# 11 Results

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• MCCRS.Math.Content.2.MD.C.8
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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: Materials * Alexander, Who Used to be Rich Last Sunday by Judith Viorst * Plastic coins * Labels for items Alexander spent his money on (attached) * Pa...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
06/23/2013
Unrestricted Use
CC BY
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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: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \\$5 to get some tokens. Show two different ways she could h...

Subject:
Mathematics
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
03/24/2013
Conditional Remix & Share Permitted
CC BY-NC
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Subject:
Mathematics
Material Type:
Lesson Plan
Author:
Lauren Grabau
01/28/2018
Remix
Conditional Remix & Share Permitted
CC BY-SA
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This resource links to both Measurement & Data progression documents published by the Common Core Writing Teams in June 2011.

Material Type:
Assessment
Homework/Assignment
Teaching/Learning Strategy
Author:
ISBE Math Specialists
08/08/2019
Conditional Remix & Share Permitted
CC BY-NC-SA
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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
11/25/2012
Conditional Remix & Share Permitted
CC BY-NC-SA
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Module 7 presents an opportunity for students to practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data.  Students represent categorical and measurement data using picture graphs, bar graphs, and line plots.  They revisit measuring and estimating length from Module 2, though now using both metric and customary units.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
02/01/2014
Unrestricted Use
CC BY
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The purpose of this task is to help students articulate their addition strategies and would be most appropriately used once students have a solid understanding of coin values.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
09/21/2012
Unrestricted Use
CC BY
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The purpose of this task is for students to compare two options for a prize where the value of one is given \$2 at a time, giving them an opportunity to "work with equal groups of objects to gain foundations for multiplication." This context also provides students with an introduction to the concept of delayed gratification, or resisting an immediate reward and waiting for a later reward, while working with money.

Subject:
Mathematics
Measurement and Data
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
01/17/2013
Unrestricted Use
CC BY
Rating

In this challenging instructional task students relate addition and subtraction problems to money and to situations and goals related to saving money.

Subject:
Mathematics
Numbers and Operations
Material Type:
Activity/Lab
Provider:
Illustrative Mathematics
Provider Set:
Illustrative Mathematics
Author:
Illustrative Mathematics
04/03/2013
Rating

Once students have developed conceptual understanding of the basic operations they need to develop fluency with the facts. One quick way to include daily practice and motivate students to master these basic facts is through the use of the Who Has? card decks. These decks can be created for virtually any topic and frequent use as both a whole class practice or as a center activity for partners or small groups will provide facts practice in a highly-motivating format.

Material Type:
Activity/Lab
Assessment
Game
Lesson Plan
Provider:
Mathwire
Author:
Terry Kawas