# Search Results (17)

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• CCSS.Math.Content.2.OA.A.1
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After introducing students to story problem strategies, students will be asked to write their own story problem(s). The problems must deal with real life situations. Fantasy worlds and silly situations are not allowed. Each student must also be able to solve their own problem(s). If the problems are not entered into a computer and saved on a disk by the students, then the teacher will compile groups of problems for the students to solve. The author's name of each problem should be attached to the problem. If a student needs help solving a problem, he/she is only allowed to ask the author of that problem for assistance.

Subject:
Arts and Humanities
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Tim Galliher
10/12/1999
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Second grade teacher, Lisa Balongna, uses games to motivate student learning and provide practice as students learn about place value. She calls the first game "The Trash Can Game" in which she asks students to work in pairs to make the largest possible three-digit number from four numbers rolled on a die. Each partner rolls four times and decides if the number will go in the ones place, tens place or hundreds place of their number. Students can also decide to put the number in the "trash can" if they feel the number is not needed. The goal of the game is to make the largest three-digit number possible from the four rolled choices. Once each pair has created a number, they compare it to the largest possible number and decide whether it is greater than, less than or equal to that value.Lisa then introduces the next place value game, "101 and Out." She divides the class into two teams and asks one student from each team to roll a die and determine whether to use the number to represent one cube or ten cubes. For example, "2" can count as 2 or 20. Each team gets to roll the die six times and each roll is added to the number that was rolled before (representing ones or tens). The goal of the game is to get as close as possible to 100 cubes without going over.

Subject:
Numbers and Operations
Material Type:
Lesson Plan
Teaching/Learning Strategy
Provider:
Teaching Channel
Provider Set:
Teaching Channel
02/26/2013
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In this lesson students will work in small groups making change to \$1.00 using coins and pictures of items priced from Sunday fliers. In advance the teacher will cut out pictures of items costing less than \$1.00.

Subject:
Mathematics
Material Type:
Lesson Plan
Provider:
University of North Carolina at Chapel Hill School of Education
Provider Set:
LEARN NC Lesson Plans
Author:
Julie Hohns
06/25/1999
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These algebra and measurement problems of the month are designed to be used schoolwide to promote a problem-solving theme at your school. Each problem is divided into five levels, Level A through Level E, to allow access and scaffolding for the students into different aspects of the problem and to stretch students to go deeper into mathematical complexity.

Subject:
Algebra
Material Type:
Activity/Lab
Provider:
Noyce Foundation
Provider Set:
Inside Mathematics
11/30/2011
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Some students need prompts to help them write mathematical expressions for target numbers. Climb the Ladder is an activity that prompts students to move from all addition or subtraction problems and include many mathematical topics to generate equivalent names.

Material Type:
Activity/Lab
Provider:
Mathwire
Author:
Terry Kawas
02/16/2011
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Resources to mark the 100th day of school with math activities. Challenge students to generate 100 different ways to represent the number 100. Students will easily generate 99 + 1 and 50 + 50, but encourage them to think out of the box. Challenge them to include examples from all of the NCTM Standards strands: number sense, numerical operations, geometry, measurement, algebra, patterns, data analysis, probability, discrete math, Create a class list to record the best entries. Some teachers write 100 in big bubble numeral style and then record the entries inside the numerals.

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Mathwire
Author:
Terry Kawas
02/16/2011
Remix
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This resource houses links to a variety of sample math tasks aligned to the Common Core standard. Sources may include but are not limited to: Illustrative Mathematics, PARCC, Khan Academy, and the Illinois State Board of Education.

Subject:
Mathematics
Material Type:
Assessment
Homework/Assignment
Lecture
Teaching/Learning Strategy
Author:
Tim Farquer
08/08/2019
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Module 1 sets the foundation for students to master the sums and differences to 20 and to  subsequently apply these skills to fluently add one-digit to two-digit numbers at least through 100 using place value understandings, properties of operations and the relationship between addition and subtraction.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
05/11/2013
Conditions of Use:
No Strings Attached
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Louis wants to give \\$15 to help kids who need school supplies. He also wants to buy a pair of shoes for \\$39. How much money will he have to save for ...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
01/02/2013
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In Module 4, students develop place value strategies to fluently add and subtract within 100; they represent and solve one- and two-step word problems of varying types within 100; and they develop conceptual understanding of addition and subtraction of multi-digit numbers within 200.  Using a concrete to pictorial to abstract approach, students use manipulatives and math drawings to develop an understanding of the composition and decomposition of units, and they relate these representations to the standard algorithm for addition and subtraction.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
07/05/2013
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In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana?1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY