Post on 02-Apr-2018
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2nd Grade Math Academy
There is light at the end of
the tunnel
Session # 6 Bundle 10/11
Fractions
Probability
Measurement
Make sure ou si n in
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Make sure ou si n in END of Year Assessment..
25 questions
Will be given in one day
April testing window : April 18th 22nd
Follows 3rd grade TAKS blueprint, and BOY 3rd Gr AMI
All SEs for the year covered DMAC results, scantrons
Printing will be done on campus.
English and Spanish version
Test will not be oral. Exceptions listed below.
IEP states to give oral instruction. Student is in the PSST process and there is a recommendation
from the committee for oral administration.
Teacher may read one or two words of the question, but not theentire question/answer choice
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Agenda.
2nd Sense Lessons on Fractions
Investigations on Fractions
Envisions on Fractions
Measurement Lessons
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Bundle # 102.2 The student describes how fractions are
used to name parts of whole objects or
sets of objects.
2.2A Use concrete models to represent and
name fractional parts of a whole object
(with denominators of 12 or less)
Note: Make sure you are representing fractions
using the following models:Region/Area (ex. paper folding, fraction
circles, pattern blocks)
Length (ex. Cuisenaire rods, fraction
strips)
Set (ex. 2 color counters, color ti les, etc.)
Including but not limited to
use "out of" when distinguishing part versus
whole (ex: one out of three equal parts)
identify part to whole relationships such as one-
half means one out of two equal parts recognize fractions are represented by equal size
parts of a whole or of a set of objects
relates fraction symbol to model
model with real world examples such as pizzas,cookies, cakes, paper
folding/cutting/shading
Second Sense
Lesson 2.2 A
Pages 3745
Lesson 2.2 B
Pages 4649
Lesson 2.2 C
Pages 50 - 62
Parts of a Whole, Parts of a
Group
Unit 7
Investigation 1
Session 14
pages 2040
Investigation 2
Sessions 16
pages 46-75
Whole Group Lessons
Envision
Topic 10
Lessons 17
Small Group Lessons/Centers
A.I.R.R.
Name the Parts of Whole # 47
What Part of the Whole is
Shaded? # 48Modeling Fractions # 50
What Part is Shaded? # 56
What Part of the Whole? # 57
Fractional Parts # 60
Small Group Lessons/Centers
A.I.R.R.
What is Closer to? # 65
Close Fractions # 68
Kamico
Fraction Fun
Page 64-65
2.2 The student describes how fractions are
used to name parts of whole objects or
sets of objects.
2.2B Use concrete models to represent and
name fractional parts of a set of objects(with denominators of 12 or less).
Including but not limited to
use "out of" when distinguishing part versus the
total set of equal parts model with real world objects such as marbles,
tiles, counters, etc.
2.2 The student describes how fractions are
used to name parts of whole objects or
sets of objects.
2.2C Use concrete models to determine if a
fractional part of a whole is closer to 0,
or 1.
Including but not limited to
use real world objects such as pies, cakes,
marbles, tiles
have concrete examples of 0, and 1 available
for comparisons (ex: Is a of a pie closer
to 0, or 1? The pictures would be no pie,
a pie, of a whole pie)
2.11 The student organizes data to make it
useful for interpreting information.
2.11C Use data to describe events as more
likely or less likely such as drawing a
certain color crayon from a bag of seven
red crayons and three green crayons.
Including but not limited to
Understanding the concept of impossible,
likely, less likely, etc.
Describe probable events using not only
similar sets, but sets that include varioussizes, shapes, and objects
Whole Group Lessons
Envision
Topic 20
Lesson 5
Small Group Lessons/Centers
A.I.R.R.
Is it More Likely or Less Likely?
#224
More Likely or Less Likely? #
225 and # 226
Which Outcome is More or Less
Likely? # 227
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2nd Sense Fraction Lessons
3 lessons
2.2 A
Concrete models to represent and name fractionalparts of a whole (less than 12 in denominator)
2.2 B
Concrete models to represent and name fractionalparts of a set (less than 12 in denominator)
2.2 C
Concrete models to determine if a fraction part of awhole is closer to a whole, half, or zero
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The student describes how fractions are
used to name parts of whole objects or
sets of objects.
