teks aligned—staar ready sample - excelmathexcelmath.com/downloads/2ndtxtesample.pdf · (see test...

TEA CHER EDITION

Published by

AnsMar Publishers, Inc.

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TEA CHER EDITION

TEXAS VERSIONTEKS Aligned—STAAR Ready

SAMPLE

Thanks for requesting a sample of our new Texas Teacher Editions. We welcome the opportunity to partner with you in building successful math students.

This booklet is a sample Texas Teacher Edition for Grade 2 (Table of Contents and first 10 lessons). As other grade level samples become available, you will be able to download them from our website: www.excelmath.com/downloads/state_stdsTX.html

Here are some highlights of our new Texas Teacher Editions:

1. The Table of Contents will indicate Lessons that go further than TEKS concepts. There is a star next to lessons that are “an advanced Excel Math concept that goes beyond TEKS for Grade 2.” With this information, teachers can choose to teach the concept or skip it.

2. For each Lesson Plan (each day) we are changing the “Objective” to “TEKS Objective” (see Lesson # 1). On days where lessons are not directly related to the TEKS, we will offer instruction for the teacher to alter what they do for the Lesson of the Day so they can still teach a TEKS concept. The Objective on those days will look like this (from Lesson #102):

ObjectiveStudents will identify the ordinal numbers (first through fifth) associated with sequences.TEKS AlternativeActivity #3 Measuring Length & Distance (on page A8 in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Basic Fact Practice, Guided Practice and Homework. --

3. Within Guided Practice when a non TEKS concept is one of the practice problems we will indicate it with the star again.

4. On Test Days (see Test #3) we indicate with a star any non TEKS concepts being assessed.

We are in the very early stages of creating these Texas Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready by the fall 2014 as possible (focusing on grades 2-5 first, and then grades K-1 and 6). The student sheets are now ready to ship.

In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental Math, placement tests in English and Spanish, and lots more): www.excelmath.com/tools.html

Please give us a call at 1-866-866-7026 (between 8:30 - 4:00 Monday through Friday West Coast time)if you have questions about these new Excel Math Texas Editions.

Cordially,

The Excel Math Team

www.excelmath.com i.33 © 2014 AnsMar Publishers, Inc.

Scope & Sequence of Lesson Conceptsby lesson and page number

Lesson # Page Lesson Concept

1 2 Learning the addition and subtraction facts up through nine 2 4 Filling in missing numbers when counting by one (zero through nine) 3 6 Evaluating numbers using the words most, least, greatest value and least value 4 8 Adding 3 one-digit numbers 5 10 Interpreting tally charts 12 Test 1 6 14 Calculating a number 1 more or less than a given number 7 16 Recognizing the ordinals first through fifth 8 18 Recognizing the shapes - circles, triangles, squares and rectangles 9 20 Learning the addition facts of ten and eleven10 22 Recognizing and drawing shapes with specified attributes Optional: Reasoning using overlapping figures (Venn diagrams) 24 Test 211 26 Adding/subtracting two-digit & one-digit number; calculating 1 more or less than given number12 28 Recognizing the symbols and terms < less than, > greater than, = equal13 30 Learning the subtraction facts of 10 and 1114 32 Putting 3 two-digit numbers in order15 34 Interpreting information given in picture graphs & tally charts 36 Test 316 38 Adding & subtracting 2 two-digit numbers; adding 3 one-digit numbers with sum greater than 1017 40 Recognizing the words for numerals - zero through ten 18 42 Filling in missing numbers when counting up to and crossing a ten19 44 Telling time by the hour on an analog clock20 46 Recognizing addition and subtraction fact families 48 Test 421 50 Adding 3 one-digit numbers horizontally 22 52 Regrouping using the facts of ten when adding a two-digit and a one-digit number23 54 Regrouping using the facts of ten when adding a two-digit and a one-digit number24 56 Recognizing the words twenty, thirty, forty and fifty; more regrouping25 58 Adding a two-digit and a one-digit number using place value and the facts of ten Optional: Determining probability using a spinner 60 Test 526 62 Filling in missing numbers when counting down and crossing a ten27 64 Solving story problems using addition and subtraction and a five-step process28 66 Recognizing the words eleven, twelve, thirteen and fourteen; learning addition facts of 12 and 1329 68 Recognizing half past on the clock30 70 Evaluating information to see if it is sufficient to answer the question 72 Test 631 74 Regrouping when adding 2 two-digit numbers using the sums of ten 32 76 Regrouping when adding 2 two-digit numbers using the sums of ten33 78 Recognizing the words sixty, seventy, eighty and ninety; solving word problems w/o calculation34 80 Adding 3 two-digit numbers without regrouping35 82 Collecting data and creating line plots; optional: pie graphs; calculating possible outcomes

