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2nd Grade Math Element Cards

September 2014Revised December 2016

Element Card

FLS: MAFS.2.OA.1.1: 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.

Access Point NarrativeMAFS.2.OA.1.AP.1a Solve addition and subtraction word problems within 100

using objects, drawings, or pictures.MAFS.2.OA.1.AP.1b Use pictures, drawings, or objects to represent the steps of

a problem.MAFS.2.OA.1.AP.1c Write or select an equation representing the problem and its

solution.Essential Understandings:

Access Point Concrete Understandings Representation MAFS.2.OA.1.AP.1a Make a set of objects from

a given context within 100. Add “more” to a set or

“take from” or “take apart” a set based on the context.

Recount the set to get a sum or a difference within 100.

Make a visual representation using drawings or pictures of a set from a given context within 100.

Add “more” to a set or “take from” or “take apart” a set based on the context.


Recognize that the numbers in the problem relate to the visuals being utilized.

Understand the following concepts and vocabulary: add, take apart, take from, subtract.

MAFS.2.OA.1.AP.1b Make a set of objects from a given context.


Recognize that the numbers in the problem relate to the objects being manipulated.

Match objects to the steps in a problem. (Ex: 2 birds on a fence and one more bird flying onto the fence: how many birds?).

Make a visual representation using drawings or pictures of a set from a given context.


Recognize that the numbers in the problem relate to the visuals being utilized.

Match pictures or drawings to the steps in a problem. (Ex: 2 birds on a fence and one more bird flying onto the fence: how many birds?).

MAFS.2.OA.1.AP.1c Make a set of objects from a given context.


Make a visual representation using drawings or pictures of a set from a given context.

Add “more” to a set or “take from” or “take apart” a set based on the

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Element CardAccess Point Concrete Understandings Representation

Recount the set to get a sum or a difference based on the context.

Recognizing that the numbers in the problem relate to the objects being manipulated, write or match numbers to create an equation to represent the problem and solution.

context. Recount the set to get a sum or a

difference based on the context. Recognizing that the numbers in

the problem relate to the visual representations being utilized, write or match numbers to create an equation to represent the problem and solution.

Understand the following concepts and vocabulary: adding to, take away, equation.

Suggested Instructional Strategies: Use *System of Least Prompts to answer literal recall questions about the

context of the word problem. Note: Student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided.

Materials Teacher Says/Does

Student Response Teacher Feedback

1. Student has word problem with adaptations if needed (e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions (i.e., answer found in the text): “How many apples did Johnny have in the beginning?”

Teacher asks literal recall questions (i.e., answer found in the text): “How many apples did Johnny have in the beginning?”

“Good. He had4 apples in the beginning.”

Student makes an error/does not respond.

After 3-5 seconds, provide student with Verbal Prompt 1, which is to read 3 sentences of text containing the answer.

Teacher asks question again: “How many apples did Johnny have in the beginning?”

Correct: Student responds, “4 apples.”

“Good. He had4 apples in the beginning.”


After 3-5 seconds, provide student with Verbal Prompt 2, which is to read the sentence of text containing the answer.

Teacher asks Student makes an After 3-5 seconds, 1

Element CardMaterials Teacher

Says/DoesStudent Response Teacher Feedback

question again: “How many apples did Johnny have in the beginning?”

error/does not respond.

provide student with Model prompt, which is to read and point to the answer.

Teacher asks question again: “How many apples did Johnny have in the beginning?”


After 3-5 seconds, point and state answer and provide a physical prompt for student to point to the correct response.

Have student use base ten blocks to model the first number in the word problem (i.e., 4 apples).

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Says/DoesStudent Response

Teacher Feedback

1. Student has word problem with adaptations if needed (e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What happened next in the story?”

Correct: Student responds, “Bob gave Johnny3 apples.”

“Good. Bob gave Johnny 3 apples.”



Teacher asks question again: “What happened next in the story?”

Correct: Student responds, “Bob gave Johnny3 apples.”

“Good. Bob gave Johnny 3 apples.”





After 3-5 seconds, provide student with Model prompt, which is to read and point to the answer.




Have student use base ten blocks to “add to” or “take from/take apart” the original set to model the action in the word problem.Materials Teacher


Teacher Feedback

1. Student has word problem with adaptations

Teacher asks literal recall questions to

Correct: Student responds, “How many apples

“Good. We want to know how many apples does Johnny

3



Teacher Feedback

if needed (e.g., Braille, picture symbols, objects, etc.).

determine the action of the problem and the quantity involved.“What is the word problem asking us to find?”

Johnny has now.” have now.”



Teacher asks question again: “What is the word problem asking us to find?”

Correct: Student responds, “How many apples Johnny has now.”

“Good. We want to know how many apples does Johnny have now.”









Have student count all of the base ten blocks or combine the value of the tens and ones to find the sum or difference.

Task Analysis: Provide an equation template for a simple addition or subtraction problem and have the student identify the numbers and a corresponding group of objects indicated in the problem to complete the equation on the template.

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Element Card Provide two or three equations and ask the student to match the equation to

a presented simple word problem.

Suggested Supports and Scaffolds: Pictures and manipulatives Template for solving an equation Assistive technology

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Element CardFLS: MAFS.2.OA.1.a: Determine the unknown whole numberin an equation relating four or more whole numbers. For example, determine the unknown number that makes the equation true in the equations 37 + 10 + 10 = ______ + 18, ? – 6 = 13 – 4, and 15 – 9 = 6 + _______.

Access Point NarrativeMAFS.2.OA.1.AP.aa Find the unknown number in an equation ( + , - ).

Essential Understandings:Concrete Understandings Representation

Make a set with objects from a given addition or subtraction equation.

Join or separate objects and count to determine how many were ‘added to’ the set (Ex: 8 + ? = 10) ‘taken from’ the set (Ex: 3 - ? = 1), or the sum or difference (Ex: 6 + 6 = ?).

Make a set with visuals from a given addition or subtraction equation.

Join or separate visuals and count to determine how many were ‘added to’ the set, ‘taken from’ the set.

Understand the concepts, symbols, and vocabulary of +, - and =.

Suggested Instructional Strategies:*System of Least Prompts:*Note: Student either reads expression or has equation read aloud prior to answering questions. Students may also have response options provided. Materials Teacher Says/Does Student

ResponseTeacher Feedback

1. Student has card with equation with unknown in various positions. (E.g., 8+?=10), “taken from” the set (3-?=1),or the sum or difference (6+6=?).

What is the first addend? (6+6=?).

Correct: Student responds, “6”.

“Good, 6 is the first addend.”


After 3-5 seconds, provide student with Verbal Prompt 1, which is to point to and repeat the equation.

Teacher asks question again: “What is the first addend?” (6+6=?).


“Good. 6 is the first addend.”

Student makes an error/does

After 3-5 seconds, provide student with

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Element CardMaterials Teacher Says/Does Student


not respond. Gesture prompt, which is to read and point to the answer.

Teacher asks question again: “What is the first addend?” (6+6=?).



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Element CardHave student use objects/drawings or base ten blocks to model the first addend (i.e. 6 counters).Materials Teacher Says/Does Student


2. Student has card with equation with unknown in various positions. (E.g., 8+?=10), “taken from” the set (3-?=1), or the sum or difference (6+6=?).

What is the second addend? (6+6=?).


“Good, 6 is the first addend.”



Teacher asks question again: “What is the second addend?” (6+6=?).


“Good. 6 is the second addend.”


After 3-5 seconds, provide student with Gesture prompt, which is to read and point to the answer.

Teacher asks question again: “What is the second addend?” (6+6=?).





3

Element CardHave student use objects/drawings to “add to” or “take from/take apart” the original set to model the action in the equation.Materials Teacher


Teacher Feedback

3. Student has card with equation with unknown in various positions. (E.g., 8+?=10), “taken from” the set (3-?=1), or the sum or difference (6+6=?).

What is the sum? (6+6=?).


“Good, 12 is the first sum.”



Teacher asks question again: “What is the sum?” (6+6=?).


“Good. 12 is the sum.”



Teacher asks question again: “What is the sum?” (6+6=?).



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Element CardHave student count to find the sum or difference. Students may use counting all, counting on, doubles facts, subitizing, etc. to find the sum/ difference.

Note: Above example is for result unknown (6+6=?). For change unknown (12+?=13), (see example below).

*Note: Student either reads equation or has equation read aloud prior to answering literal recall questions. Students may also have response options provided. Materials Teacher Says/Does Student


1. Student has card with equation with unknown in various positions. (E.g., 8+?=10), “taken from” the set (3-?=1),or the sum or difference (6+6=?).

Teachers asks: “What is the first addend?”

Correct: Student responds,“12 is the first addend.”




Teachers asks again: “What is the first addend?”





Teachers asks again: “What is the first addend?”



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Element CardHave students use objects/drawings or base ten blocks to show the first addend.Materials Teacher Says/Does Student


2. Student has card with equation with unknown in various positions. (E.g., 8+?=10), “taken from” the set (3 - ? = 1),or the sum or difference (6 + 6 = ?).

Teacher asks: “What is the sum?”





Teacher asks again: “What is the sum?”











Have student use objects/drawings or base ten blocks to “add to (using a different color counter)” or “take from/take apart” the original set to model the action in the equation.Materials Teacher Says/Does Student


3. Student has card with equation with unknown in various positions. (E.g., 8+?=10),

Teacher asks again: "What is the unknown number?"


“Good. 1 is the unknown number.”

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Element CardMaterials Teacher Says/Does Student


“taken from” the set (3-?=1), or the sum or difference (6+6=?).


After 3-5 seconds, provide student with Verbal Prompt 1, which is to point to and repeat the expression.

Teacher asks again: “What is the unknown number?”


“Good. 1 is the unknown number.”









Have student count to find how many were added to (different colored counter) or taken away/taken from (separate pile) the original set.

Supports and Scaffolds: Assistive technology Ten Frame

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Element CardFLS: MAFS.2.OA.2.2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Access Point NarrativeMAFS.2.OA.2.AP.2a Fluently add and subtract within 10.


To build fluency: Make a set of objects within 10. Add “more” to a set or “take

from” or “take apart” a set. Recount the set to get a sum or

a difference within 10. After repeated exposure to

concrete and representational addition and subtraction, students will become flexible, efficient, and accurate with addition and subtraction facts within 10 without manipulatives.

