hundred Chart, Beans

15 Min.


Play math game on computer – as pairs. Website: http://www.apples4theteacher.com/holidays/ halloween/math-games/index.html# (“Spooky Sequences…Count on…Three-digit numbers”)

Computer Games -Website listed(Student)

10 Min.

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http://www.apples4theteacher.com/holidays/%20halloween/math-games/index.html#


Take turns and when not on the computer play the “bingo” type game above. Options 2: Play math game on computer later in the day.


Have a couple children read aloud the patterns they created for their classmates to identify.

3 Min.

Day 6: Comparing Numbers to 1,000

Objective: Students will compare and contrast three-digit numbers, individually, with 90% accuracy.


Time

1. Focus and Review

Math Minute- Write numbers 1-20 on the board. Circle a number. Ask the students what number is greater than the circled number? What number is less? Repeat with other circled numbers.

Whiteboard, Marker

3 Min.


Today we are going to compare 3-digit numbers using the words greater than and less than, using the symbols, < and >. (SCOS 1.01; 1.05 & 5.01)

None 1 Min.

3. Teacher Input

Using p. 269 in the book have children count the hundreds models in the first example. Guide them to see that two hundreds is greater than 1 hundred so the number 231 is greater than (using the symbol >) 143. Point out what the symbols mean and that the wider side has the bigger number on that side. Repeat the second example this time comparing the tens place. Ask what they would do if the tens were the same (compare the ones). **Introduce a new Math/Social Studies Game. Use PowerPoint to demonstrate how the game is played. The class will be divided into small groups. Each group will have a paper bag with labeled index cards inside the bag. The cards can be labeled with rivers, cities, mountains, etc. Each group also needs two symbol cards - < & >. A student will take two cards from the paper bag and then put the correct symbol between the two cards.

Math Book, Computer – PowerPoint (Teacher), Paper Bag, Index Cards (labeled with rivers and their length in miles & symbols <,>)

20 Min.

4. Guided Practice

Complete p. 269 as a class making sure that everyone understands how these symbols work. Math/Social Studies Game – Use index cards to write rivers and the how long the river is in miles. For example: Ohio River – 981 Mi. & Hudson River – 306 Mi. Give each student two symbol cards (<, >). Put the river cards in a paper bag. Have students take two cards from the paper bag and put the correct symbol card between them.

Math Book, Paper Bag, Index Cards (labeled with rivers and their length in miles & symbols <,>)

5 Min.


Students continue game. Encourage students to play this game with their parents at home. Write a 3-digit

Same as above box.

10 Min.

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number on index cards and place the correct symbol between them.


Have children write two 3-digit numbers on a sheet of paper. Exchange papers and have the students write in the correct symbol (>,<) between the numbers. Share answers.

Paper, Pencil 4 Min.

Day 7: Chapter Test

Objective: Students will demonstrate their knowledge through a chapter test on counting by hundreds; identifying and writing three-digit numbers; exploring place value of hundreds, tens and ones; differentiating between the values of each digit in a three-digit number; finding patterns in a number chart; and comparing and contrasting three-digit numbers using >and < symbols.


Time

1. Focus and Review

Review: counting by hundreds; identifying and writing three-digit numbers; exploring place value of hundreds, tens and ones; differentiating between the values of each digit in a three-digit number; finding patterns in a number chart; and comparing and contrasting three-digit numbers using < and > symbols.

Whiteboard, Marker

7 Min.


“Today we are taking a test in math so that we can figure out how much of what we have learned, we still remember. We will be tested on everything we reviewed, which includes: counting by hundreds; identifying and writing three-digit numbers; exploring place value of hundreds, tens and ones; differentiating between the values of each digit in a three-digit number; finding patterns in a number chart; and comparing and contrasting three-digit numbers using > and < symbols. (SCOS 1.01; 1.05 & 5.01)

None 1 Min.

3. Teacher Input

Distribute test to each student. When we have finished the written part of the test we are going to play a game which is also a part of the test. However, this is a fun test!!

Written Test,Game: Models, Workmat with hundreds, tens and ones column, spinner

40 Min.

4. Guided Practice

Students complete written test and game. Same as above box.


Students complete written test and game. Same as above box.

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Quickly tell students about our next chapter: Geometry, Fractions and Probability.

None 1 Min.

Interdisciplinary Activities: Reading: Lesson 1: We read Carl’s Collections in class. This book is also available in the

form of a student book with extra pages for the students to write more them-

selves for the book. Use the book to discuss main ideas and details.