= This is an accelerated Excel Math concept that goes beyond the TEKS for Grade 2. Alternate TEKS activities are included in the Daily Lesson Plan.


Scope & Sequence of Lesson Conceptsby lesson & page number

Lesson # Page Lesson Concept 84 First Quarter Test36 86 Learning the addition facts of 14 and 15; learning a square is also a rectangle37 88 Recognizing by what number a sequence is counting38 90 Words fifteen, sixteen, seventeen, eighteen and nineteen; missing number in addition number sentence39 92 Regrouping using the addition facts of eleven40 94 Putting a series of events in order 96 Test 741 98 Recognizing any number less than 10042 100 Learning the subtraction facts of 12 and 1343 102 Recognizing the coins - quarter, dime, nickel and penny44 104 Learning the days of the week45 106 Recognizing a quarter to and a quarter past the hour 108 Test 846 110 Adding 3 two-digit numbers with regrouping and numeration blocks47 112 Filling in missing numbers when counting by 5 or 1048 114 Learning the addition facts of 16, 17 and 1849 116 Regrouping using the addition facts of 1250 118 Interpreting information from vertical and horizontal bar graphs and tally charts 120 Test 951 122 Regrouping using the addition facts of 12; adding 4 one-digit numbers52 124 Filling in a missing number in a number sentence involving addition53 126 Reading scales and other measuring devices54 128 Grouping items by tens55 130 Learning common units for measuring length (inch, foot, yard, centimeter, meter, kilometer) 132 Test 1056 134 Learning the subtraction facts of 14 and 1557 136 Solving story problems with extraneous information and the phrase "more than"58 138 Filling in a missing number in a number sentence involving subtraction59 140 Regrouping using the addition facts of 1360 142 Learning the names for units of weight (ounce, pound, ton, gram, kilogram) 144 Test 1161 146 Putting four numbers in order from least to greatest62 148 Telling time by 5 minutes63 150 Modeling fractions with shaded diagrams and groups of people64 152 Writing numbers that are represented in units of tens and ones65 154 Measure length of objects to the nearest whole unit Optional: Learning common units for measuring volume (cup, pint, quart, gallon, liter) 156 Test 1266 158 Solving story problems involving money67 160 Learning the subtraction facts of 16, 17, and 18 using numeration blocks68 162 Regrouping using the addition facts of 1469 164 Telling time to the nearest five minutes; tell time to the nearest minute70 166 Filling in a missing number when a sequence is counting by two 168 Second Quarter Test

= This is an accelerated Excel Math concept that goes beyond the TEKS for Grade 2.Alternate TEKS activities are included in the Daily Lesson Plan.