To build fluency: Make a visual representation of a set

within 10. Add “more” to a set or “take from” or

“take apart” a set. Recount the set to get a sum or a

difference within 10. After repeated exposure to concrete and

representational addition and subtraction, students will become flexible, efficient, and accurate with addition and subtraction facts within 10 without manipulatives or representations.

Suggested Instructional Strategies: *Model/Lead/Test

o Demonstrate joining of two separate sets given by teacher and count to find how many within 10.

*Model/Lead/Testo Demonstrate counting to form two separate sets when given an

expression and then join to count how many in order to model an addition problem within 10.

*Model/Lead/Testo Demonstrate counting to form a set and then taking from or taking apart

in order to model a subtraction problem within 10. *Model/Lead/Test

o Provide repeated practice of joining and separating sets within 10 to increase fluency (accuracy, efficiency, and flexibility).

Supports and Scaffolds: Assistive technology Counters Ten Frames

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Element CardFLS: MAFS.2.OA.3.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by twos; write an equation to express an even number as a sum of two equal addends.

Access Point NarrativeMAFS.2.OA.3.AP.3a Identify a group of fewer than 10 objects as odd or even.


Given less than 10 counters, place counters into groups of two and determine if the number is odd or even.

Given a ten frame representing a number less than 10, circle groups of two and determine if the number is odd or even.

Demonstrate an understanding of the following concepts, symbols, and vocabulary: odd, even.

Suggested Instructional Strategies: *Example, Non-Example

ExamplesMaterials Teacher


Teacher Feedback

One ten frame filled with an even number of counters arranged in pairs with pairs circled

One ten frame filled with an odd number of counters arranged in pairs with pairs circled with one left over.Example:

Point to the even number and say “This is even. Even numbers show pairs with no counters left over.”

Student watches. “Good watching.”

Repeat with all even numbers within ten before proceeding to non-example (not even) and interspersed examples.

Student Responses:

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Teacher Feedback

One ten frame filled with an even number of counters arranged in pairs with pairs circled.

One ten frame filled with an odd number of counters arranged in pairs with pairs circled and one left over.Example:

Point to the ten frame with the even number and say “Ok, now it’s your turn. Is this even or not even?”

Student responds “even” vocally, by using symbols, or an assistive technology device.

“Good, this is an even number.”

Student makes an incorrect response or no response.

“Even” repeat after me…even.” Then repeat 3 trials of you demonstrating even/ not even before moving to the next trial (not scored).

Follow same script to teach concept of odd.

Supports and Scaffolds: Assistive technology Magnetic Tens Frame and counters

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Element CardFLS: MAFS.2.OA.3.4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Access Point NarrativeMAFS.2.OA.3.AP.4a Find the total number inside an array with the

number of objects in each column or rows not larger than four.

MAFS.2.OA.3.AP.4b Represent an array with numbers up to four rows and four columns.

Essential Understandings:Access Point Concrete

UnderstandingsRepresentation

MAFS.2.OA.3.AP.4a Given an array of manipulatives, that is not larger than 4 columns or 4 rows, use 1:1 correspondence to count the total number of objects.

Given a visual representation of an array, that is not larger than 4 columns or 4 rows, use 1:1 correspondence to count the total number of objects.

MAFS.2.OA.3.AP.4b Given a repeated addition equation (Ex: 3 + 3 + 3 + 3 = 12), create an array using manipulatives.

Match an array of manipulatives to the correct equation.

2 + 2 + 2 = 6

Is the same value as

O O O O O O

Given a repeated addition equation (Ex: 3 + 3 + 3 + 3 = 12), create a visual representation of an array.

Match a visual representation of an array to the correct equation.

Suggested Instructional Strategies: *Model/Lead/ Test

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Element CardModel:Steps/Materials Teacher Says/Does Student


Teacher:

Card with a repeated addition expression (up to 4+4+4+4).

Counters

Show the student the repeated addition expression.“I can build an array for the expression 4+4+4 with 3 rows of 4 objects.” Lay down one row of counters at a time to build the array.Example:

“I can find the total number of objects. Four (point to the first row) + four (point to the second row) + four (point to the second row) equals 12.”

Student watches. “Good watching me.”

Lead:Steps/Materials Teacher Says/Does Student


Teacher and Student: Card with a repeated addition expression (up to 4+4+4+4).Counters

Show the student the repeated addition expression.

“We can build an array for the expression 4+4+4 with 3 rows of 4 objects.”Lay down one row of counters at a time to build the array.“I can find the total number of objects. Four (point to the first row) + four (point to the second row) + four (point to the second row) equals 12.”

Student repeats each step in the task immediately after the teacher models the step.

“Good job building an array and finding the total number of objects.”

Test:

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Element CardSteps/Materials Teacher Says/Does Student


Student: Card with a repeated addition expression (up to 4+4+4+4).

Counters

Show the student the repeated addition expression.

“Build an array for the expression 4+4+4 with 3 rows of 4 objects.”

“Find the total number of objects.”

The student lays down one row of counters at a time to build the array.Example:

The student uses a strategy to find the total.

“Good job building an array and finding the total number of objects.”


“Watch me” and model the correct response, then have the student complete it correctly.

*Note: Start with a different number of rows than the number of columns to model thinking of rows as the number of groups and columns as the number in each group (e.g., 2+2+2 is 3 groups of 2 and is represented by an array of 3 rows with 2 columns).

Supports and Scaffolds: Assistive technology Variety of manipulatives other than counters Template of an array Raised Grid (to keep structure of array) or Graph Paper Bingo Stamp Muffin Tin Interactive Whiteboard

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Element CardFLS: MAFS.2.NBT.1.1: Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones). Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two,

three four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).Access Point Narrative

MAFS.2.NBT.1.AP.1a With base ten blocks, build representations of three-digit numbers using hundreds, tens, and ones.


Using base ten blocks, identify that a unit cube will be used to represent ‘one’. A rod will be used to represent ‘ten’ because it is a bundle of ten ‘ones’. A flat will be used to represent ‘one hundred’ because it is a bundle of ten ‘tens’.

Match the given three-digit number to the correct combination of base ten blocks.

Given a three-digit number, use base ten blocks to represent the given number.

Using a visual representation of base ten blocks, identify that a unit cube will be used to represent ‘one’. A rod will be used to represent ‘ten’ because it is a bundle of ten ‘ones’. A flat will be used to represent ‘one hundred’ because it is a bundle of ten ‘tens’.

Match the given three-digit number to the correct visual representation of base ten blocks.

Given a three-digit number, create a visual representation of base ten blocks to represent the given number.

Suggested Instructional Strategies: Use a Base Ten Kit. Use a visual representation, such as a straw activity. Use a pocket chart with 10’s

and 1’s pockets. Put a specified number of straws in the 1’s pocket (e.g., 22). Have students count out 10 straws and then bundle with a rubber band and place in the 10’s. For 22, students should bundle two sets of 10 and place in 10’s pocket and have 2 straws left in 1’s pocket.

Teach using a Graphic Organizer (e.g., T-Chart hundreds, tens and ones). Teach in the context of money (e.g., using dimes and pennies). Teach using flip cart with each section (0-9) or hundreds, tens, ones.

Supports and Scaffolds: Use student’s interest for a real-world application.

Visual representation using ten frames or ten set of ten counters=100.

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Element Card Graphic Organizers. Interactive Whiteboard or other technology to manipulate representations.

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Element CardFLS: MAFS.2.NBT.1.2: Count within 1000; skip-count by 5s, 10s, and 100s.

Access Point NarrativeMAFS.2.NBT.1.AP.2a Skip count by fives up to 100.MAFS.2.NBT.1.AP.2b Skip count by tens up to 200.MAFS.2.NBT.1.AP.2c Skip count by hundreds up to 1,000.Essential Understandings:

Access Point Concrete Understandings Representation MAFS.2.NBT.1.AP.2a Use familiar rhythms to

introduce a sequence of numbers when skip counting by fives up to one hundred with clapping, tapping, etc.

Using five frames and counters, build sets of five up to 20 sets.

Point to each individual five frame while skip counting by fives up to one hundred.

Repeat a sequence of numbers by fives up to one hundred, after a teacher orally says the number.

Use counters or colored pencils to mark multiples of 5 on a hundreds chart while skip counting by fives up to one hundred.

MAFS.2.NBT.1.AP.2b Use familiar rhythms to introduce a sequence of numbers when skip counting by tens up to two hundred with clapping, tapping, etc.

Understand that one base ten rod will be used to represent 10.

Lay out 20 base ten rods, point to each individual rod, while skip counting by tens up to two hundred.

Repeat a sequence of numbers by tens up to two hundred, after a teacher orally says the number.

Use counters or colored pencils to mark multiples of 10 on a two-hundreds chart while skip counting by tens up to two hundred.

MAFS.2.NBT.1.AP.2c Use familiar rhythms to introduce a sequence of numbers when skip counting by hundreds up to one thousand with clapping, tapping, etc.

Understand that one base ten flat will be used to represent one hundred.

Lay out 10 base ten flats, point to each individual flat, while skip counting by hundreds up to one thousand.

Repeat a sequence of numbers by hundreds up to one thousand, after a teacher orally says the number.

Use a number line from 0-1000 that is labeled in hundreds to skip count by hundreds up to one thousand.

Suggested Instructional Strategies: Use *Model/Lead/Test to:

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Element Cardo Model skip counting by fives up to 100/count by 10’s up to 200/count by

100’s up to 100. Have student mimic or repeat the counting sequence (no visuals present).

o Teach in small increments, adding 2-3 numbers at a time (no more than 5), starting with the number 5. If student misses a number, teacher stops student and models by saying four numbers beginning with the two numbers before the missed number (e.g., student misses 20 so teacher prompts with 10, 15, 20, 25), have student try to say this section of numbers. (Stein, Kinder, Silbert, & Carnine, 2006).

o Teach using a song, chant, or tune (snapping, clapping, etc.).

Supports and Scaffolds: Counters Tens Frame Hundreds Chart Audio/Visual Presentations Assistive technology

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Element CardFLS: MAFS.2.NBT.1.3: Read and write numbers to 1000 using base- ten numerals, number names, and expanded form.

Access Point NarrativeMAFS.2.NBT.1.AP.3a Identify numerals 0-100.MAFS.2.NBT.1.AP.3b Identify the numeral between 0 and 100 when

presented with the name.MAFS.2.NBT.1.AP.3c Write or select the numerals 0-100.Essential Understandings:

Access Point Concrete Understandings

Representation

MAFS.2.NBT.1.AP.3a Identify the name of the numeral when presented with a visual of the numeral and the number of base ten manipulatives to represent the numeral between 0-100.

