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Common Core: Math
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 Objective: Represent equal groups with tape diagrams, and relate to repeated addition.

 In Topic D, students apply fraction and skipcounting skills to telling time. The Topic starts with Lesson 13, in which students make paper clocks from templates. After a brief review of the clock...

 Topic C focuses on partitioning circles and rectangles into equal fractional parts. In Lesson 9, students are first introduced to partitioning shapes into two equal shares, or halves, using both...

 In Topic B, students build and partition composite shapes, exploring fraction concepts as they identify the relationships between parts and wholes. Students see in Lesson 6 that the tangram puzzle (...

 In Module 8, students continue to develop their geometric thinking from Grade 1, progressing from a descriptive to an analytic level of thinking, where they can recognize and characterize shapes by...

 Building on the work in Topic E, students now connect the process of measuring to displaying data in line plots. In Lesson 23, the students measure their own handspan (i.e., the distance from the tip...

 Beginning Topic E, Lesson 20 has students using drawings to compare lengths and writing equations with an unknown to represent problems, just as they did in Module 2 (2.MD.5). In this lesson, however...

 Topic D builds upon the work students completed in Module 2 with centimeter measures, as students now explore measurement using both customary and metric units. In Lesson 16, students rotate through...

 Topic C reinforces the measurement concepts and skills learned in Module 2 while focusing on customary units. In Lesson 14, students use an inch tile to measure various objects using iteration. By...

 In Topic B, students solve problems involving coins and bills. They begin at the concrete level in Lesson 6, using play money to review the different coin values from Grade 1. Beginning with the...

 In Topic A, student work revolves around categorical data, which is produced by sorting objects or information into categories. For example, students learn about categories of animal classes and...

 Topic C naturally follows Topic B, where students composed and manipulated the rows and columns of an array. This topic is designed to deepen students’ understanding of spatial structuring as they...

 Topic B focuses on spatial relationships and structuring as students organize equal groups (from Topic A) into rectangular arrays. They build small arrays (up to 5 by 5) and use repeated addition of...

 Topic A begins at the concrete level as students use objects to create equal groups, providing a foundation for the construction of arrays in Topic B. In Lesson 1, for example, students are given 12...

 Links to: G3–M2 Place Value and Problem Solving with Units of Measure Topic D focuses on the application of the tools and concepts presented in Topics A through C. Students synthesize their...

 Topic C builds upon Module 4’s groundwork, now decomposing tens and hundreds within 1,000 (2.NBT.7). In Lesson 13, students model decompositions with number disks on their place value charts while...

 Topic B in Module 5 is analogous to Topic B in Module 4, but while in Module 4 students composed ones and tens within 200, Module 5 expands upon this, finding students composing tens and hundreds...

 In Topic A, students practice the simplifying strategies they learned in Module 4, but with numbers up to 1,000. They will be asked to consider which strategy is most efficient for each problem they...

 Module 4 culminates with Topic F, in which students think about and discuss the multiple strategies they have learned to represent and solve addition and subtraction problems. They share their...

 Topic E begins with an extension of mental math strategies learned in first grade, when students learned to subtract from the ten by using number bonds. In Lesson 23, they return to this strategy to...

 In Lesson 17 of Topic D, students extend the base ten understanding developed in Topic A to numbers within 200. Having worked with manipulatives to compose 10 ones as 1 ten, students relate this to...

 Topic C parallels Topic B, as students apply their understanding of place value strategies to the subtraction algorithm, moving from concrete to pictorial to abstract. It is important to note that...

 In Topic B, students apply their understanding of place value strategies to the addition algorithm, moving from horizontal to vertical notation. Their understanding of vertical addition starts with...

 In Topic A, students build upon their understanding of the base ten system and their prior knowledge of place value strategies presented in Module 3. In Lesson 1, students relate 10 more and 10 less...