71 170 Regrouping using subtraction facts of 10 when subtracting one-digit from two-digit number 72 172 Regrouping using subtraction facts of 10 when subtracting one-digit from two-digit number 73 174 Putting 4 two-digit numbers in order from greatest to least; more regrouping 74 176 Counting objects by grouping in sets of tens 75 178 Using mental math and place value to skip-count by tens Optional: Recognizing lines of symmetry on geometric figures 180 Test 13 76 182 Regrouping using addition facts of 15, 16, 17, and 18; recognizing ordinals sixth to tenth 77 184 Writing an equation to express an even number as a sum of two equal addends 78 186 Recognizing and naming shapes with common characteristics 79 188 Using the dollar symbol when adding and subtracting money amounts; using the decimal 80 190 Partitioning rectangles into same-size squares; optional: defining numerator and denominator 192 Test 14 81 194 Solving story problems involving the comparative words “less than” and “more than” 82 196 Regrouping subtracting two-digit number from two-digit number using subtraction facts of 10 83 198 Recognizing coins and change equivalents for a quarter, dime and nickel. 84 200 Measuring a line segment to the nearest inch 85 202 Measuring a line segment to the nearest centimeter 204 Test 15 86 206 Adding and subtracting money amounts horizontally 87 208 Filling in missing numbers when counting by five; counting by two and crossing a ten 88 210 Regrouping using the subtraction facts of 11 89 212 Calculating the minutes before an hour; 60 minutes in an hour 90 214 Computing the area of a plane figure given in square units 216 Test 16 91 218 Recognizing the hundreds place 92 220 Recognizing any word representation to 1200; adding and subtracting 2 three-digit numbers 93 222 Recognizing a sequence counting by ten (23, 33, 43, 53) when ones place is not zero 94 224 Regrouping using the subtraction facts of 12 and 13 95 226 Solving multiplication word problems using models and pictures 228 Test 17 96 230 Partition circles and rectangles into two or four equal shares Optional: Recognizing patterns of shading in a sequence of figures 97 232 Calculating more or less than given number; solving addition & subtraction given in words 98 234 Telling time within so many hours in the past or future (on the hour using analog clock) 99 236 Recognizing odd and even numbers, up to 10100 238 Calculating probability from possible outcomes; making combinations A8 TEKS Alternate: Activity #4 - Bar Graphs & Pictographs 240 Test 18101 242 Using mental strategies to solve addition and subtraction problems101 242 Optional: Recognizing and completing a pattern of shapes102 244 Learning the order of operations when parentheses are involved A11 TEKS Alternate: Activity #6 Fractional Parts 1

= This is an accelerated Excel Math concept that goes beyond teh TEKS for Grade 2. Alternate TEKS activities are included in the Daily Lesson Plan.




103 246 Performing a calculation and then filling in a missing number in a number sentence 104 248 Solving two-step word problems105 250 Interpreting information in bar and picture graphs Optional: Counting by two when interpreting picture graphs 252 Third Quarter Test106 254 Regrouping to the tens place when adding 2 three-digit numbers107 256 Regrouping with subtraction facts of 14 and 15.108 258 Learning the multiplication facts with products up to 10 and products with two as a factor109 260 Recognizing money number words (cents and dollar); writing change with a $ Using decimals110 262 Recognizing shapes; learning names of three-dimensional figures 264 Test 19111 266 Recognizing odd and even numbers up to 20; calculating one-half of a group up to 20112 268 Finding number sentence with < less than, > more than, = equal and ≠ not equal; equation113 270 Writing an equation to express an even number as a sum of two equal addends114 272 Writing an equation to express an even number as a sum of two equal addends115 274 Writing an equation to express an even number as a sum of two equal addends 276 Test 20116 278 Regrouping with the tens place when subtracting 2 three-digit numbers117 280 Selecting the correct equation when given a story problem118 282 Regrouping with subtraction facts of 16, 17 and 18; adding 4 two-digit numbers119 284 Recognizing coins; finding which coins to use to make a certain amount Optional: Recognizing the half dollar120 286 Learning that a whole is the sum of its parts Optional: Adding fractions 288 Test 21121 290 Learning multiplication is repeated addition; 290 Optional: Learning multiplication facts with products & 5 as a factor 122 292 Regrouping with the hundreds place when adding123 294 Solving place value problems with a zero in the tens or ones place124 296 Using pairs of numbers in < less than, > greater than, and = equal to problems125 298 Learning to solve word problems using repeated addition 298 Optional: Learning to solve word problems using multiplication 300 Test 22126 302 Learning to match numbers with fractional parts of a circle127 304 Learning to solve word problems involving division when given pictures 128 306 Learning to solve word problems involving division when given pictures129 308 Regrouping only with the hundreds place when subtracting130 310 Using deductive reasoning to solve a story problem 312 Test 23131 314 Learning the multiplication facts with products up to 20132 A16 TEKS Alternate: Activity #11 Mental Math