Identify the name of the numeral when presented with a visual of the numeral and a visual of the number of base ten manipulatives to represent the numeral.

MAFS.2.NBT.1.AP.3b Identify the numeral when presented with the name of the numeral and the number of base ten manipulatives to represent the numeral between 0-100.

Identify the numeral when presented with the name of the numeral and a visual of the number of base ten manipulatives to represent the numeral between 0-100.

MAFS.2.NBT.1.AP.3c Write the correct numeral or select the correct number card when presented with the name of the numeral and a visual of the numeral.

Write the correct numeral or select the correct number card after teacher orally says the number.

Suggested Instructional Strategies: Use *Constant Time Delay (CTD) provided below to identify/select the

numerals 0-100 when presented with the name of the number.*Zero Delay Round

Provide the task direction and immediately give the controlling prompt to teach the child the correct response. Reinforce the child’s correct response.

For example (number identification):1. Teacher says “Find three” while pointing to the number 3. 2. Student responds by pointing to the number 3.3. Teacher reinforces the correct response by saying, “Good, that is three,”

and records the data (prompted correct).*Time Delay Round

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Element Card After several trials/sessions at zero delay, move to a 3-5 second delay (pick a

delay time that is appropriate for your student to start responding, but do not vary that delay length).

The task direction is given (target stimulus); wait 3-5 seconds delay time for the student to respond.

If no response after delay, then the controlling prompt is used. After the student gives the correct response offer praise. Record Data (prompted correct: P).

If an incorrect response is given, provide error correction procedures (usually the controlling prompt to prompt a correct response) and remind the student to wait if not sure.

If multiple errors occur, return to the zero delay condition. For example:1. Teacher says “Find three” and waits 4 seconds (allowing the student to

have a chance to answer).2. IF the student independently points to 3, reinforce the correct response by

saying “Good that is three” and record the data (independent correct: “+”).

3. IF the student waits and does nothing, after 4 seconds the teacher points to the

4. After the student points to the 3, teacher records data (prompted correct: “P”).

5. IF the student points to the wrong answer, teacher immediately points to the correct answer, does not reinforce and records the data (error: “-“).

Repeat for Numerals 0-100. *Note: Students should be able to read numbers fluently before learning to write them. (Stein et al., 2006).

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Element CardUse *System of Least Prompts as given in the template below for writing numbers 0-100. Steps/Materials Teacher


Teacher Feedback

1. Student is given a dotted outline of the target number to trace.

“Use your pencil to trace the number _____.”

Correct: Student traces the target number.

“Good job tracing the number _____.”

Student makes an error.

Provide an immediate physical prompt (take their hand and help them trace the target number).

Student does not respond.

Wait 3-5 seconds. Provide a verbal prompt “Trace _____.”

No response after being given a verbal prompt.

Wait 3-5 seconds. Provide a gestureprompt (point to the dotted outline).

No response after being given a gesture prompt.

Wait 3-5 seconds. Provide a physical prompt (take their hand and help trace the target number).

Complete multiple trials/days as needed until student mastery of skill.

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Element CardSteps/Materials Teacher


Teacher Feedback

1. Student is given wide-lined paper.(Note: paper may be provided with raised lines for additional tactile input).

“Use your pencil to write the number _____.”

Correct: Student writes the target number.

“Good job writing the number _____.”

Student makes an error.

Provide an immediate physical prompt (take their hand and help them write the target number).

Student does not respond.

Wait 3-5 seconds. Provide a verbal prompt “Write _____.”

No response after being given a verbal prompt.

Wait 3-5 seconds. Provide a gestureprompt (point to the wide-lined paper).

No response after being given a gesture prompt.

Wait 3-5 seconds. Provide a physical prompt (take their hand and help write the target number).

Complete multiple trials/days as need until student mastery of skill.

Supports and Scaffolds: Numbers presented in Place Value Chart. Interactive Whiteboards. Assistive technology. Tactile Numbers and/or Braille. If additional scaffolding is necessary, students may progress to writing the

numeral using a model before progressing to only verbal prompt. Multiple mediums may be provided to practice number writing such as sand,

shaving cream, sand paper, rice, etc. Consult with OT may be necessary to address pencil grips, slant boards,

positioning, etc. Paper may be provided with raised lines for additional tactile input.

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Element CardFLS: MAFS.2.NBT.1.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Access Point NarrativeMAFS.2.NBT.1.AP.3d Write or select expanded form for any two-digit number.


Given a two-digit number, use a place value chart and base ten manipulatives to represent the value of the ‘tens’ and ‘ones’ in the number (Ex: 5 base ten rods + 6 base ten unit cubes = 56).

Recognize that a number can be decomposed by place and represented as an addition equation (Ex:56 = 50 + 6)

Given a two-digit number, use a place value chart to represent the values of the ‘tens’, the ‘ones’ in the number.

Understand the following concepts, symbols, and vocabulary of ones, tens, place value.

Suggested Instructional Strategies: Place Value Mat (see example below). Base Ten Kit

o Click here to view kits

Supports and Scaffolds: Start with color coded templates as they relate to tens and ones and remove

for generalization. Expanded form template (e.g., _____+____).

1

http://www.mathtacular.com/base-10-starter-set/

Element CardFLS: MAFS.2.NBT.1.3: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Access Point NarrativeMAFS.2.NBT.1.AP.3e Explain what the zero represents in place value

(hundreds, tens, ones) in a number.


Identify the zero in a given number. Given a number in a place value

chart, use base ten blocks to model the hundreds, tens, and ones beneath each column to show that the digit ‘0’ has no value (Ex: Given the number 304, place three flats underneath the ‘3’, zero rods underneath ‘0’, and four unit blocks underneath the ‘4’).

Given a number in a place value chart, use visual representations of base ten blocks to model the hundreds, tens, and ones beneath each column to show that the digit ‘0’ has no value (Ex: Given the number 304, place visual representations of three flats underneath the ‘3’, zero rods underneath ‘0’, and four unit blocks underneath the ‘4’).

Understand and explain that a ‘0’ in a place value has no value in that number.

Understand the following concepts, symbols, and vocabulary of place value, tens, ones, hundreds, zero.

Suggested Instructional Strategies: Base Ten Kit

o Click here to view kits *Model/Lead/Test *Example, Non-Example (e.g., show examples of zero objects and

non-examples of zero objects).

Supports and Scaffolds: Assistive technology Place Value Mat or other Graphic Organizer

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http://www.rainbowresource.com/prodlist.php?subject=Mathematics/10&category=Base+10+Sets+%26+Activity+Books/2374

Element CardFLS: MAFS.2.NBT.1.4: Compare two three-digit numbers based on meanings if the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Access Point NarrativeMAFS.2.NBT.1.AP.4a Compare (greater than, less than, equal to) two numbers

up to 100.MAFS.2.NBT.1.AP.4b Compare two-digit numbers using representations and

numbers (e.g., identify more tens, fewer tens, more ones, fewer ones, larger numbers, smaller numbers).

MAFS.2.NBT.1.AP.4c Compare three-digit numbers using representations and numbers (e.g., identify more hundreds, fewer hundreds, more tens, fewer tens, more ones, fewer ones, larger number, smaller number).

Essential Understandings:Access Point Concrete Understandings Representation

MAFS.2.NBT.1.AP.4a Use base ten blocks to represent two numbers up to 100.

Use matching, starting with the ‘tens’, to determine which set of base ten blocks is greater than, less than, or equal to the other set.

Use a visual representation of base ten blocks to represent two numbers up to 100.

Use matching of visual representations of base ten blocks, starting with the ‘tens’, to determine which set of base ten blocks is greater than, less than, or equal to the other set.

Recognizing the value of a digit, in a two-digit number, based on its place on a place value chart (e.g., the 2 in 25 represents 2 tens or 20), compare two numbers starting with the digit in the ‘tens’ place.

Demonstrate an understanding of the following concepts, symbols, and vocabulary: greater than, less than, equal to.

MAFS.2.NBT.1.AP.4b Use base ten blocks to represent two numbers.

Use matching, starting with the ‘tens’, to determine which set of base ten blocks is more, fewer, larger, or smaller than the other set.

Use a visual representation of base ten blocks to represent two numbers.

Use matching of visual representations of base ten blocks, starting with the ‘tens’, to determine which set of base ten blocks is fewer, larger, or smaller than the other set.

Recognizing the value of a digit, in a two-digit number, based on

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its place on a place value chart (e.g., the 2 in 25 represents2 tens or 20), compare two numbers starting with the digit in the ‘tens’ place.

Demonstrate an understanding of the following concepts, symbols, and vocabulary: more, fewer, larger, smaller, tens, ones.

MAFS.2.NBT.1.AP.4c Use base ten blocks to represent two numbers.

Use matching, starting with the ‘hundreds’, to determine which set of base ten blocks is more, fewer, larger, or smaller than the other set.

Use a visual representation of base ten blocks to represent two numbers.

Use matching of visual representations of base ten blocks, starting with the ‘hundreds’, to determine which set of base ten blocks is fewer, larger, or smaller than the other set.

Recognizing the value of a digit, in a three-digit number, based on its place on a place value chart (e.g., the 2 in 257 represents2 hundreds or 200), compare two numbers starting with the digit in the ‘hundreds’ place.

Demonstrate an understanding of the following concepts, symbols, and vocabulary: more, fewer, larger, smaller, tens, ones.

Suggested Instructional Strategies: *Example, Non-Example Training (e.g., this is greater, this is greater, this is

greater, or this is not greater). Task Analysis

o When given two 2-digit written numbers to compare, represent each set with base ten blocks.

o Use place value chart to match the base ten blocks in each place value column.

o State/select which number has “more tens/fewer tens” and “more ones/fewer ones”

o Match the base ten blocks starting with the greatest place value to compare the number of items in each set.

o State/select the greater number. “_____ is greater than _____.”o After mastery of “greater than”, move to “less than”.

*Note: After student mastery of greater than using concrete objects, “greater than”, “less than”, and “equal to” using written numerals may be introduced.

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Element Cardo Repeat script using two 3-digit numerals to compare using base ten

blocks. o Teach in a real-world context.