The student is expected to use concretemodels to represent and name fractional
parts of whole objects (with denominators of
twelve or less)
2.2 A
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Is it fair?
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What does sharing mean?
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What is a FRACTION?
Number Symbol Number Words Fraction Name
1 One Whole
2 Two Half
3 Three Third
4 Four Fourth
5 Five Fifth
6 Six Sixth
7 Seven Seventh
8 Eight Eighth
9 Nine Ninth
10 Ten Tenth
11 Eleven Eleventh
12 Twelve Twelfth
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Activity Rope/String/Clay
How can you prove 2 pieces are the same size?
One of the pieces represents what fractionalpart?
one out of two pieces
The one stands for?
The two stands for?
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Assessment.
I just cut a piece of paper.
I gave some to a student.
What fractional part of my paper
did I give to _________?
How do you correctly say?
____ out of _____
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The student describes how fractions are
used to name parts of whole objects or
sets of objects.
The student is expected to use concretemodels to represent and name fractional
parts of a set of objects (with denominators of
twelve or less)
2.2 B
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Do you have a collection of something you really
like?
What is the collection?
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How many cubes did I pull from the sack?
How many cubes are red?
How many cubes are green?
What part of the set is red?
Write out __ of ___ are red
_____ eighths are red
What part of the set is green?Write out __ of ___ are green
_____ eighths are green
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Why show both ways?
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What does the eighth or eighths represent?
What if I pulled out eight red cubes? What part of
the set would have been red?
What if I pulled out eight green cubes? What part
of the set would have been green?
Discuss the whole concept
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One student pulls out 10 cubes from the bag
Write the fractional part of the set in journal
( # ) of 10 are ( color ) --- one color
( # ) of 10 are ( color ) --- other color number words --- one color
number words --- other color
Next student pulls out 10 cubes from the bag,continues process.
After each student has done 10 cubes, move to 11
and 12 cubes. Same process
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Each group will cut out the number cards
Each student will draw one of the cards and pullsthat number of cubes from your bag. The studentwill put the cubes back in the bag before the nextstudent draws a card and cubes.
Each student will do at least 4 different numbercards
Each student will write
( # ) of 10 are ( color ) --- one color
( # ) of 10 are ( color ) --- other color number words --- one color
number words --- other color
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The student describes how fractions are
used to name parts of whole objects or
sets of objects.
The student is expected to use concretemodels to determine if a fractional part of a
whole is closer to 0, , or 1
2.2 C
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What does zero mean?
Wh t b i l th 1?
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What number is less than 1?
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
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Activities straws
0 1
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Activities circles
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1.1 Parts of a Whole, Parts of a Group
What is half?
See if students represent wholes/groups
http://comps.fotosearch.com/comp/IMZ/IMZ004/illustration-sandwich_~vmo0456.jpg7/27/2019 2nd Grade Session6
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1.2 Halves of Blocks
What is half of real objects?
Using different Geoblocks to show halves.
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1.2 Halves of Balloon BunchesUsing balloons to show halves. All equal halves?
Monday 7 balloons Tuesday 8 balloons
Wednesday 11 balloons Thursday 14 balloons
Friday 20 balloons Saturday - ? balloons
1 3 f
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1.3 Halves of Blocks, Balloons, and
Rectangles
Is ____ half of the rectangle?
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1.4 Halves of Rectangles and Sharing
Picnic Workshop This lesson goes into wholes and parts, only
use to reinforce the different concepts of
halves with real objects.
Do the student sheets Going on a Picnic
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2.1 Fourth of a Square How can you make the square into 4 equal
parts?