316 Calculating perimeters to the nearest inch or centimeter133 318 Regrouping twice adding 2 three-digit numbers; Regrouping once adding 3 three-digit numbers134 320 Comparing time measurements Optional: Calculating the date within one week going forward 135 A20 TEKS Alternate: Activity #3 Recording Data 322 Optional: Learning to recognize flips, turns and slides of geometric figures 324 Test 24136 326 Partitioning numbers into equal shares; division facts with dividends up to 20; repeated subtraction137 A14 TEKS Alternate: Activity #9 Recognizing 2-Dimensional Figures 328 Recognizing multiplication and division fact families138 A13 TEKS Alternate: Activity #8 Math in Advertising 330 Regrouping when adding or subtracting money amounts139 332 Regrouping twice when subtracting 2 three-digit numbers140 A18 TEKS Alternate: Activity #12 Skip Counting 334 Optional: Regrouping twice when subtracting money amounts 336 Fourth Quarter Test141 338 Learning the multiplication facts with products less than 100 and with 10 or 11 as a factor 142 340 Evaluating three-digit numbers in < and > problems and put-in-order problems143 342 Telling time within so many hours in the past or future (off the hour using analog clock)144 A22 TEKS Alternate: Activity #14 Addition with a Rectangular Array 344 Optional: Recognizing similar or congruent figures145 346 Subtracting three-digit numbers, regrouping twice, when there is a 1 or 0 in the tens place 348 Year End Test 1146 350 Regrouping twice when adding 3 three-digit numbers147 352 Adding 3 or 4 one-digit numbers where the sum is greater than 19 and less than 30148 354 Recognizing and writing any number word up to 1200149 356 Learning the dollar equivalents for half dollars, quarters and dimes150 A20 TEKS Alternate: Activity #13 Shapes on a Grid 358 Optional: Adding and subtracting fractions 360 Year End Test 2151 A4 TEKS Alternate: Activity #2 Measurement: Length and Distance 362 Optional: Recognizing the names of the months of the year in order152 A10 TEKS Alternate: Activity #5 Measuring Using Line Plots 364 Optional: Learning division facts when the dividend is a multiple of 5153 366 Writing equations to express an even number as a sum of two equal addends Solving word problems using division154 A12 TEKS Alternate: Activity #7 Fractional Parts 2 368 Optional: Solving word problems using division155 A15 TEKS Alternate: Activity #10 Recognizing 3-Dimensional Figures 370 Optional: Recognizing equivalent fractions using pictures


These lessons provide increased rigor to prepare students for Grade 3 TEKS Concepts:

2

Lesson 1

TEKS ObjectiveStudents will recall basic facts to add and subtract within 10 with automaticity;.

Students will learn addition and subtraction facts up to nine.

PreparationThis section of the Teacher’s Lesson Plan will explain what you need each day. If it starts “For each student” then you need a copy of each item for each student. If it says “For the entire class” you need just enough materials to demonstrate to the class.

For the entire class: counting objects such as books, beans or crayons; a dozen interlocking cubes of different colors; opt. Grade 2 Projectable Lesson CD

For each student: 9 items that can be used for counting (students should have these items available every day)

Lesson PlanDistribute the Lesson Sheets. On problems #1 – #4, the students should count the objects. On problems #6 and #7, students are given one set of figures. Tell them how many more figures are to be added, and let them complete the equation. Problem #5 was done for them.

