Math Plans August 21-29

The following slides are my team’s version of
lesson plans for the math topic of study.
They are shared as suggestions ONLY…please
consider sharing your plans on the dropbox...
we’d love to see how other teachers are
using the program 
We use some of these slides during our lessons to
incorporate different math practices as we do
number talks to help our students practice on skills
they need to develop. Other slides are included to
be used as stations or games. Please adjust and
use these plans as you would like
or
toss them in the trash 
HSamuelson

Grade 2 ~ Math Topic Two: Understanding Addition Strategies
Time Line: August 20 – August 29, 2014
CCSSM: Operations and Algebraic Thinking
2.OA.1. Use addition and subtraction within 100 to solve one- and two-step word problems 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.
2.OA.2 Fluently add and subtract within 20 using mental strategies.
(1.OA.A.6~Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on;
making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Number and Operation in Base Ten
2.NBT.5. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or
the relationship between addition and subtraction.
2.NBT.9. Explain why additions and subtraction strategies work, using place value and the properties of operations.
Mathematical Practices
#1 Make sense of problems and persevere when solving them.
#6 Attend to precision.
#7 Look for and make use of structure.
Learning Targets
*I can choose when to use addition or subtraction in a word problem.
*I can represent addition or subtraction word problems using objects, drawings, and equations with unknowns in all
positions.
*I can add and subtract numbers within 100 with ease by applying strategies (decomposing numbers into tens and ones,
using commutative and associative properties) based on the numbers being added subtracted.

Learning Targets
I can choose when to use addition or subtraction in a word problem.
I can represent addition or subtraction word problems using objects, drawings, and equations with unknowns in all
positions.
I can use mental strategies to add or subtract numbers within 20 with ease.
I can recall from memory all sums of two one digit numbers.
I can add and subtract numbers within 100 with ease by applying strategies based on the numbers being added or
subtracted.
I can explain addition or subtraction using place value.
I can explain addition and subtraction using the properties of operation.
Vocabulary
Doubles, near doubles, addend, number sentence, part-part-whole
Math Tools
Number line, base ten blocks, tens frame, hundreds chart, counters, cubes, part-part-whole, flash cards
Resource for more math games…
http://swampfrogfirstgraders.blogspot.com/p/k2-math-fact-book-study.html
Thanks to Tina David and all her shares!

Monday
Aug.18
Topic 1.6 – Connecting Addition and Subtraction TM pg.23A-26B
Vocabulary: related
Focus: How can you write related addition and subtraction equations?
Envision Workbook pages 31-32
Formative Assessment: Quick Check Master 1-6 pg. 63
Tuesday
Aug.19
Topic One Assessment
Wednesday
Aug.20
Topic 2.1- Adding 0,1,2 TM pg. 35A-35B
Focus: How are the number relationships of 0-more than, 1-more-than, and 2-more-than the basis for
adding with 0,1, and 2?
see Tina’s suggestions below…
Lesson
Topic 2.1- Adding 0,1,2 TM pg. 35A-35B
Focus: How are the number relationships of 0-more than, 1-more-than, and 2-more-than the
basis for adding with 0,1, and 2?
Complete the 2.1 topic newspaper for guided practice.
Math magic square for zero- group activity
Two more/ game on computer:
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks1/maths/two_more/
Independent practice: Workbook page or extra page. Require students to circle the 0, 1, or 2 so
they know what they are adding to the number and follow the pattern they discovered on the
initial activity.
Give students a work mat and counters.
Have them put zero counters in the zero
box, one counter in the ones box, and two
counters in the twos box. Have them put
out a set number of counters. Ask them if
they took that number or part and added
0 counters to that what would be the
whole. Then have them add one counter
to that number to find out the whole,
then two numbers to find the whole.
Have them discuss their answers and see
the pattern. Continue in this way till
students see a pattern when adding zero
to a number, one to a number and two to
a number.