Supports and Scaffolds: Number Line Ten Frames Hundreds Chart Assistive technology

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Element CardFLS: MAFS.2.NBT.2.5: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. FLS: MAFS.2.NBT.2.7: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Access Point NarrativeMAFS.2.NBT.2.AP.5a Fluently add or subtract within 50.MAFS.2.NBT.2.AP.5b Model addition and subtraction with base ten blocks within 100.MAFS.2.NBT.2.AP.7a Decompose tens into ones and/or hundreds into tens in

subtraction situations.MAFS.2.NBT.2.AP.7b Compose ones into tens and/or tens into hundreds in addition

situations.Essential Understandings:

Access Point Concrete Understandings Representation MAFS.2.NBT.2.AP.5a Make a set of base ten blocks

within 50. Add “more” to a set or “take

from” or “take apart” a set. Recount the set to get a sum or a

difference within 50. After repeated exposure to

concrete and representational addition and subtraction, students will become flexible, efficient, and accurate with addition and subtraction facts within 50 without manipulatives.

Make a visual representation of a set of base ten blocks within 50.

Add “more” to a set or “take from” or “take apart” a set.


After repeated exposure to concrete and representational addition and subtraction, students will become flexible, efficient, and accurate with addition and subtraction facts within 50 without manipulatives or representations.

MAFS.2.NBT.2.AP.5b Make a set of base ten blocks within 100.



Make a visual representation of a set of base ten blocks within 100.



MAFS.2.NBT.2.AP.7a Decompose a base ten rod into ‘ones’ blocks to use ones in a subtraction situation.

Decompose a base ten hundred flat into ‘tens’ rods to use tens in

Decompose a visual representation of base ten rod into ‘ones’ blocks to use ones in a subtraction situation.

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a subtraction situation. Use base ten hundreds flats in a

subtraction situation.

Decompose a visual representation of base ten hundred flat into ‘tens’ rods to use tens in a subtraction situation.

Use a visual representation of base ten hundreds flats in a subtraction situation.

MAFS.2.NBT.2.AP.7b Use ones in an addition situation and compose a base ten rod.

Use tens in an addition situation and compose a base ten hundred flat.

Use base ten hundreds flats in an addition situation.

Use ones in an addition situation and compose a visual representation of a base ten rod

Use tens in an addition situation and compose a visual representation of base ten hundred flat

Use a visual representation of base ten hundreds flats in an addition situation.


o Demonstrate joining of two separate sets given by teacher and count to find how many within 50 with the support of a 100’s chart.

*Model/Lead/Testo Demonstrate counting to form two separate sets when given an

expression and then join to count how many in order to model an addition problem within 50 with the support of a 100’s chart.

*Model/Lead/Testo Demonstrate counting to form a set and then taking from or taking apart

in order to model a subtraction problem within 50 with the support of a 100’s chart.

*Model/Lead/Testo Provide repeated practice of joining and separating sets within 50 to

increase fluency (accuracy, efficiency, and flexibility). *Model/Lead/Test

o Demonstrate building two 2-digit addends (using base ten rods to represent the tens and base ten ones cubes to represent the ones) to represent an expression requiring the addition of a 2-digit number and another 2-digit number (e.g., 28+31) and then joining to find the sum by counting or by combining the value of the tens and ones.

o Repeat with situations that require composing tens in addition (e.g., 28+33) by exchanging 10 base ten ones cubes for 1 base ten tens rod.

o Repeat with situations that require composing hundreds in addition (e.g., 88+21) by exchanging 10 base ten tens rods for 1 base ten hundreds flat.

*Model/Lead/Test

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Element Cardo Demonstrate building a 2-digit number (using base ten rods to represent the

tens and base ten ones cubes to represent the ones) to represent the minuend (i.e., the first number in a subtraction expression) and model removing base ten rods to represent taking from/taking apart the subtrahend (i.e., the second number in a subtraction expression (e.g., 34-12) and then counting or combining the value of the remaining tens and ones to find the difference.

o Repeat with situations that require decomposing tens in subtraction (e.g., 30-12) by exchanging 1 base ten tens rod for 10 base ten ones cubes.

o Repeat with situations that require decomposing hundreds in subtraction (e.g., 102-91) by exchanging 1 base ten hundreds flat for 10 base ten tens rods.

Supports and Scaffolds: Hundreds Chart Base Ten Blocks T-Chart (s)

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Element CardFLS: MAFS.2.NBT.2.6: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Access Point NarrativeMAFS.2.NBT.2.AP.6a Combine three two-digit numbers within 20.


Given a number, make a set of objects within 20.

Combine sets to get a total.

Given a picture of base 10 blocks representing up to 3 sets, find the sum.

Understand the following concepts, symbols, and vocabulary: add.

Suggested Instructional Strategies: Task analysis Teach using manipulatives

Supports and Scaffolds: Place Value Template Number Line Calculator Three Colors of Counters Double 10 Frame Click here to visit website with further explanation

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http://confessionsofaprimaryteacher.blogspot.com/2012/02/using-double-10-frames-game.html

Element CardFLS: MAFS.2.NBT.2.8: Mentally add 10 or 100 to a given number100-900, and mentally subtract 10 or 100 from a given number 100-900.

Access Point NarrativeMAFS.2.NBT.2.AP.8a Mentally add or subtract 10 from a given set from the

tens family (e.g., What is 10 more than 50? What is 10 fewer than 70?).

MAFS.2.NBT.2.AP.8b Mentally add or subtract 100 from a given set from the hundreds family (e.g., What is 100 more than 500? What is 100 fewer than 700?).


MAFS.2.NBT.2.AP.8a Make a set of base ten blocks that represents a two-digit number that is multiple of 10.

Add or take away another set of base ten blocks that represents 10.

Recount the set to get a sum or difference.

Make a visual representation of base ten blocks that represents a two-digit number that is multiple of 10.

Add or take away a visual representation of another set of base ten blocks that represents 10.


Use a hundreds chart to count forwards or backwards by 10’s from any given two-digit number that is a multiple of 10.

Understand the following concepts and vocabulary of more, less.

MAFS.2.NBT.2.AP.8b Make a set of base ten blocks that represents a three-digit number that is multiple of 100.

Add or take away another set of base ten blocks that represents 100.


Make a visual representation of base ten blocks that represents a three-digit number that is multiple of 100.

Add or take away a visual representation of another set of base ten blocks that represents 100.


Use a thousands chart to count forwards or backwards by 100’s from any given three-digit number that is a multiple of 100.

Understand the following concepts and vocabulary of more, less.

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Element CardSuggested Instructional Strategies:

*Model/Lead/Testo Demonstrate using base ten rods to represent a multiple of ten presented as

the first addend or the minuend (first number in a subtraction expression). Add to or take away/take from to model an expression requiring the addition/subtraction of a two numbers that are multiples of 10 (e.g., 20+30) and then joining to find the sum or difference by counting.

*Model/Lead/Testo Demonstrate using a base ten 100’s flat to represent a multiple of 100

presented as the first addend or the minuend (first number in a subtraction expression). Add to or take away/take from to model an expression requiring the addition/subtraction of a two numbers that are multiples of 100 (e.g., 200+300) and then joining to find the sum or difference by counting.

*Note: Allow for repeated practice with manipulatives and visual support (i.e., Hundred’s Chart) to promote fluency in addition and subtraction of multiples of ten and multiples of 100.

Supports and Scaffolds: Assistive technology Hundreds Chart

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Element CardFLS: MAFS.2.NBT.2.9: Explain why addition and subtraction strategies work, using place value and the properties of operations.

Access Point NarrativeMAFS.2.NBT.2.AP.9a Communicate processes of addition and subtraction.


Use manipulatives to demonstrate the process used to solve addition problems.

Use manipulatives to demonstrate the process used to solve subtraction problems.

Use visual representations (place value charts, number lines, etc.) to demonstrate the process used to solve addition problems.

Use visual representations (place value charts, number lines, etc.) to demonstrate the process used to solve subtraction problems.

Suggested Instructional Strategies:Words, Objects, Drawings, Modeling:

Commutative Property to explain addition Place value to explain addition Decomposing to explain addition Place value to explain instruction

Supports and Scaffolds: Assistive technology Tablets

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Element CardFLS: MAFS.2.MD.1.1: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Access Point NarrativeMAFS.2.MD.1.AP.1a Select the appropriate tool and unit of measurement to

measure an object (ruler or yardstick, inches or feet).


Identify the shorter or longer unit of measurement (e.g., inches are smaller than feet).

Understand that the appropriate unit of measure is the one that will require fewer units to measure the object (Ex: Select inches to measure the length of a pencil. Select feet to measure the length of the classroom).

Identify which tool is appropriate to measure an object (Ex: a ruler for the length of a pencil, a yardstick for the length of a classroom).

Match the visual representation of the object to the appropriate tool for measuring its length (Ex: match the ruler to the pencil, match the yardstick to the picture of the classroom).

Understand the following concepts and vocabulary of inches, feet, ruler, yardstick, measurement, length, tool, and unit

Suggested Instructional Strategies: This should be to “nearest whole unit” – in Grade 2 we do not measure fractions/parts of a unit.

*Model/Lead/Test (“Watch me…Do together….You try”). *System of Least-to-Most Prompts. Teacher identifies an object to be measured. “I can measure with inches or

feet, which unit will require less to measure the table?” “Which unit would I use to measure the room?”

Use collapsible ruler to show how smaller units make up a larger unit.

Suggested Supports and Scaffolds: Foldable Ruler

Measuring Stick made of Unifix® Cubes Talking Ruler Ruler® Color Coded Units (inches=red, feet=blue, and yards=green).

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Element CardFLS: MAFS.2.MD.1.1: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

Access Point NarrativeMAFS.2.MD.1.AP.1b Demonstrate or identify appropriate measuring techniques.


Identify tools to measure length (ruler, yardstick).

Identify the beginning and end point of an object’s length.

Identify and demonstrate that the beginning of an object should be lined up at the zero point on the measuring tool (ruler, yardstick) to measure length.

Identify and demonstrate that the length of the object is based on the number of units from the object’s beginning point to its endpoint.

Using a visual representation of an object with its beginning point lined up at the zero point on the visual representation of a ruler, determine the length of the object based on the number of units from the object’s beginning point to its endpoint.

Understand the concepts and vocabulary: ruler, yardstick, length, endpoint, zero point, beginning point.


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Element CardModel:Steps/Materials Teacher


Teacher Feedback

Teacher:

Pencil (to measure)

Clearly labeled ruler

“I can use a ruler to measure the length of an item. Watch me measure the length of this pencil.” Line up the ruler to the pencil and say “First, I line up the ruler alongside the pencil starting at zero.”

Move your finger to the end of the pencil and point to the corresponding number on the ruler and say, “Then I move my finger to the end of the pencil.”