On problems #9 – #11, students are given a set of figures. They are to count the number of shapes. Then tell them the number to be subtracted. They are to complete the number sentence to indicate the number of shapes that are left over. #8 was done for them.

Learning addition and subtraction will be easier if students see the relationship between the two processes. Invite seven

students to the front of the room. Divide them into two groups. Ask a student to write a number sentence on the board to indicate what you have done (3 + 4 = 7). Next ask 3 students to sit down. Count how many are left, then write 7 – 3 = 4 on the board.

Ask the class if there is another way to separate the seven students into two groups. As they make suggestions, write these number sentences on the board:

4 + 3 = 72 + 5 = 76 + 1 = 7

To demonstrate this concept in another way, give students interlocking cubes in two colors (e.g., 6 red and 6 blue). Ask how many different colored “trains” they can make that are 6 cubes long.

Reinforce subtraction facts using the same trains. Take 2 red cubes plus 4 blue cubes to make 6 cubes. Write the sentence 2 + 4 = 6. Detach the 2 red cubes and write the sentence 6 - 2 = 4. Repeat this process with other numbers.

On problems #13 – #17, students will fill in the addition fact and the two subtraction facts that are related to the given fact. #12 was done for them.

Explain the CheckAnswer on the right side of the Lesson Sheet. If you have an overhead projector or the Excel Math Grade 2 Projectable CD it will be easier to point out the CheckAnswer process. See page i.17 for information on the CheckAnswer.

Problems connected with the Lesson are numbered, while Homework and Guided Practice sections use letters.

3

© Copyright 2013-2014 AnsMar Publishers, Inc.www.excelmath.com 2002

5- 4

2+ 6

7+ 2

3- 3

8- 2

7- 4

4+ 4

2- 2

7- 6

5+ 3

3+ 2

8- 5

4+ 5

9- 9

3+ 1

9- 6

4- 0

2+ 1

1+ 4

6- 3

8- 8

2+ 7

3+ 3

6- 4

3 + 3 = 3 - 2 = 2 + 2 = 1 + 3 =

9A 8B

9E 9F

9C 8D

7G 9H

9I 8J 7K 8L

7M 8N

NameGuided Practice 1

1 8

9 0

6 3

8 0

1 8

5 3

9 0

4 3

4 3

5 3

0 9

6 2

4 46 1

1+ 8

9

9+ 0

9

6+ 3

9

8+ 0

8

1+ 8

9

5+ 3

8

9+ 0

9

4+ 3

7

4+ 3

7

5+ 3

8

0+ 9

9

6+ 2

8

6+ 1

7

4+ 4

8


3 + 2 = 5 5 + ____ = 4 + ____ =

9 - 4 = 5

51 92

53 64

1 2 3 4

5 6 7

8 9 10 11

12 13 14

15 16 17

___ - ___ = ___ - ___ = ___ - ___ =

6+ 3

9

3+ 6

9

9- 6

3 4- 1

6- 4

9- 3

6

3+ 4

2+ 4

1+ 2

6+ 2

4+ 5

9- 8

2+ 3

2+ 2

4

6- 5

1

3- 0

3

1+ 5

64+ 1

5

3+ 6

9

NameLesson 1 Date

How many objects are there in each set?Learning addition and subtraction facts up through nine

For each addition fact that is given, write the other addition fact and the twosubtraction facts that are related.

CheckAnswer CheckAnswer


Add objects to each set. Write a number sentence.

Cross out objects in each set. Write a number sentence.

To check your work, add the answers to your problems and comparethe result to the CheckAnswer that is provided. If the two numbersare equal, your answers are correct and you may go on to the nextproblem. Look at examples 1 and 2.

Do the next two examples. If the sum of your answers does notequal the CheckAnswer, then go back and check your work. If youare unable to find your mistake, raise your hand to ask for help.