Thursday
Aug.21
Topic 2.2- Adding Doubles
Focus: What are different ways to learn and remember doubles facts?
See Tina’s suggestions
Lesson
Topic 2.2- Adding Doubles
Focus: What are different ways to learn and remember doubles facts?
Discuss with students what numbers are added with a doubles fact? Why are they called doubles
facts? Ask them what other doubles facts they know and have them list the other facts.
Use counters and part-part- whole work mat that was run previously, to show how students can
create doubles using counters. Ask them how to show double 4. Put down five counters on one
side and have them show you how to make it a double.
Use the newspaper for guided practice.
Independent practice is the workbook page.
On youtube-
http://youtu.be/ljPKoNJH1Jg
(doubles 1-6 rap)
http://youtu.be/yFuskIXXQa4
(doubles 6-12 rap)
http://youtu.be/uKwG6N8Z9hg
(doubles …Heidi’s Songs)
remember to add s after http to play
at school 
fishing for doubles
Friday
Aug.22
Topic 2.3- Near Doubles
Focus: How can doubles facts be used to learn near doubles facts?
Topic 2.3- Near Doubles
Focus: How can doubles facts be used to learn near doubles facts?
Ask 10 children to form 2 rows of 5. Children should stand side by side or in pairs. What doubles fact
tells you how many children are here? Ask 1 more child to join one of the lines. What addition sentence
can I write to show this? This is called a near double.
Use the newspaper as guided practice.
Independent practice: workbook page
Have students use two different
color cubes to add doubles and
add one. Write an addition
equation to show the double and
the double plus one.
I have a game with dice and game
board to practice doubles plus
one. I also have a matching
activity with a sheet students can
record their answers.

Monday
Aug.25
Topic 2.4 Adding in any order
Focus: What happens to the sum of two numbers when the order of the numbers being added is changed?
Check Tina’s suggestions
Lesson
Topic 2.4 Adding in any order
Focus: What happens to the sum of two numbers when the order of the numbers being added is changed?
I am going to write two math problems and example 3+4=7 and 4+3=7. I am going to have them write
down what the difference is and have them explain to me what they know about these two addition
problems. We are going to discuss this. Students are going to show how to create these two addition
sentences with connecting cubes of two different colors.
Complete the newsletter as guided practice.
Students practice with
partners and number cubes.
Roll two number cubes.
Write down the addition
equation. Then switch the
order of the addition
equation. Record this on
their sheet
Tuesday
Aug.26
Topic 2.5 Adding Three Numbers
Focus: When you add 3 numbers, how do you decide which two numbers to add first?
Handout 2-5 Envision Workbook pages 43-44
Quick Check Master pg.53 TM pg.54A Daily Spiral 2-5
Wednesday
Aug.27
Topic 2.6 Making 10 to add 9 TM pg. 55A-58B
Focus: How can you make 10 when adding with 9?
Quick Check Master 2-6 pg. 59 Daily Spiral 2-6 pg.57
Thursday
Aug.28
Topic 2.7 Making 10 to add 8
Focus: How can you make 10 when adding with 8?
Quick Check Master pg. 65 TM pg. 62A Daily Spiral Review Master pg. 63 TM pg. 59A
Friday
Aug.29
Topic 2 Assessment

*I can choose when to use addition or
subtraction in a word problem.
*I can represent addition or subtraction word
problems using objects, drawings, and equations
with unknowns in all positions.
*I can use mental strategies (count on, make a
ten) to add or subtract numbers within 20 with
ease.
*I can recall from memory all sums of two one-
digit numbers.
Topic 2
Target Skills
Math

Math Topic Two
Grade Two
Lesson 2.1

MysteryQRCODES
MathWordProblems
Print andcut out theQRcodecards. Placetheminclear plasticbadge
holdersthroughout theroomfor aMysteryQRCodesearchstation.
Studentsneedaclipboardwiththerecordingsheet andapencilalongwith
aiPodTouch, iPad, or iPhonewithaQRscanner appdownloadedtothe
device.
Partnerstaketurnsscanningthecode, readingthewordproblem, and
solvingtheproblemontheir recordingsheet usingpictures, words, and
number equations.
Makethisstationself checkingbyprintingout theKeyfor studentsto
checktheanswers.
HSamuelson http://swampfrogfirstgraders.blogspot.com/

MysteryQRCODES
MathWordProblems
Take turns with your partner.
Scan the QRcode.
Read the message.
Solve the problem on your record sheet.
Use pictures, words, and number equations.
Check your answers with the answer Key.