Now I read the number on the ruler that is closest to the end of the pencil. Look this pencil measures seven inches.”


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Element CardLead:Steps/Materials Teacher


Teacher Feedback

Teacher and Student:

Pencil (to measure) Clearly labeled ruler

“We can use a ruler to measure the length of an item. Let’s do it together, watch me and do what I do.” Line up the ruler to the marker and say “First, line up the ruler alongside the pencil, starting at zero.”

Student lines up the ruler alongside the pencil, starting at zero.

“Good lining up the marker with the zero on your ruler.”

Move your finger to the end of the pencil and point to the corresponding number on the ruler and say, “Then I move my finger to the end of the pencil.”

Student moves their finger to the end of their pencil.

“Good moving your finger to the end of your pencil.”

“Now read the closest number on the ruler. Look this pencil measures six inches. How long is your pencil?”

Student correctly says/selects/indicates the length of their pencil.

“Great work measuring the pencil.”

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Element CardTest:Steps/Materials Teacher

Says/DoesStudent Response Teacher

FeedbackStudent:

Pencil (to measure) Clearly labeled ruler

“Ok, now it’s your turn. Measure this pencil.”

Student lines up the spoon alongside the ruler, starting at zero.

“Good lining up the spoon with the zero on your ruler.”



Student moves their finger to the end of their pencil.

“Good moving your finger to the end of your pencil.”



Student correctly says/selects/indicates the length of their pencil.

“Great work measuring the pencil!”


“Watch me” and model the correct response, then have the student complete it correctly (not scored).

Supports and Scaffolds: Assistive technology Audio Ruler

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Element CardFLS: MAFS.2.MD.1.2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.

Access Point NarrativeMAFS.2.MD.1.AP.2a Recognize that standard units can be decomposed into

smaller units.


Using 12 one-inch measurement linking cubes, linked together to make one foot, decompose 1 foot into 12 inches.

Within the same system of measurement, identify the shorter or longer unit—inches are shorter than feet.

Understand that longer units (a foot) are made up of multiple copies of a shorter unit (12 inches).

Given a visual representation of one foot, decompose into 12 inches.

Understand that multiple units make up a larger unit of measure (12 inches in 1 foot).

Understand the following concepts and vocabulary of inches, foot, units, decompose.

Suggested Instructional Strategies: *Model/Lead/Test (“Watch me…do together….you try”) *Least-to-Most Prompts (e.g., “Put an inch on the ruler like this…”) Teacher places inches on the ruler, student counts as inches are added to the

ruler, may use an electronic counter. Use collapsible ruler to show how smaller units make up a larger unit.

Suggested Supports and Scaffolds: Foldable Ruler

Measuring Stick made of Unifix® Cubes Interactive Whiteboard or other technology

1

Element CardFLS: MAFS.2.MD.1.2: Describe the inverse relationship between the size of a unit and number of units needed to measure a given object. Example: Suppose the perimeter of a room is lined with one-foot rulers. Now, suppose we want to line it with yardsticks instead of rulers. Will we need more or fewer yardsticks than rulers to do the job? Explain your answer.

Access Point NarrativeMAFS.2.MD.1.AP.2b Measure the attributes (length, width, height) of an object

using two different size units.


Using a ruler or yardstick, measure the length, width, and height of objects in inches and feet.

Identify that inches and feet both measure the attribute of length, width, and height, even though they are different size units.

Understand that length, width and height can be measured using different size units (Ex: a chalkboard can be measured using a ruler or a yardstick).

Understand the following concepts and vocabulary oflength, width, height, ruler, yardstick, unit, inches, foot.


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Element CardModel:Steps/Materials Teacher


Teacher Feedback

Teacher:

Bulletin Board(to measure)


“I can measure with different size units. First, let’s measure with inches.”

“I can use a ruler to measure the length of an item in inches. Watch me measure the length of this bulletin board.” Line up the ruler to the whiteboard and say “First, I line up the ruler alongside the bulletin board starting at zero.”

Place your finger at the end of the ruler and move ruler to the new starting point to continue measuring the bulletin board in inches. Repeat until the end of the bulletin board.


Now I total the number of inches (e.g. 12+12).”


2

Element CardLead:Steps/Materials Teacher


FeedbackTeacher:



Let’s do it together, watch me and do what I do.” Line up the ruler to the bulletin board and say “First, line up the ruler alongside the bulletin board, starting at zero.”

Student lines up the ruler alongside the bulletin board, starting at zero.

“Good lining up the bulletin board with the zero on your ruler.”

“Move your finger to the end of the ruler and move ruler to the new starting point to continue measuring the bulletin board in inches. Repeat until the end of the bulletin board.”

Student moves their finger to the end of their ruler.

“Good moving your finger to the end of your ruler.”

Now let’s total the number of inches (e.g. 12+12).”

Student correctly says/selects/indicates the length of their bulletin board.

“Great work measuring the bulletin board.”

3

Element CardTestSteps/Materials Teacher


FeedbackTeacher:



“Ok, now it’s your turn. Measure this bulletin board”

Student lines up the bulletin board alongside the ruler, starting at zero.

“Good lining up the bulletin board with the zero on your ruler.”



Student moves their finger to the end of their ruler and moves ruler to new starting point.

“Good moving your ruler to the new starting point.”



Student correctly says/selects/indicates the length of their bulletin board..

“Great work measuring the bulletin board!”


“Watch me” and model the correct response, then have the student complete it correctly (not scored).

*Note: Repeat *Model/Lead/Test above using a yardstick to measure the same object in feet.Supports and Scaffolds:

Assistive technology Audio Ruler

4

Element CardFLS: MAFS.2.MD.1.3: Estimate lengths using units of inches, feet, yards, centimeters, and meters.

Access Point NarrativeMAFS.2.MD.1.AP.3a Estimate the length of an object using units of feet and

inches.


Identify which unit of measurement to use when estimating the length of objects (shorter objects use inches, longer objects use feet).

Using common items to create measurement benchmarks (Ex: the length of an elbow to wrist is about one foot long, a piece of paper is about 12 inches long) to assist when estimating length.

Estimate the length of an object, then measure the distance of the estimate and compare it to the actual length of the object, to determine the accuracy of the estimate.

Using a visual representation of common items, create measurement benchmarks to assist when estimating length.

Understand the following concepts, symbols, and vocabulary for estimate, foot, inch, longer, shorter.

Suggested Instructional Strategies: Task Analysis for estimating the length of an object using units of feet and

inches:o After multiple experiences measuring length of an object using a ruler or

yardstick to measure in terms of inches or feet, the student will select the correct tool estimate the length of common items in the classroom. Measure the length to help the student determine whether the estimate was reasonable.

*Note: Student may use common items to create measurement benchmarks such as a paperclip (1 inch), a piece of paper placed horizontally (1 foot), etc.

Supports and Scaffolds: Assistive technology Audio Ruler Anchor Chart of measurement benchmarks

1

Element CardFLS:MAFS.2.MD.1.4: Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.FLS: MAFS.2.MD.2.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

Access Point NarrativeMAFS.2.MD.1.AP.4a Solve problems involving the difference in standard length

units. MAFS.2.MD.1.AP.5a Solve addition and subtraction word problems involving the

difference in standard length units.Essential Understandings:

Access Point Concrete Understandings Representation MAFS.2.MD.1.AP.4a Recognize that when we

compare lengths we want to answer “How much longer or shorter is object 1 than object 2?”

Given a word problem, use one inch measurement linking cubes to compare the length of one object from the word problem, to the length of another object from the word problem, and determine how many cubes (inches) longer or shorter one object is than the other object.

Create a visual representation of the lengths of the objects in a word problem to determine how much longer or shorter one object is than the other object.

Understand the following concepts and vocabulary of longer, shorter, inches, feet, difference, units.

MAFS.2.MD.1.AP.5a Recognize that when we compare lengths we want to answer “How much longer or shorter is object 1 than object 2?”

Given a word problem, use one inch measurement linking cubes to compare the length of one object from the word problem, to the length of another object from the word problem, and determine how many cubes (inches) longer or shorter one object is than the other object.

Create a visual representation of the lengths of the objects in a word problem to determine how much longer or shorter one object is than the other object.

Understand the following concepts and vocabulary of longer, shorter, inches, feet, difference, units.

1

Element CardSuggested Instructional Strategies:Use *System of Least Prompts to answer literal recall questions about the context of the word problem.*Note: Student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided.

2


Says/DoesStudent Response Teacher Feedback

1. Student has word problem with adaptations if needed(e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions (i.e., answer found in the text): “How many inches long is the worm?”

Correct: Student responds, “5 inches”

“Good. The worm is 5 inches long.”



Teacher asks question again: “How many inches long is the worm?”

Correct: Student responds, “5 inches.”

“Good. The worm is 5 inches long.”





After 3-5 seconds, provide student with Model Prompt, which is to read and point to the answer.




Have student connect one-inch measurement linking cubes to model the length of the first object.

3



Feedback2. Student has word problem with adaptations if needed(e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions(i.e., answer found in the text): “How many inches long is the caterpillar?”


“Good. The caterpillar is3 inches long.”



Teacher asks question again: “How many inches long is the caterpillar?”


“Good. The caterpillar is 3 inches long.”









Have student connect a different color one-inch measurement linking cubes to model the length of the second object.

4



Teacher Feedback

1. Student has word problem with adaptations if needed(e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What is the word problem asking us to find?”

Correct: Student responds, “How many inches longer the worm is than the caterpillar.”

“Good. We want to know how many inches longer the worm is than the caterpillar.”




Correct: Student responds, “How many inches longer the worm is than the caterpillar.”

“Good. We want to know how many inches longer the worm is than the caterpillar.”









Have student line the measurement linking cubes representing the second object directly beneath the measurement linking cubes representing the first object and count the extra cubes to determine how much longer (or shorter, depending on the question) one object from the word problem is than the other.

5

Element CardSuggested Supports and Scaffolds:

Foldable Ruler

Audio Ruler Assistive technology

6

Element CardFLS: MAFS.2.MD.2.6: Represent whole numbers as lengths from 0 on number line diagram with equally spaced points corresponding to the numbers0, 1, 2, … and represent whole-number sums and differences within 100 on a number line diagram.

Access Point NarrativeMAFS.2.MD.2.AP.6a Use number lines to solve addition or subtraction problems

up to 100.Essential Understandings:

Concrete Understandings Representation Given an addition problem, a

number line and counters, place a counter on the first addend, and move the counter forward the number of units indicated by the second addend, to find the sum, within 100.