http://scrapetv.com/News/News%20Pages/Business/images/us-quarter.jpghttp://scrapetv.com/News/News%20Pages/Business/images/us-quarter.jpghttp://scrapetv.com/News/News%20Pages/Business/images/us-quarter.jpghttp://scrapetv.com/News/News%20Pages/Business/images/us-quarter.jpghttp://upload.wikimedia.org/wikipedia/commons/7/7b/United_States_one_dollar_bill,_obverse.jpg7/27/2019 2nd Grade Session6
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2.2 Thirds of a Flag
Poland Russian Fed Mauritius
http://www.gov.mu/portal/goc/abtmtius/images/m_flag.gifhttp://4.bp.blogspot.com/_AiXjZwvSgbI/TO2ij2yBByI/AAAAAAAAIvQ/DTs894i-WTM/s1600/flagRussia.gifhttp://www.flags.net/images/largeflags/POLA0002.GIF7/27/2019 2nd Grade Session6
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2.3 More Fraction Flags
https://www.cia.gov/library/publications/the-world-factbook/graphics/flags/large/co-lgflag.gifhttp://unimaps.com/flags-asia/myanmar-flag.gifhttp://upload.wikimedia.org/wikipedia/commons/5/52/State_flag_of_Austria_(1918-1934).gifhttp://1.bp.blogspot.com/_GrDAQ4MFcs4/SwlY23WunAI/AAAAAAAABMA/Fno7uX-GRAg/s1600/nigeria-flag.jpg7/27/2019 2nd Grade Session6
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2.4 Fraction Flag Posters
Great way to have students work in groups to
create/design flags with different parts
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2.5 Sharing Among Friends
Linda, Ebony, and Kira have a jar with buttons in it.If they share a bunch of buttons, what fraction does
each girl get?
What are things to think about?
What numbers/patterns should come to mind?
This activity sets the conceptual understanding ofequivalent fractions and division.
Great student problems. Student Activity Book
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2.6 Assessment
Performance Based Activities
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How to show the fractions to students
TEKS say ____ out of ______ (12)
Should also expose students to and
Make sure the key concept of parts and
wholes are mastered and understood
2
1
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ENVISION FRACTION-
Topic 10 small group review of concepts or
insert throughout the Investigations lessons
Lesson 1 Wholes and Equal Parts
Lesson 2 Unit Fractions and Regions Lesson 3 Non Unit Fraction and Regions
Lesson 4 Estimating Fractional Parts
Lesson 5 Naming Fractions of a Set
Lesson 6 Showing Fractions of a Set
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Envision Probability
Topic 20
Lesson 5 Likely and Unlikely Events
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Probability
To determine the likely or unlikely outcome of
an event
Red
Blue
Red
Blue
Red
Blue
Blue
Red
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Sums of Two Dice/Number Fun
Die 1
Die 2
+ 1 2 3 4 5 6
1
2
3
45
6
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Probability with Cards
Turn over 13. What will happen?
Turn over 26. What will happen?What if you only used black/red cards?
Change the rules.
Bundle # 11
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Bundle # 11
2.9 The student selects and uses nonstandard
units to describe length, area, capacity, and
weight/mass. The student recognizes and uses
models that approximate standard units (from
both SI, also known as metric and customary
systems) of length, weight/mass, capacity, and
time.
2.9A Identify concrete models that approximatestandard units and use them to measure length.
Note: Nonstandard and standard units of measure
are student expectations in science 2.4A and
2.4B.
Including but not limited to
estimation before measuring with
approximate standard units
identify tools used to measure length
associate concrete models that represent
standard units (color tile is about an inch) and
use these standards units to compare and
describe the lengths of objects Science student expectation for grade 2
specifies rulers and meter sticks.
2.4(A) Collect information using tools
including rulers, meter sticks, measuring
cups, clocks, hand lenses, computers,
thermometers, and balances.o 2.4(B) Measure and compare organisms
and objects and parts of organisms and
objects, using standard and non-standard
units.
Measuring Length and
Time
Unit 9
Investigation 1
Sessions 1-6, pages 24-54
Investigation 2
Sessions 1-3, pages 58-74
Region IV - Making
Connections with
Measurement
Length 34-57
Whole Group Lessons
Envision
Topic 17
Lessons 2-5
2.9 The student selects and uses nonstandard
units to describe length, area, capacity, and
weight/mass. The student recognizes and uses
models that approximate standard units (from
both SI, also known as metric and customary
systems) of length, weight/mass, capacity, and
time.
2.9B Select a non-standard unit of measure, such
as square tiles or triangles to determine the area
of a two-dimensional surface.
Including but not limited to
Determine the number of rows and columns
has a direct correlation to the
size of the area covered
identify nonstandard measurement tools
used to determine area (ex: using color tiles
to represent a square inch and base-10 units
to represent a square centimeter)
Teacher Note: There is not an
Investigations Unit that cover
these TEKS/SEs.