Science: Lesson 3: Use the bar graphs to discuss temperature and the range of temperature

in the United States. What is temperature?

Social Lesson 4: Talk about names. How are names in various countries different?

Studies: If we lived in a Latin American country, what would our names look like?

Use maps to show students the parts of the world we are talking about, so they

can visualize the area of the world we are discussing.

Lesson 6: Use the index card game with rivers, mountains, etc. to use the map

and find these places and help the students see why a river is greater than or less

than others (they need to see the river lines to better visualize and grasp the

concept).

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Resource List

Technology:

Silver Burdett Ginn – Mathematics Grade 2

Class set of calculators – This allows each student to have access to a calculator.

Overhead projector – This machine projects whatever is on the transparency onto

a screen, enabling the entire class to easily see what the teacher is writing or

explaining for the class.

Class set of computers – This allows each student to have access to a computer.

Internet – This allows students to play interactive games from websites the

teacher specifies. Begin with these games:

http://www.apples4theteacher.com/holidays/ halloween/math-games/index.html#

(“Spooky Sequences…Count on…Three-digit numbers”)

http://www.apples4theteacher.com/holidays/halloween/math-games/index.html

This website has a game about finding number patterns in multiples of 10. It’s

called “Ghost Blasters: find multiples of 10 or any number you choose.”

http://www.aaamath.com/B/g3_21ax1.htm#section2 - This is a place value game

for three-digit numbers. It does not match the number patter lesson 5 is

discussing, but it is a great game that goes well with our whole unit.

Excel – This is a spreadsheet application system that allows students to clearly see

columns for place value.

Word – This is a word processing system that is simple and easy for student to

use, specifically for entering names and numbers in this case.

Power Point – This is a software that makes slide show demonstrations.

Whiteboard – This is a tool that teachers can use to write on so that the entire

class can see.

Whiteboard Markers – These are markers made for writing on the whiteboard.

Whiteboard Eraser – These are used to erase the whiteboard.

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http://www.aaamath.com/B/g3_21ax1.htm#section2

http://www.apples4theteacher.com/holidays/halloween/math-games/index.html


Non-Technology:

Models – There are three types of models: hundreds, tens, and ones. These are

simple manipulatives to help students visually see hundreds, tens, and ones.

Hundreds number cards – These are pieces of poster board that have been cut down and

the hundreds numbers from 100-1,000 are written on them.

Floor Grid - Use masking tape to make a grid (3 columns of 10 -one square ft. boxes) on

the floor.

Spinner – There are two types (one is numbered 4-9 and the other is numbered

0-9) of spinners necessary for paired and group activities.

Workmat – This is a workmat with three columns labeled: hundreds, tens, and

ones.

Almanac – This is a resource big for important facts, including record

temperatures for all 50 states.

Index number cards – These are simple index cards with numbers 0-9 written on

them.

Bottomless boxes – These boxes have no bottom and are used for representing the

hundreds, tens and ones places; each box is labeled for its place value.

One hundred chart – This is similar to a bingo chart, only larger as it needs to

include numbers 1-100.

Beans – These are used to cover the numbers when the caller calls out a number.

Paper bags – These are used as receptacles for holding index cards.

River labeled index cards – These index cards name a river and include the length

of the river in miles. This can also be done with cities, mountains, etc. (including

a number).

Symbol cards – These cards are labeled with the greater than and less than

symbols >,<).

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Assessment and EvaluationMultiple methods of evaluation – each different method in italics

Day 1 – Grade page 255 and page 280 from their math book by giving them the

percent for what they got correct. Count this grade toward their normal homework

grade. If they answered most of them correctly, they are understanding how to

count and write by hundreds.

Day 2 – Grade page 257 from their math book by giving them the percent for

what they got correct. Count this grade toward their normal homework grade. If

they answered most of them correctly, they are understanding the concept of place

value for hundreds, tens, and ones.

Day 3 – Grade group project – bar graph for record high temperatures in the

states using Excel on the computer. Grade for accuracy and for following

directions. Count this toward their normal homework grade.

Day 4 – Observe students as they use Word to write their names and

corresponding three-digit numbers. Are they putting the numbers in the correct

order? Do they see the place value significance here? Use this as a general

indicator for where the class is at in understanding three-digit numbers. Optional:

Give everyone a homework grade of 100 for participating.