1. 2. 3.
4. 5. 6.
7. 8. 9.
+1/+2WordProblems +1/+2WordProblems +1/+2WordProblems

1. 2. 3.
4. 5. 6.
7. 8. 9.
! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ’sMysteryQRCodesResponseSheet

"#$%$&' %$&( &) *+,&*- &.#$&
) $- /&&0&) *+,&' %$&*- &.#$&
1 23/&&456 &1 ' - 7&) *+,&' %$&
.#$%$&' 8.5+$.#$%9&
:' - &.55; &<&=*.$,&5>&' - &
' ) ) 8$/&&"#$- &,#$&.55; &?&
1 5%$&=*.$/&&456 &1 ' - 7&
=*.$,&3*3&,#$&.' ; $9&
@*; $&) 2.&A&%5B; ,&*- &.#$&
=' B; &5>&#*,&6 ' +5- /&&"#$- &
#$&) 2.&0&1 5%$&%5B; ,&*- &#*,&
6 ' +5- /&&456 &1 ' - 7&%5B; ,&
6 $%$&*- &#*,&6 ' +5- 9&
3 +2 =5 pigs 5 +1=6 bites 7 +2 =9 rocks
C*1 &D21 ) $3&E&F1 $,/&&"#$- &
,#$&D21 ) $3&?&1 5%$&F1 $/&&
456 &1 ' - 7&F1 $,&3*3&,#$&
D21 ) 9&
:' ; $&+5.&( &G,#&' .&.#$&8' ; $/&&
"#$- &#$&+5.&0&1 5%$/&&456 &
1 ' - 7&G,#&3*3&#$&B' .B#&
' 8.5+$.#$%9&
H.' B7&1 ' 3$&' &.56 $%&5>&I &
=85B; ,/&&"#$- &,#$&' 33$3&0&
1 5%$&=85B; ,&.5&.#$&.56 $%/&&
456 &1 ' - 7&=85B; ,&6 $%$&*- &
#$%&.56 $%&' 8.5+$.#$%9&8 +1=9 jumps 3 +2 =5 fish
6 +2 =8 blocks
J $.$&%$' 3&<&=55; ,&5- &
@5- 3' 7/&&4$&%$' 3&5- $&1 5%$&
=55; &5- &"2$,3' 7/&&456 &
1 ' - 7&=55; ,&3*3&J $.$&%$' 39&
K' B#&1 ' 3$&' &L$+5&.56 $%&
6 *.#&M&=85B; ,/&&4$&' 33$3&0&
1 5%$&=85B; ,/&&456 &1 ' - 7&
=85B; ,&35$,&#$&#' N$&5- &#*,&
.56 $%&- 56 9&
O%' B$&D21 ) $3&%5) $&P&F1 $,/&&
"#$- &,#$&D21 ) $3&5- $&1 5%$&
F1 $/&&456 &1 ' - 7&F1 $,&3*3&
,#$&D21 ) 9&
5 +1=6 books 4 +2 =6 blocks
9 +1=10 jumps
MysteryQRCodes: +1/+2WordProblemsKEY

Topic 2.2 Math
Task
Kaleb bought 9 oranges. Ben bought the same
number of oranges. How many oranges did they
buy in all? Draw a model. Write an equation. Then
tell how you know you are right.
Kalebbought9oranges.Benboughtthesame
numberoforanges.Howmanyorangesdidthey
buyinall?Drawamodel.Writeanequation.Then
tellhowyouknowyouareright.