Given a subtraction problem, a number line, and counters, locate the first number, and move backwards the number of units indicated by the second number, to find the difference, within 100.

Given an addition problem and a number line, locate the first addend, and move the forward the number of units indicated by the second addend, to find the sum, within 100.

Given a subtraction problem and a number line, locate the first number, and move backwards the number of units indicated by the second number, to find the difference, within 100.

Understand the following concepts and vocabulary of number line, addition (+), subtraction (-), forward, backward.

Suggested Instructional Strategies: *Model/Lead/ Test

*Note: Begin with instruction of addition on a number line and progress to instruction of subtraction on a number line. Script below combines terms for the purpose of example.

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Element CardModelSteps/Materials Teacher Says/Does Student


Teacher:

Laminated Number Line

Dry Erase Marker

Card with subtraction expression (34+2/34-2)

I can count forward/backwards to find the sum/difference.”

Lay down the laminated number line.

Circle the beginning number (first addend/ minuend) and say “This is the number 34.”

Point to the second number (second addend/ subtrahend) in the expression and say “We are adding/subtracting 2”. Return to number line and model counting forward/backwards by moving dry erase marker forward/back one number at a time for 2 times total.

Say “This is the number 36/32. 34+2 is 36/ 34-2=32.”

I counted forward/ backwards to find the sum/difference.


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Element CardLeadSteps/Materials Teacher Says/Does Student Response Teacher

FeedbackTeacher:


Dry Erase Marker

Card with subtraction expression (34+2/ 34-2)

“I can count forward/backwards to find the sum/difference.”


“Good job using the number line to count backwards to find the difference.”

“Good job using the number line to count backwards to find the difference.”

Student lays down the laminated number line.

Circle the beginning number (first addend/minuend) and say “This is the number 34.”

Student circles the beginning number (first addend/ minuend) and say “This is the number 34.”

Point to the second number (second addend/subtrahend) in the expression and say “We are adding/subtracting 2.” Return to number line and model counting forward/ backwards by moving dry erase marker back one number at a time for 2 times total.

Student points to the second number (second addend/ subtrahend) in the expression and say “I am adding/subtracting 2.” Return to number line and model counting forward/ backwards by moving dry erase marker back one number at a time for 2 times total.

Say “This is the number 36/32. 34+2=36/34-2=32.”

Student says ““This is the number 36/32. 34+2=36/34-2=32.”

Say “I counted forward/ backwards to find the sum/ difference.”

Student says “I counted forward/ backwards to find the sum/difference.”

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Element CardTestSteps/Materials Teacher


FeedbackTeacher:


Dry Erase Marker

Card with subtraction expression (34+2/34-2)

“Circle the first number (first addend/ minuend).”

Student lays down the laminated number line.

“Good job counting forward/ backwards to find the sum/ difference.”

Student circles the beginning number (first addend/ minuend) and says “This is the number 34.”

“Use the number line to show the sum/ difference of ____ (e.g., 34+2/34-2).”

Student points to the second number (subtrahend) in the expression and say“I am adding/subtracting 2.” Return to number line and model counting backwards by moving dry erase marker back one number at a time for 2 times total.

Student says “This is the number 36/34. 34+2 is 36/34-2+32.”Student makes an incorrect response or no response.


Supports and Scaffolds: Assistive technology Manipulatives

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Element CardFLS: MAFS.2.MD.3.7: Tell and write time from analog and digital clocks to the nearest five minutes.

Access Point NarrativeMAFS.2.MD.3.AP.7a Tell and write time in hours and half-hours using analog

and digital clocks.


Identify the hour hand and minute hand on an analog clock.

Identify on the analog clock that if the minute hand is on the 6, it represents thirty minutes. If the minute hand is on the 12, it represents the whole hour (o’clock).

Identify that on the digital clock the hour is located to the left of the colon and the minutes are located to the right of the colon.

Identify the hour hand and minute hand on a visual representation of an analog clock.

Identify hours and minutes on a visual representation of a digital clock.

Match the written time to the time that appears on an analog clock to the hour and half-hour.

Match the correct wording of the time to the analog and digital clock. (ex: 12:00 would be worded as 12 o’clock, 6:30 would be worded as six thirty).

Suggested Instructional Strategies: Use *Constant Time Delay (CTD) Digital Clock.

*Zero Delay RoundProvide the task direction and immediately give the controlling prompt to teach the child the correct response. Reinforce the child’s correct response. For example (recognizing hours):

Teacher says “What hour is this? Three” while pointing to the numerals before the colon.

Student responds by saying “Three.” Teacher reinforces the correct response by saying, “Good, this number tells

the hour.” *Time Delay Round

After several trials/sessions at zero delay, move to a 3-5 second delay (pick a delay time that is appropriate for your student to start responding, but do not vary that delay length).


1

Element Card If no response after delay, then the controlling prompt is used. After the

student gives the correct response offer praise. If an incorrect response is given, provide error correction procedures (usually

the controlling prompt to prompt a correct response) and remind the student to wait if not sure.

If multiple errors occur, return to the zero delay condition. For example:1. Teacher says “What hour is this?” and waits 4 seconds (allowing the

student to have a chance to answer).2. IF the student independently says the numerals before the colon,

reinforce the correct response by saying “Good, this number tells the hour.”

3. IF the student waits and does nothing, after 4 seconds the teacher points to the numerals before the colon.

4. After the student points to the numerals before the colon, teacher records data (prompted correct: “P”).

5. IF the student points to the wrong answer, teacher immediately points and says the correct answer and does not reinforce and records the data (error: “-“).

Repeat for “How many minutes is this?” (Point to the numeral 30 after the colon) “How do we read these minutes?” (Point to the 00 after the colon).

After the student understands that the numerals 1-12, before the colon, represent the hours and that the numeral 30, after the colon, represents the half hour and that the numerals after the colon 00 represent o’clock, repeat the *Constant Time Delay (CTD) with the question “What time does the digital clock show?” for all whole and half hour times.

Use *Constant Time Delay (CTD) Receptive Identification for teaching the minute hand and the hour hand.

Use *Constant Time Delay (CTD) Expressive Symbol Identification for telling time to the hour and half hour. (See example below).

*Zero Delay Round Provide the task direction and immediately give the controlling prompt to

teach the child the correct response. Reinforce the child’s correct response.For example (recognizing hours):

Teacher says “What hour is this? Three” while pointing to the hour hand. Student responds by saying “Three.” Teacher reinforces the correct response by saying, “Good, this hand tells the

hour.”

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Element Card*Time Delay Round

After several trials/sessions at zero delay, move to a 3-5 second delay (pick a delay time that is appropriate for your student to start responding, but do not vary that delay length).


If no response after delay, then the controlling prompt is used. After the student gives the correct response offer praise.

If an incorrect response is given, provide error correction procedures (usually the controlling prompt to prompt a correct response) and remind the student to wait if not sure.

If multiple errors occur, return to the zero delay condition. For example:1. Teacher says “What hour is this?” and waits 4 seconds (allowing the

student to have a chance to answer).2. IF the student independently says the numerals before the colon,

reinforce the correct response by saying “Good, this hand tells the hour”. 3. IF the student waits and does nothing, after 4 seconds the teacher points

to the hour hand and says “Three”. 4. After the student points to the hour hand and says “Three”, teacher

records data (prompted correct: “P”).5. IF the student points and says the wrong answer, teacher immediately

points and says the correct answer and does not reinforce and records the data (error: “-“).

Repeat for “How many minutes is this?” (Point to the minute hand positioned at the 6 on the analog clock) “How do we read these minutes?” (Points to the hour hand positioned at the 12 on the analog clock).

After the student understands that the hour hand represents the hours 1-12 and that minute hand positioned at the numeral 6 represents the half hour and that the minute hand positioned at the numeral 12 represents o’clock, repeat the *Constant Time Delay (CDT) with the question “What time does the clock show?” for all whole and half hour times.

Supports and Scaffolds: Assistive technology Digital Talking Alarm Clock

Judy Clock

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Element CardFLS: MAFS.2.MD.3.7: Tell and write time from analog and digital clocks to the nearest five minutes.

Access Point NarrativeMAFS.2.MD.3.AP.7b Categorize everyday activities into a.m. and p.m.


Identify real time events as occurring in the A.M. or P.M.

Using visual pictures that represent activities, determine if the activity occurs in the A.M. or P.M. (Ex: a picture of a child eating breakfast would indicate the A.M.)

Understand the following concepts and vocabulary for parts of the day (A.M., P.M., morning, afternoon, evening).

Suggested Instructional Strategies: Class Brainstorm of Activities that happen in their day filled into a graphic

organizer of a.m. and p.m. Using a timeline to sort the daily class schedule into events that happen in

the a.m. and events that happen in the p.m. Anchor chart of a.m. and p.m. timeline

Supports and Scaffolds: Click for lesson on distinguishing a.m. and p.m. Assistive technology Visual supports

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Element CardFLS: MAFS.2.MD.3.8: Solve one- and two-step word problems involving dollar bills (singles, fives, tens, twenties, and hundreds) or coins (quarters, dimes, nickels, and pennies) using $ and ¢ symbols appropriately. Word problems may involve addition, subtraction, and equal group situations. Example: The cash register shows that the total for your purchase is 59¢. You gave the cashier three quarters. How much change should you receive from the cashier?

a. Identify the value of coins and paper currency. b. Compute the value of any combination of coins within one dollar. c. Compute the value of any combinations of dollars (e.g., If you have three ten-dollar bills, one five-dollar bill, and two one-dollar bills, how much money do you have?). d. Relate the value of pennies, nickels, dimes, and quarters to other coins and to the dollar (e.g., There are five nickels in one quarter. There are two nickels in one dime. There are two and a half dimes in one quarter. There are twenty nickels in one dollar).Access Point Narrative

MAFS.2.MD.3.AP.8a Solve word problems using dollar bills, quarters, dimes, nickels, or pennies up to $50.


Use manipulatives to identify pennies, nickels, dimes, quarters, and dollar bills.

Use manipulatives to identify that pennies equal one cent, nickels equal 5 cents, dimes equals 10 cents, quarters equals 25 cents, and dollars equals 100 cents.

Count by ones, fives, tens, twenties, and twenty-fives.

Use money manipulatives to model and solve a word problem up to $50, computing the value of any combination of coins within one dollar or computing the value of any combination of dollar bills.

Match the visual representation of a coin and dollar bill to its name. (Ex: visual of a penny to the word ‘penny’).

Match the visual representation of a coin and dollar bill to its value.