Whole Group Lessons
Envision
Topic 17
Lessons 68
TIGHT, TIGHT BUNDLE
2.9 The student selects and uses nonstandard Including but not limited to Region IV Making Whole Group Lessons
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units to describe length, area, capacity, and
weight/mass. The student recognizes and
uses models that approximate standard units
(from both SI, also known as metric and
customary systems) of length, weight/mass,
capacity, and time.
2.9C Select a non-standard unit of measure,
such as a bathroom cup or a jar, to determine
the capacity of a given container.
g
use estimation before measuring capacity
identify and use nonstandard
measurement tools used to determine
capacity
g g
Connections with
Measurement
Capacity
Pages 58-86
p
Envision
Topic 18
Lesson 1
2.9 The student selects and uses nonstandard
units to describe length, area, capacity, and
weight/mass. The student recognizes and
uses models that approximate standard units
(from both SI, also known as metric and
customary systems) of length, weight/mass,
capacity, and time.
2.9D Select a non-standard unit of measuresuch as beans or marbles to determine the
weight/mass of a given object.
Including but not limited to
estimate weight/mass before measuring
use uniform objects in the environment to
measure weight/mass
identify nonstandard measurement tools
used to determine weight/mass
use a benchmark weight/mass to decide if
another object is greater in weight/mass
Region IVMaking
Connections with
Measurement
Mass and Weight
Pages 87-110
Whole Group Lessons
Envision
Topic 18
Lessons 57
2.10 The student uses standard tools to
estimate and measure time and temperature
(in degrees Fahrenheit).
Including but not limited to
identify the tool to measure temperature
(thermometer--standard, circular and digital
using various measuring increments)
estimate temperature before measuring read scale on thermometer to determine
Fahrenheit degrees
Identify and compare activities and clothing
appropriate for various temperatures
Region IVMaking
Connections with
Measurement
Temperature
Pages 111-145
Whole Group Lessons
Envision
Topic 19
Lesson 5
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Investigations Measurement
1.1 - Scavenger Hunt
Finding things in the classroom that are
certain length/width
Cut adding machine tape and have studentsfind those items. NON-STANDARD in 2nd
grade math. (science)
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Investigations Measurement
1.2 - Scavenger Hunt Workshop
Finding and comparing objects
6 long
3 long
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Investigations Measurement
1.3 Measuring Different Kinds of Jumps
Using different measuring units to
measure the same distance. Discuss and
build the understanding of standard units
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Investigations Measurement
1.4/1.5 Measurement Stations
Can use this time to have students use more
non-standard units to measure the sameobjects or put in some Envision lessons
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Investigations Measurement
1.6Assessment..Performance Based
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Investigations Measurement (optional)
2.1 2.3 The Land of INCH and activities
3 lessons to develop the concept for the need of
a standard unit, without using a ruler, andhow to measure different things.
This section will take about a week. Greatengaging activities for the students.
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Envision on Measurement - Length
Topic 17
Lesson 2
Lesson 3
Lesson 4 standard units * Lesson 5 metric units *
* Not a 2
nd
grade TEKS, but does reinforcescience TEKS.
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Envision on Measurement - Area
DIRECT TEACH No Investigations or other
resources
ACCES cards with square tiles
AIRR activities Topic 17
Lesson 6
Lesson 7
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Area with non-standard units 2.9b
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Envision on MeasurementCapacity 2.9c
Topic 18
Lesson 1 nonstandard
Lesson 2 nonstandard
Lesson 3 standard units * Lesson 4 metric units *
* Not a 2
nd
grade TEKS, but does reinforcescience TEKS.
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Envision on MeasurementMass 2.9d
Topic 18
Lesson nonstandard
Lesson 6 standard units*
Lesson 7 metric units *
* Not a 2nd grade TEKS, but does reinforce
science TEKS.
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Problem Solving with Mass
E i i M t
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Envision on Measurement
Temperature 2.10a
Topic 19
Lesson 5
Kamico and AIRR lessons
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Problem Solving with Thermometers
R i 4 M ki C ti ith
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Region 4: Making Connections with
Measurement
There are 4 HANDS ON-ENGAGING lessons
Length
Capacity
Mass and Weight Temperature
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Explore and Plan
Go over the different Anchors
Begin to plan next set of bundles