Second Grade Unit 3
Stickers, Number Strings & Story Problems
(Place Value/Add & Subtract within 100 (emphasis within 20 for T1)
​Duration: 5 Weeks
September 18 - October 17

Math Expressions - Unit 2:  Addition and Subtraction within 200
​Investigations -  Unit 3: Stickers, Number Strings and Story Problems
Username: Valley Elementary Test
​Password: Lilac#24
​

Valley 2nd Grade Trimester Standards

Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems (we are focusing in within 20 for T1) 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

Add and subtract within 20.
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.

Number and Operations in Base Ten
Use place value understanding and properties of operations to add and subtract
CCSS.MATH.CONTENT.2.NBT.B.6
  • Add up to four single-digit numbers using strategies based on place value and properties of operations (in T2 this becomes four double-digit numbers)
CCSS.MATH.CONTENT.2.NBT.B.8
  • Mentally add or subtract 10 to a given number 10-90 (in T2 this becomes adding 10 or 100 to 100 - 900)
Extra California CCC NOBT Standard:
7.1 Use estimation strategies to make reasonable estimates in problem solving. CA
  • Use estimations strategies in computation and problem solving with numbers up to 100
unit_3_cc_standards.pdf
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unit_3_sab_answer_key__1_.pdf
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unit_3_sp_companion.pdf
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Week 1-2 

Math Experiences

Curriculum and Pacing

Pacing
Key Lesson
Week 1:
​Investigation 1 - Adding More than Two Numbers

Dates
Session 1.1:  Does Order Matter? 
​Standard 2.NBT.B.6
Materials:  
  • Family Letter 
  • Connecting Cubes
  • Student Activity Book: Pages 1-3
Main Focus
  • ​Using known combinations to add two or more numbers
  • Considering whether reordering three addends results in the same total
  • Considering a generalization about reordering addends for all numbers

Session 1.2:  Number Strings
Materials:  
  • Ten-Frame Cards Cut apart and store in an envelope.
  • Connecting Cubes
  • Student Activity Book: Pages 4-6
Main Focus:
  • Using known combinations to add two or more numbers
  • Relating the doubles and near-doubles combinations

Session 1.3:  Beat the Calculator
Materials:  
  • Calculators 
  • Game
  • Student Activity Book: Pages 4-6
Main Focus:
  • Using known combinations to add two or more numbers
  • Relating the doubles and near-doubles combinations

Session 1.4:  Close to 20
Materials:   Main Focus:
  • Using known combinations to add two or more numbers
  • Comparing a number to 20 to find the difference

Session 1.6:  Assessment (Number Strings)
Materials:  
  • Assessment (M17/R17)
  • ​Student Activity Book: Pages 11-14
Main Focus:
  • Using known combinations to add two or more numbers
  • Developing fluency with the near doubles combinations
  • Considering a generalization about reordering addends for all numbers
Week 2:
​Investigation 2
​Addition and Subtraction
Session 2.1:  Revisiting Addition 

Materials:  
  • Cubes Sticks/Connecting Cubes
  • ​Student Activity Book: Pages 20-22
Main Focus:
  • Visualizing, retelling, and modelling the action of a variety of addition and subtraction
  • Using standard notation (+,=) to represent a variety of addition situations
  • Developing strategies for solving a variety of addition story problems with totals up to 45 and recording work

Session 2.2:  Revisiting Subtraction Problems

Materials:  
  • Cubes Sticks/Connecting Cubes
  • ​Student Activity Book: Pages 23-24
Main Focus:
  • Considering whether reordering the numbers in a subtraction problem results in the same total
  • Visualizing, retelling, and modelling the action of a variety subtraction situations
  • Using standard notation (-,=) to represent a variety of subtraction situations
  • Developing strategies for solving a variety of  subtraction story problems with totals up to 45 and recording work

Session 2.3:  Related Story Problems

Materials:  
  • Cubes Sticks/Connecting Cubes
  • ​Student Activity Book: Pages 25-28
Main Focus:
  • Considering the relationship between addition and subtraction
  • Using standard notation (+, -,=) to represent a variety of addition and subtraction situations
  • Developing strategies for solving a variety of addition story problems with totals up to 45 and recording work

Session 2.4:  Problems with Unknown Change

Materials:  
  • Cubes Sticks/Connecting Cubes
  • ​Student Activity Book: Pages 29-31
Main Focus:
  • Visualizing, retelling, and modelling the action of a variety of addition and subtraction situations
  • Developing strategies for solving a variety of addition and subtraction problems and recording work
  • Solving problems with an unknown change
  • Using standard notation (+, -,=) to represent a variety of addition and subtraction situations
  • Considering the relationship between addition and subtraction