Math Topic Two
Grade Two
Lesson 2.2

Squar es
Bethefirst player toformasquare
withfour numbersontheboard.
gameadaptedfrom“MasteringtheBasicMathFactsinAdditionandSubtraction”
2013 HSamuelson~swampfrogfirstgraders.blogspot.com
Print a game board for each set of partners and add to a page
protector for game play. Print 2-3 copies of the card page, cut out, and
store for game play. Each partner needs a different color of see
through marker dots.
Optional: Print a board f or 2 players. Each player needs a dif f erent
colored crayon to play the game. Players color their spot instead of
using a colored see through marker .

UsesmallbowlingpinsetfromDollarTreeorTarget.
Usepermanentmarkerorpainttoprintnumberson
eachpin…OR…Printthesepinsonwhitecardstockand
laminatebeforecuttingout.
2468
0
HeidiSamuelson10
10
12141618

Topic 2.1 Math
Task
Katie has seven paper dolls. Then she made 2
more dolls. How many dolls does Katie have in all?
Draw a model. Write an equation. Then tell how you
know you are right.
know you are right.
know you are right.
know you are right.
know you are right. Katiehassevenpaperdolls.Thenshemade2
moredolls.HowmanydollsdoesKatiehaveinall?
Drawamodel.Writeanequation.Thentellhowyou
knowyouareright.
know you are right.
Katiehassevenpaperdolls.Thenshemade2
knowyouareright.
Katiehassevenpaperdolls.Thenshemade2
knowyouareright.

Math Topic Two
Grade Two
Lesson 2.3

5 7 9
3 1311975
Doubl es Pl us One
Roll a die.
Double the number.
Add one.
Cover the number.
TeachwithLaughter

Doubl es Pl us One
Roll a die.
Double the number.
Add one.
Cover the number.
© L. Stewart
3 9 1175 13
TeachwithLaughter

3 5 7 9 11 13
Doubl es Pl us One
Roll a die.
Double the number.
Add one.
Cover the number.
TeachwithLaughter

1. Roll.
2. Double the number.
3. Add one.
4. Cover the number.
5. Take turns.
6. Cover all the numbers to win!!
I
4+4=8
3 5 7 9 11 13
3 5 7 9 11 13
8 +1=9
TeachwithLaughter

Topic 2.3 Math
Task
Lily drew four houses. Then she drew 5 more
houses. How many houses did Lily draw in all?
know you are right.
know you are right.
know you are right.
Lilydrewfourhouses.Thenshedrew5more
houses.HowmanyhousesdidLilydrawinall?
knowyouareright.
know you are right.
know you are right.
know you are right.
knowyouareright.
knowyouareright.

Math Topic Two
Grade Two
Lesson 2.4

1. First roll: 2. Second roll:
______ +______=______ ______ +______=______
______ +______=______ ______ +______=______
3. Third roll: 4. Fourt h roll:
______ +______=______ ______ +______=______
______ +______=______ ______ +______=______
5. Fif t h roll: 6. Sixt h roll:
______ +______=______ ______ +______=______
______ +______=______ ______ +______=______
Roll t he t wo number cubes. Writ e an addit ion equat ion f or t he t wo numbers you
rolled. Then writ e an equat ion t hat changes t he order of t he addends.

Topic 2.4 Math
Task
Connor has four flowers in his garden. Then he
plants 3 more. How many flowers does Connor
have now? Draw a model. Write an equation. Can
you write the number equation in a different way?
How do you know what you wrote is the right
answer.Connor has four flowers in his garden. Then he
answer.
Connorhasfourflowersinhisgarden.Thenhe
plants3more.HowmanyflowersdoesConnor
havenow?Drawamodel.Writeanequation.Can
youwritethenumberequationinadifferentway?
Howdoyouknowwhatyouwroteistheright
answer.
answer.Connor has four flowers in his garden. Then he
answer.
answer.
answer.