3 2 1 53+ 2

5

1+ 5

64

+ 37

7- 4

3

7- 3

4

4+ 2

6

6- 2

4

6- 4

2

2+ 1

3

3- 2

1

3- 1

2

2+ 6

8

8- 2

6

8- 6

2

5+ 4

9

9- 5

4

9- 4

53 97

6 8

7 2 5 3 1 2 8 3 5

1 6 3 7

8634

XXX

XX X

4

Lesson 2

TEKS ObjectiveStudents will use place value to compare and order whole numbers up to 10.

Students will fill in missing numbers when counting, in either direction, from any number 0 through 9.

PreparationFor the entire class: optional Grade 2 Projectable Lesson CD (see introductory page i.16); objects for counting such as books, paper clips, bottles, etc.

Lesson PlanBefore distributing the Lesson Sheets, invite four students to the front of the room.

Give one student 1 crayon, one student 2 crayons and one student 3 crayons. The last student receives no (zero) crayons.

Have the class arrange the four students in order, either 0, 1, 2, 3 (counting up) or3, 2, 1, 0 (counting down). If the class counted up, have them then arrange the four students counting down. If the class counted down, have them then arrange the four students counting up. Do this several times using different sets of four sequential numbers from 0 through 9.

Do this same activity again, but use four different objects (such as books, paper clips and boxes) along with the crayons. If they are counting up, the students need to see that 4 pencils would come after 3 books even though books are larger than pencils.

Distribute the Lesson Sheets. For problems #3 – #8, have the students first identify in what direction the series is counting and

then fill in the missing number. Problems #1 and #2 have been done for them.

Have the class do the CheckAnswer and the Basic Fact Practice on their own. See page i.10 at the front of the manual for more information about the Basic Fact Practice.

Go through the instructions for the CheckAnswer on the right side of the page. If you have the Grade 2 Projectable Lesson CD, it will be easier to point out the process using the slides for Lesson 2.

Guided Practice Use the Guided Practice portion of your math lesson to ask students to “explain their reasoning.” Texas Knowledge and Skills (TEKS) stress the importance of students being able to “display, explain and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.” In addition “students will effectively communicate mathematical ideas, reasoning and their implications.” Asking students to explain their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.

Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson.

On some Lessons, we provide Basic Fact Practice. Have students complete these before going to the Guided Practice on the back side.

TIP: Use Basic Fact Practice as bell work or warm-ups to help your students focus on the lesson.

5


( 5 , 4 , 3 , _____ , 1 )

( 3 , 4 , 5 , 6 , _____ )

( _____ , 2 , 3 , 4 , 5 )

( 7 , 6 , 5 , 4 , _____ )

( 2 , 3 , _____ , 5 , 6 ) ( 9 , 8 , 7 , 6 , _____ )

( 3 , 4 , 5 , 6 , 7 )

( 2 , 3 , 4 , _____ , 6 )

( 8 , 7 , 6 , 5 , 4 )

( 5 , 6 , 7 , 8 , _____ )112 93

44 858

- 76

- 31

+ 79

- 9

6+ 3

9

8- 6

3

4- 0

3

3+ 2

59+ 312

3+ 5

8

91

3+ 2

4+ 4

8+ 0

2+ 7

3+ 3

5+ 2

9- 4

4- 2

8- 5

6- 2

9- 3

5- 5

1 2

3 4

5 6

7 8

NameLesson 2 DateFilling in missing numbers when counting by one (zero through nine)For each number series indicate which way the series is counting and then fill in the missing number.

up down

up down

up down

up down

up down

up down

up down

up down

Basic Fact Practice



Do the next two examples. If your answers do not agree withthe CheckAnswer, go back and check your work. If you cannotfind your mistake, raise your hand and ask for help.

The first two examples have mistakes in them. Find theerrors and correct them.