Use a visual representation of coins and dollar bills, front and back, to identify that pennies equal one cent, nickels equals 5 cents, dimes equals 10 cents, quarters equals 25 cents and a dollar bill represents 100 cents.

Use a visual representation of money to model and solve a word problem up to $50, computing the value of any combination of coins within one dollar or computing the value of any combination of dollar bills.

Understand the following concepts, symbols, values and vocabulary of penny, nickel, dime, quarter and dollar bill.

Suggested Instructional Strategies: Use *System of Least Prompts to answer literal recall questions about the

context of the word problem.1

Element Card*Note: Student either reads word problem or has word problem read aloud prior to answering literal recall questions. Students may also have response options provided.

2



Teacher Feedback

1. Student has word problem using dollar bills, quarters, dimes, nickels, or pennies up to $50 with adaptations if needed(e.g., Braille, picture symbols, objects, etc.).

Teacher asks literal recall questions (i.e., answer found in the text): “How much money did Johnny have in the beginning?”

Correct: Student responds, “10 dimes and 2 nickels.”

“Good. He had10 dimes and 2 nickels in the beginning.”



Teacher asks question again: “How much money did Johnny have in the beginning?”

Correct: Student responds, “10 dimes and 2 nickels”

“Good. He had 10 dimes and 2 nickels in the beginning.”









Have student use actual coins/manipulatives/drawings to model how much money Johnny had in the beginning (e.g. 10 dimes and 2 nickels).

3

Element CardSteps/Materials Teacher Says/Does Student



Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What happened next in the story?”

Correct: Student responds, “Bob gave Johnny 3 more nickels.”

“Good. Bob gave Johnny 3 more nickels.”




Correct: Student responds, “Bob gave Johnny 3 more nickels.”

“Good. Bob gave Johnny 3 more nickels.”









Have student use actual coins/manipulatives/drawings to “add to” or “take from/take apart” the original set to model the action in the word problem.

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Teacher Feedback


Teacher asks literal recall questions to determine the action of the problem and the quantity involved.“What is the word problem asking us to find?”

Correct: Student responds, “How much money Johnny has now.”

“Good. We want to know how much money Johnny has now.”




Correct: Student responds, “How much money Johnny has now.”

“Good. We want to know how much money Johnny has now.”









Have student count to find the sum or difference.

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Element CardSupports and Scaffolds:

Assistive technology Hundreds Chart to support skip counting by 5’s and 10’s Conversion/Equivalency Chart for coins

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Element CardFLS: MAFS.2.MD.4.9: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked of in whole-number units.

Access Point NarrativeMAFS.2.MD.4.AP.9a Organize linear measurement data by representing

continuous data on a line plot.


Given cards that are individually labeled with length measurements, sort the cards into groups of the same measurement (Ex: given 3 inches, 5 inches, 2 inches, 3 inches, 4 inches, and 5 inches: sort the two 3-inch cards into one group, the two 5-inch cards into another group, the one 2-inch card into its own group, etc).

Given a labeled line plot, place each card vertically above the label for that measurement on the line plot.

Given a labeled line plot and various length measurements, organize and represent the data on the line plot by placing an ‘X’ above the label for each measurement on the line plot.


o Provide the student with a table including various length measurements of the same type object in different lengths (e.g., pencils).

o Provide the students with a line plot (without the data recorded) that is divided into equal parts that will included all of the lengths, labeled in numerical order.

o Place a card labeled with an “X” above the appropriate labels to indicate each time that that data point is represented in the data.

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Element CardSupports and Scaffolds: Assistive technology iPad applications Interactive Whiteboard Practice constructing and interpreting line plots using fractional numbers. Create line plots. Interpreting lin e plots.

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https://www.ixl.com/math/grade-4/interpret-line-plots

https://www.ixl.com/math/grade-4/create-line-plots

https://www.ixl.com/math/grade-4/create-and-interpret-line-plots-with-fractions

Element CardFLS: MAFS.2.MD.4.10: Draw a picture graph and a bar graph (with single‐unit scale) to represent a data set with up to four categories. Solve simple put‐together, take-apart, and compare problems using information presented in a bar graph.

Access Point NarrativeMAFS.2.MD.4.AP.10a Identify the value of each category represented on a

picture graph and bar graph.MAFS.2.MD.4.AP.10c Compare the information shown in a bar graph or picture

graph with up to four categories. Solve simple comparisons of how many more or how many fewer.


MAFS.2.MD.4.AP.10a Identify the categories in a picture graph or bar graph where the data points are represented with concrete objects (Ex: red candy and blue candy).

Count the concrete objects within each category (Ex: 5 red candy versus 3 blue candy).

Identify the categories in a picture graph or bar graph (Ex: red candy and blue candy)

Identify the value within each category, in a picture graph or bar graph (Ex: 5 red candy versus 3 blue candy).

Understand the following concepts of picture graph, bar graph, value and category.

MAFS.2.MD.4.AP.10c Identify the four categories in a picture graph or bar graph where the data points are represented with concrete objects (Ex: red candy, blue candy, yellow candy, green candy).

Given a simple comparison problem about two of the categories, count the concrete objects within each category (Ex: 5 red candy, 3 blue candy) to determine how many more or how many fewer are in one category than in the other category.

Identify the four categories in a picture graph or bar graph (Ex: red candy, blue candy, yellow candy, green candy)

Given a simple comparison problem about two of the categories, determine how many more or how many fewer are in one category than in the other category.

Understand the following concepts of picture graph, bar graph, category, more, fewer.

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Element CardSuggested Instructional Strategies:

Task Analysiso Identify the four categories in a picture graph or bar graph.o Identify the value in each individual category.

*Example, Non-Example − Review the concepts of more or fewer; apply to categorical data on a bar graph or a picture graph.

Use *System of Least Prompts to help the student understand the context of the bar graph or picture graph (e.g., “What does this graph show?” “What does this category represent?”).

Task Analysiso Select two categories on a bar graph or picture graph for comparison.o Count or identify the total for the first category. Use a concrete object,

such as Unifix® Cubes snapped together to model total.o Repeat for second category.o Identify which category has more and which category has less by lining

the connected Unifix® Train representing the total for each category side by side.

o Count the difference between the shorter Unifix® Train and the longer Unifix® Train to determine either “How many more?” or “How many fewer?”.

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Element CardSupports and Scaffolds:

Straight edge to line up bars of bar graph with y-axis values Velcro numbers/pictures on a graph Graph Paper Assistive technology

3

Element CardFLS: MAFS.2.MD.4.10: Draw a picture graph and a bar graph (with single‐unit scale) to represent a data set with up to four categories. Solve simple put‐together, take apart, and compare problems using information presented in a bar graph.

Access Point NarrativeMAFS.2.MD.4.AP.10b Organize data by representing categorical data on a

pictorial graph or bar graph.


Identify the categories for a picture graph or bar graph where the data points are represented with concrete objects (Ex: red candy and blue candy).

Count the concrete objects within each category (Ex: 5 red candy versus 3 blue candy)

Represent the number of objects counted for each category on the picture graph or bar graph next to the appropriate category (Ex: beside the label ‘red candy’ place the red candy onto the picture graph or bar graph. Beside the label ‘blue candy’ place the blue candy onto the picture graph or bar graph).

Given a visual representation of data points, identify the categories for a picture graph or bar graph (Ex: red candy and blue candy)

Count the data points within each category (Ex: 5 red candy versus 3 blue candy).

For a picture graph, indicate with a symbol the number of objects counted for each category on the picture graph next to the appropriate category (Ex: beside the label ‘red candy’ draw a picture of 5 candies, beside the label ‘blue candy’ draw a picture of 3 candies).

For a bar graph, draw bars to indicate the number of objects counted for each category on the bar graph above the appropriate category (Ex: above the label ‘red candy’ draw a bar that represents 5 candies, above the label ‘blue candy’ draw a bar that represents 3 candies).

Understand the following concepts of picture graph, bar graph, value and category.

Suggested Instructional Strategies: Task Analysis

o Use established categories (e.g., flavors of ice cream from CCC 1.DPS.1a2). o Provide 10 students with a means of choosing their favorite flavor (e.g., a

sheet with the 3 choices for students to circle; 3 separate choice cards (each card with a different choice).

o Have student who is collecting data sit at a table with the picture graph. o Each of the 10 students comes to the table one at a time and provides

their choice.

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Element Cardo As each student communicates their choice (e.g., chocolate, vanilla, or

strawberry) the student matches the symbol for the flavor chosen with the symbol on the graph.

o The student collecting the data places the symbol in the matching column, building the column higher each time that choice (e.g., vanilla) is made.

o Note: If students are given 3 choice cards, they can simply give their choice to the student collecting data and the student can use the card to represent the choice on the graph.

Task Analysis involving counting o The students are provided with a table representing the categories

What is the favorite flavor of ice cream? Number of Votes

ChocolateVanillaStrawberry

o The teacher asks the students to raise hand or indicate if their favorite flavor is chocolate.

o Students indicate and teacher tallies votes on whiteboard. o Teacher repeats process for next two flavors. o After data is collected the tally marks for each category are counted by

teacher and students together. o Students write the total votes into their table.

What is the favorite flavor of ice cream? Number of Votes

Chocolate 5Vanilla 5Strawberry 2

o Students count out the number of symbols for first category and place vertically on picture graph.

o Repeat with remaining categories. Supports and Scaffolds:

Assistive technology (e.g., voice output) Interactive Whiteboard Alternate materials for making choices between categories (e.g., 3 flavors of

ice cream to taste, recorded sounds of the three zoo animals, or short movie clips from movie choices).

Picture graph with raised dividers between the columns representing different categories and/or raised cells that represent each student's choice.

Object representations to use on graph as opposed to picture representations.

2

Element CardFLS: MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Access Point NarrativeMAFS.2.G.1.AP.1a Identify two-dimensional shapes, such as rhombus,

pentagons, hexagons, octagons, and ovals, as well as equilateral, isosceles, and scalene triangles.


Recognize a two-dimensional shape (know that this: is not a shape)

Count the number of sides of a two-dimensional shape manipulative and name the shape based on the number of sides.

Count the angles of two-dimensional shape manipulative and name the shape based on the number of angles.

Recognize flat objects as two-dimensional and objects with length, height, and width as three-dimensional

Given a visual representation of two-dimensional shapes, count the number of sides and name the shape based on the number of sides.

Given a visual representation of two-dimensional shapes, count the number of angles and name the shape based on the number of angles.