Day 5 – Observe students as they use the hundred chart and find patterns. Are

they following directions? Are they trying to find patterns?

Day 6 – Grade page 269 from their math book by giving them the percent for

what they got right. Count this grade toward their normal homework grade. If

they got most answers correct they are grasping and understanding the concept of

greater than and less than and they are using the symbols (>,<) correctly.

Day 7 – Written Test - on the next two pages. Grade them as test grades. The

chapter test should be tested separately. There is a rubric for the game, in which

the students must use calculators to create “greatest” and “least” numbers.

Technology Assessment – Each Tuesday after lunch we spend 40 minutes in the

computer lab completing a Study Island test. The tests are over a variety of 2nd

grade math topics. One of the major topics is hundreds, tens, and ones. There are

multiple tests to be taken and a certain percentage needs to be reached before the

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test is considered passed. The students have the opportunity to retake the Study

Island tests as many times as they need to. Study Island is available on the

schools website and Study Island tests can be taken at any time. Tuesdays is

simply the set time for our class to take the tests.

Assessment: Scoring Rubric for general math learned in this chapter

2nd Grade Math Rubric 1 2 3 Tally

Place Value – ONES

4 or more Mistakes

2-3 Mistakes 0-1 Mistakes

Place Value – TENS

4 or more Mistakes


Place Value – HUNDREDS

4 or more Mistakes


Greater than/ Less than – Use of Symbols >,<

4 or more Mistakes


Following Directions

3 or more Reminders from teacher to follow directions

1-2 Reminders from teacher to follow directions

Follows directions without prompting from teacher

0-4 A 5-9 B TOTAL:___________

10-14 C 15-20 D 21+ F

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Chapter 9 Test

Name _____________________________________________________________ Chapter Test

Write how many hundreds, tens and ones. Write the number.

1. MODELS PICTURED HERE 2. MODELS PICTURED HERE showing how many hundreds, tens, and ones there are

Hundreds Tens Ones

Same Table Inserted here____________________________________________________________________________

Circle the matching Number

3. 4 hundreds 8 tens 3 ones 4. five hundred twenty

843 483 348 520 250 502

5. 7 hundreds 1 ten 9 ones 6. Two hundred eighty-seven

917 791 719 287 782 872____________________________________________________________________________

7. Write > or <

570 507 329 330 900 899

210 110 443 453 791 701____________________________________________________________________________

Write the missing numbers.

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8. 327, 328, _____, _____, _____, _____, 333, 334,

9. 902, 912, 922, _____, _____, _____, _____, _____

10. _____, _____, 145, 150, 155, _____, _____, _____ Scoring Rubric for Game

3 ExcellentStudent demonstrates an understanding of place value of hundreds, tens and ones and writing three-digit numbers.

2 SatisfactoryStudent demonstrates an understanding of hundreds, tens and ones but they may show an error translating hundreds, tens and ones to a three-digit number.

1 Needs Improvement

Student needs assistance or he/she has difficulty representing hundreds, tens, and ones and writing three-digit numbers.

I will use the game rubric to assess where the students skills are on a daily basis, when they do not realize that they are being assessed. The game shows if the students can put the numbers in the correct order for place value creating the “greatest” number and the “least” number. Students will use calculators for a technology source to aid in creating the “greatest” and “least” number. ______________________________________________________________________________

Names _____________________&____________________________ Performance Assessment

Materials Needed: ModelsWorkmatSpinner (numbers 0-9)

Take turns with a partner:1. Spin the spinner three times and record each spin in the space provided below. 2. Use the three numbers of your spin to build the greatest 3-digit number; may use a calculator. 3. Your partner will use his/her three numbers to build the least three-digit number, also using a calculator. 4. Record the numbers. Answers will vary.

1st Spin 2nd Spin 3rd Spin Greatest Number Least Number1.

2.3.4.5.

Look back at the numbers. Answers will vary.

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Which is the greatest number? _____ Which is the least number? ______

**If needed, for this part of the assessment the student could orally tell the teacher (or other student he/she is paired with) his answers.

One Hundred Chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

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91 92 93 94 95 96 97 98 99 100

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Documents

2nd Grade Unit: - High Point Universityacme.highpoint.edu/~mcilra04/TechnologyPortfolio/Tech... · Web view2nd Grade Unit: Patterns and Numbers to 1,000 Seven Day Unit – 45 Minute