Math Topic Two
Grade Two
Lesson 2.5

!"#$%"$&&"' "%( ) *+,-".%"$%/"0,&+,"$%&"1+2"23+"-$) +"-( ) 4"""5$) +"666666666666666666666"
' " 7"8" 8"
9": ""6666" ; " 7"8" 8"
<": ""6666"
=" ' "8" 8"
9": ""6666" ; " ; "8" 8"
>": ""6666"
>" >"8" 8"
?": ""6666" 7" 7"8" 8"
<": ""6666"

!"#$%"$&&"' "%( ) *+,-".%"$%/"0,&+,"$%&"1+2"23+"-$) +"-( ) 4"""5$) +"666666666666666666666"
=" ="8"8"
> : ""6666" <" ="8"8"
7 : ""6666"
' " 7"8"8"
; : ""6666" =" 7"8"8"
@ : ""6666"
' " 7"8"8"
> : ""6666" ; " ; "8"8"
< : ""6666"

Name ___________________________ Add 3 Digits Date
____________________
I can add numbers within 20 with ease.
3 + 3 + 5 = _____ 4 + 6 + 9 = ____ 5 + 4 + 1 = ____
6 + 6 + 5 = _____ 0 + 9 + 9 = ____ 2 + 4 + 2 = ____
2 + 8 + 5 = _____ 1 + 6 + 9 = ____ 7 + 7 + 3 = ____
8 + 8 + 1 = _____ 1 + 1 + 9 = ____ 5 + 0 + 5 = ____
Name ___________________________ Add 3 Digits Date
____________________
I can add numbers within 20 with ease.
3 + 3 + 5 = _____ 4 + 6 + 9 = ____ 5 + 4 + 1 = ____
6 + 6 + 5 = _____ 0 + 9 + 9 = ____ 2 + 4 + 2 = ____
2 + 8 + 5 = _____ 1 + 6 + 9 = ____ 7 + 7 + 3 = ____
8 + 8 + 1 = _____ 1 + 1 + 9 = ____ 5 + 0 + 5 = ____

Topic 2.5 Math
Task
Double the number of dots you see and add 1 more.
How many dots did you draw?
Doublethenumberofdotsyouseeandadd1more.
Howmanydotsdidyoudraw?

Math Topic Two
Grade Two
Lesson 2.6

In A Flash
How quickly can you add the two
numbers together to
find the sum?
Can you write a number equation to
show what you saw
on the flash?

Topic 2.6 Math
Task
Chandler’s team has 9 points. They score 6 more
points. How many points do they have in all? Draw
a model. Write an equation. Can you write the
number equation in a different way? How do you
know what you wrote is the right answer.
Chandler’steamhas9points.Theyscore6more
points.Howmanypointsdotheyhaveinall?Draw
amodel.Writeanequation.Canyouwritethe
numberequationinadifferentway?Howdoyou
knowwhatyouwroteistherightanswer.

Math Topic Two
Grade Two
Lesson 2.7

August 28,
2013
Dear Mamaw,
Henry and Mudge went
camping. They saw 13 things
on their trip. Mudge saw some
stars in the sky. He saw 9 rocks
on the ground. How many stars
did Mudge see in the sky?

Topic 2.7 Math
Task
Maddie has 8 pencils at school. She has 3 pencils
at home. How many pencils does Maddie have in
all? Draw a model. Write an equation. Can you write
the number equation in a different way? How do
you know what you wrote is the right answer.
Maddiehas8pencilsatschool.Shehas3pencils
athome.HowmanypencilsdoesMaddiehavein
all?Drawamodel.Writeanequation.Canyouwrite
thenumberequationinadifferentway?Howdo
youknowwhatyouwroteistherightanswer.

Topic 2 Assessment Name ________________________ Date ______________________
Topic 2 assessment with
multiple choice questions

Topic 2 assessment with free
response questions

This lesson design is only a
suggestion. Please make changes
to fit the needs of your students.
You can find more resources and
ideas on the Second Grade CCSSM
Resource blog at
http://secondgradeccssmresources.
blogspot.com/
HSamuelson 2013 **Updated
2014****
hsamuelson2013@gmail.com
TDavid 2013
DAVIDTM@scsk12.org

Math Plans August 21-29

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