Understand the following concepts and vocabulary of two-dimensional, rhombus, pentagons, hexagons, angles, and sides.

Suggested Instructional Strategies: *Constant Time Delay (Receptive Identification)

*Zero Delay Round (complete multiple trials/days as needed at the zero delay round.)

Note: Distractors can be made very different in the beginning. Note: Shuffle cards and distractors between every trial. Provide different color shapes and different sizes to promote generalization.

Materials Teacher Says/Does

Student Response

Teacher Feedback

Card/object with target attribute and two distractors.

Point to _______ and say “Touch _____.”

Student touches _______.

“Good, that is _____.”

*Note: If student makes incorrect or no response

1



Teacher Feedbackrefer to *System of Least Prompts.

*4 Second Delay RoundMaterials Teacher


Teacher Feedback

Card/object with target attribute and two distractors.

“Touch ______.” Wait 4 seconds.

Student makes correct response.

“Good, that is _____.”

Student responds incorrectly.

Point to ______. Say “This is _______. If you don’t know the answer, wait and I will help you.”

No response within 4 seconds.

Point to ______. Say “This is _______. After they point say “Good!.”

*Note: If student makes incorrect or no response refer to *System of Least Prompts.

*Note: Use prompts requesting object/ card by shape name, number of sides, or number of angles.

Supports and Scaffolds: Assistive technology Variety of shape manipulatives Interactive Whiteboard

2

Element CardFLS: MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons and cubes.

Access Point NarrativeMAFS.2.G.1.AP.1b Distinguish two- or three-dimensional shapes based upon

their attributes (i.e., number of sides, equal or different lengths of sides, number of faces, and number of corners).


Recognize flat objects as two-dimensional and objects with length, height, and width as three-dimensional objects.

Count the number of sides of a two-dimensional shape manipulative and name the shape based on the number of sides.

Count the angles of two-dimensional shape manipulative and name the shape based on the number of angles.

Count the number of faces of a three-dimensional shape manipulative and name the shape based on the number of faces.

Count the corners (vertices) of a three-dimensional shape manipulative and name the shape based on the number of corners (vertices).

Given a visual representation of two-dimensional shapes, count the number of sides and name the shape based on the number of sides.

Given a visual representation of two-dimensional shapes, count the number of angles and name the shape based on the number of angles.

Given a visual representation of a three-dimensional shape, count the number of faces and name the shape based on the number of faces.

Given a visual representation of a three-dimensional shape, count the corners (vertices) and name the shape based on the number of corners (vertices).

Understand the following concepts and vocabulary of two-dimensional, three-dimensional, corners, vertices, faces, shape names, angles, and sides.

Suggested Instructional Strategies: Give each student shape blocks, and allow them to hold, feel, and see the

different characteristics of each. Students can then fill in a chart that describes the different attributes. (Is the shape round or straight? Are the edges smooth or pointed?).

Teach explicit rules for discriminating 2D from 3D shapes (e.g., 2D is flat). Teach using *Example, Non-Example. Sort and classify 2D and 3D shapes. Have students create their own shape (cut, decorate, mold, etc.) and then

have the class join their shapes together to make larger shapes.

1


Interactive Whiteboard Labeled 2D and 3D shape as a model. Assistive technology/voice output devices for identifying shapes. Shapes (both 2D and 3D) with raised/textured edges (can be made with puffy

paint for raised, hole punched/decorative scissors for textured). Magnetic shapes (both 2D and 3D) and a magnet board for easy movement

and control of shapes. Use errorless choices when working with a student who requires assistance

instead of doing the task for them or correcting their choices. Use pool noodles to stabilize materials on trays or tables. Use high contrast, raised, neon colors for students with visual impairments.

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Element CardFLS: MAFS.2.G.1.1: Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

Access Point NarrativeMAFS.2.G.1.AP.1c Draw two-dimensional shapes with specific attributes.


Given a pattern block, trace the two-dimensional shape with specific attributes.

Using manipulatives, place squares in rows and columns within a rectangle, without gaps and overlaps, then count the number of squares it took to cover the area inside the rectangle.

Given a visual representation of a two-dimensional shape, draw the shape.

Draw the attributes of basic shapes (e.g. basic line, corner, curved line).

Given a rectangle drawn on graph paper, count the number of squares needed to fill the rectangle.

Suggested Instructional Strategies: Task Analysis for drawing shapes with straight lines: Teacher places prepared

(i.e., labeled with progressive numbers) paper or other item to be drawn on in appropriate location for student (e.g., placed on a slant board and taped down). For some students this skill may be more efficiently taught using *System of Most-to-Least Prompts.o Hold writing utensil.o Put point of utensil on point 1.o Draw a line from point 1 to point 2.o Stop, adjust utensil as needed.o Draw a line from point 2 to point 3.o Continue with 4th point for quadrilaterals.o End back at 1st point to complete the shape.

1 2

4 3 Model drawing shapes; provide a visual model for student to follow.

1


Interactive Whiteboard Assistive technology Tracing templates (e.g., dotted lines, faded lines, Wikki Stix, shape cutouts,

and stencils); allow partial participation where student may complete the quadrilateral.

Computer software. Cheat Sheet with examples of shapes. Objects for creating shapes (e.g., Popsicle sticks, pipe cleaners).

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Element CardFLS: MAFS.2.G.1.2: Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

Access Point NarrativeMAFS.2.G.1.AP.2a Count the squares that fill a rectangle drawn on graph

paper.


Using manipulatives, place squares in rows and columns within a rectangle, without gaps and overlaps, then count the number of squares it took to cover the area inside the rectangle.

Given a rectangle drawn on graph paper, count the number of squares needed to fill the rectangle.


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Element CardModelSteps/Materials Teacher Says/Does Student


Teacher:

The outline of a rectangle on graph paper.

“This rectangle is filled with rows of squares.”

Point to the rows of squares.

“I can count to find how many squares fill the rectangle.”

Starting at the top left corner, touch each square in the top row and assign one counting word to each item being counted using consecutive number order beginning at the number one. Continue counting across each row, moving down the rectangle.(See figure after this table for example).

When the counting word for the last square is assigned, circle your finger above the rectangle and say, “The rectangle is filled with _____ squares.”


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Example:

1 2 3

4 5 6

Element CardLeadSteps/Materials Teacher Says/Does Student


Teacher:


“We can count to find how many squares fill the rectangle.”

Starting at the top left corner, touch each square in the top row and assign one counting word to each item being counted using consecutive number order beginning at the number one. Continue counting across each row, moving down the rectangle.

When the counting word for the last square is assigned, circle your finger above the rectangle and say “The rectangle is filled with _____ squares.”


“Good job counting to find how many squares fill the rectangle.”

3



FeedbackTeacher:


“Count to find how many squares fill the rectangle.”

Starting at the top left corner, the student touches each square in the top row and assign one counting word to each item being counted using consecutive number order beginning at the number one. Continue counting across each row, moving down the rectangle. When the counting word for the last square is assigned, the student circles finger above the rectangle and says “The rectangle is filled with _____ squares.”

“Good job counting to find how many squares fill the rectangle.”



TestRepeat with rectangles that are different sizes (including rectangles that are also squares) and in different orientations.

Supports and Scaffolds: Assistive technology. Square tiles with oversized template to match size of square tiles. Crayon, colored pencil, marker, etc. to track counting.

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Element CardFLS: MAFS.2.G.1.3: Partition circles and rectangles into two, three or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Access Point NarrativeMAFS.2.G.1.AP.3a Partition circles and rectangles into two and four equal

parts.


Given a rectangle, fold or cut the shape into two equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a circle, fold or cut the shape into two equal parts.

Given a rectangle, fold or cut the shape into four equal parts, in various ways (Ex: horizontally, vertically, and diagonally).

Given a circle, fold or cut the shape into four equal parts.

Select visual representations of circles that have been partitioned into two or four equal parts.

Select visual representations of rectangles that have been partitioned in various ways (Ex: horizontally, vertically, diagonally) into two or four equal parts.

Given a visual representation of a rectangle, partition the shape into two equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a visual representation of a circle, partition the shape into two equal parts.

Given a visual representation of a rectangle, partition the shape into four equal parts, in various ways (Ex: horizontally, vertically, diagonally)

Given a visual representation of a circle, partition the shape into four equal parts.

Understand the following concepts and vocabulary of horizontal, vertical, diagonal, whole, equal parts, circle, rectangle, partition.

Suggested Instructional Strategies: *Model/Lead/Test: Partition objects that have a real-world application (e.g.,

graham crackers, fruit, or paper for art projects). Demonstrate for students, using fraction bars, interactive whiteboard

manipulatives, or iPad manipulates as they are available. Use a *System of Least Prompts.

Suggested Supports and Scaffolds: Interactive Whiteboard

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Element Card Assistive technology Tracing templates (e.g., dotted lines, faded lines, wiki sticks, shape cutouts,

stencils); allow partial participation where student may complete the quadrilateral. Ruler Models of partitioned shapes Use real materials (food, candy, wood, tangrams, stamps, pictures of real

objects) to support students in making real-world connections.*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

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Element CardFLS: MAFS.2.G.1.3: Partition circles and rectangles into two, three or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

Access Point NarrativeMAFS.2.G.1.AP.3b Label a partitioned shape (e.g., one whole rectangle was

separated into two halves; one whole circle was separated into three thirds).


Understand the concept that a portion is a part of the whole.

Given a concrete object, in the shape of a rectangle or circle, which has been partitioned into two, three, or four equal parts, label each portion. (Ex: label each half as one half, label each third as one third, label each fourth as one fourth).

Match the portioned shape to the appropriate label.

Identify and use vocabulary for whole, part, partition, portion, half, third, fourth.

Suggested Instructional Strategies: Task Analysis

o Count the total number of pieces (2, 3, or 4).o Write or place the total number of pieces in the lower portion of a fraction

template (i.e., for a rectangle separated into 2 halves: 1/2).o Count the number of pieces to be labeled.o Write or place the number of pieces to be labeled in the upper portion of

the fraction template (i.e., for a rectangle separated into 2 halves: 1/2). Model labeling partitioned shapes.

Suggested Supports and Scaffolds: Fractional representations without numbers but with raised dots

(e.g., Dominos). 3D shapes that can be partitioned. Shapes with portions labeled with numbers and raised dots.

1 2 3. .. …

Response Cards with fractions. Food that can be divided (e.g., graham crackers). Fraction Stamp

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essential understandings: - cpalms.org€¦ · web viewsolve addition and subtraction word...

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