Session 2.5:  Cover up

Materials:  
  • Game (M18/M19-R18/R19)
  • Cubes Sticks/Connecting Cubes
  • ​Student Activity Book: Pages 29-31
Main Focus:
  • Visualizing, retelling, and modelling the action of a variety of addition and subtraction situations
  • Developing strategies for solving a variety of addition and subtraction problems and recording work
  • Solving problems with an unknown change
  • Using standard notation (+, -,=) to represent a variety of addition and subtraction situations
  • Considering the relationship between addition and subtraction

Session 2.7
(Assessment: Story Problems-Spanish)
(Assessment: Story Problems-English)
Week 3:
​Investigation 3
​Counting by 2s, 5s, and 10s
Session 3.1:  Partners and Teams

Materials:  
  • Connecting Cubes
  • ​Student Activity Book: Pages 42-45
Main Focus:
  • Investigating numbers that can and cannot be made into groups of two or two equal groups
  • Understanding that any number that can be divided into groups of two can also be divided into two equal groups (and vice versa)
  • Characterizing even and odd numbers as those that do or do not make groups of two (partners) and two equal groups (teams)

Session 3.2:  More Partners and Teams

Materials:  
  • Connecting Cubes
  • ​Student Activity Book: Pages 47-50
Main Focus:
  • Considering whether observations about even and odd numbers apply to all even numbers or all odd numbers
  • Understanding that any number that can be divided into groups of two can also be divided into two equal groups (and vice versa)
  • Characterizing even and odd numbers as those that do or do not make groups of two (partners) and two equal groups (teams)

Assessment: Even or Odd?-Spanish
Assessment: Even or Odd?-English

Session 3.4:  How Many Fingers in Our Class?

Materials:  
  • Connecting Cubes
  • Box or Container
  • ​Student Activity Book: Pages 53-54
Main Focus:
  • Considering the relationships between skip counting and grouping
  • Looking at patterns and developing fluency with skip counting by 5s and 10s
  • Counting by groups of 5 and 10

Session 3.5:  Collect 50¢

Materials:   Main Focus:
  • Identifying coins and their values
  • Combining coins to a total of 50¢
  • Identifying and using equivalences

Session 4.1:  Groups of 2, 5, and 10

Materials:  
  • Connecting Cubes
  • ​Student Activity Book: Pages 63-64
  • M34/R34
Main Focus:
  • Counting by groups of 2, 5, and 10
  • Recognizing that the first digit of a two digit number designates the number of groups of 10 and that the second digit designates the number of ones.

Session 4.2:  Tens and Ones

Materials:  
  • Connecting Cubes
  • Large box or container
  • ​Student Activity Book: Pages 63 (completed), 65-66​
Main Focus:
  • Recognizing that the first digit of a two digit number designates the number of groups of 10 and that the second digit designates the number of ones.
  • Solving problems about 10s and 1s

Session 4.3:  Adding 10

Materials:  
  • Connecting Cubes
  • Coins (as needed)​
  • ​Student Activity Book: Pages: 67-71​
Main Focus:
  • Recognizing that the first digit of a two digit number designates the number of groups of 10 and that the second digit designates the number of ones.
  • Solving problems about 10s and 1s
  • Adding 10 to any number (or any number to 10)
  • Developing fluency with the near-doubles and plus 10 combinations

Session 4.4:  Sticker Problems

Materials:  
  • Connecting Cubes (as needed)
  • ​Student Activity Book: Pages: 72-74​
Main Focus:
  • Using a place-value model to represent a number as 10s and 1s 
  • Solving problems about 10s and 1s

Session 4.5:  Making Numbers with Tens and Ones

Materials:  
  • Connecting Cubes
  • ​Student Activity Book: Pages 75-77 
​Main Focus:
  • Using a place-value model to represent a number as 10s and 1s 
  • Finding as many combinations of a number as possible, using only 10s and 1s
  • Recognizing that different combinations of 10s and 1s for the same number are equivalent (e.g., 4 tens and 6 ones=3 tens and 16 ones)
Session 4.6:  Assessment

Materials:   ​Main Focus:
  • Using a place-value model to represent a number as 10s and 1s 
  • Finding as many combinations of a number as possible, using only 10s and 1s
  • Recognizing that different combinations of 10s and 1s for the same number are equivalent (e.g., 4 tens and 6 ones=3 tens and 16 ones)
​

Additional Resources

Math Mountains

Strategies

Number Bonds

Beat the Calculator/Ganarale a la Calculadora

Beat the Calculator

Story Problems Samples

Cover Up!/ Cubrir

Making Towers

Collect 50​¢

Place Value

Decomposing 2 Digit  Numbers