1 3 8 01+ 3

4

8+ 0

8

2 42

11

4

9

5 8 8 9 6 7

5 2 3 4 6 0

4+ 5

9

4 5

51

7 3

92


1 + 1 =

7 - 1 =3 + 2 =

6 - 4 =

( 4, 5, 6, _____ ) ( 5, 4, 3, _____, 1 ) ( 0, 1, 2, _____, 4, 5 )( 9, 8, 7, 6, _____ )

3+ 6

4- 4

5- 2

2+ 3

2+ 2

7- 4

5+ 4

0- 0

4- 3

8- 4

4+ 3

6- 5

5- 3

5+ 2

1+ 4

9- 8

5- 4

8- 2

7- 5

8- 7

9A 9B

8E 7F

8C 7D

9G 8H

7I 5J 6K 3L

9M 8N


9 0

3 5

4 3

9 0

1 4

7 1

2 7

5 1

1 6

2 1

5 37 2

9+ 0

9

3+ 5

8

4+ 3

7

9+ 0

9

2+ 5

7

1+ 4

5

7+ 1

8

2+ 7

9

5+ 1

6

1+ 6

7

2+ 6

8

2+ 1

3

7+ 2

9

5+ 3

8

2

5

2

6

6

Lesson 3

TEKS ObjectiveStudents will recall basic facts to add and subtract within 20 with automaticity;.

Students will use place value to compare and order whole numbers up to 20 using comparative language including the words more, less, most, least, greatest value and least value.

PreparationFor the entire class: objects for counting such as books, paper clips, bottle caps, etc.


Give each student 1 to 9 objects. Make sure the student with the fewest objects has items that are larger than the items being held by the students with more objects.

Ask the class to identify the student with the most objects and the student with the fewest objects. You want them to understand that the number of objects is a different concept than the size of objects.

Distribute the Lesson Sheets. Read each set of instructions. The students can do problems #2 - #3 and #5 - #9 on their own along with the CheckAnswer problem and the Basic Fact Practice. Problems #1 and #4 have been done for them.

Once more give each student 1 to 9 objects. Ask the class to identify the student with the most objects and the student with the fewest objects. Now let the students determine how many more objects they will each need to make ten. Some students may count on from their starting number to 10.

Others may know that for 8 + ? = 10 (for example), the answer is 2.

The letter on the right side of the Lesson Sheet should be signed by each student’s parent or guardian and returned to class.

More detailed Parent Letters with CheckAnswer instructions are available in Spanish and English on introductory pages i.17 – i.18 of this Teacher Edition and on our website:www.excelmath.com/downloads.html

Use the Guided Practice portion of your math lesson to ask students to “explain their reasoning.” Asking students to explain their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.


As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so they can turn in papers with every answer correct. Since we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts.

TIP: For additional practice with addition, subtraction, multiplication and division (or a combination of all four), refer students to our Online Timed Basic Fact Practice:www.excelmath.com/practice.html

7


( 8 , 4 , 5 , 9 , 7 ) ( 3 , 5 , 2 , 7 , 8 ) ( 5 , 6 , 1 , 3 , 4 )

( 4 , 9 , 5 , 2 , 6 ) ( 5 , 1 , 8 , 9 , 3 )( 8 , 3 , 5 , 7 , 2 )

( 6 , 2 , 5 , 7 , 4 )

7- 3

9- 7

8- 3

5- 2

7- 2

6- 3

1 2 3

4 5 6

7 8 9

9- 3

81

1 7A

NameLesson 3 DateEvaluating numbers using the words most, least, greatest value, least value

For each problem, select the number from the given set to fill in the blank.

Select the number from the given set to fill in the blank.

least value ______

greatest value _____ least value _____ greatest value _____

For each problem put an "X" on the set with the most and draw a lineunder the set with the fewest.

For each problem draw a line under the number with the greatest valueand draw a line around the number with the least value.

Basic Fact Practice

Dear Parents,

You can help your child by getting involved with homework. You maynot always have time to help, but just showing an interest may reallymotivate your child.

The problems on the back of this lesson sheet were done in class.The children check their work by adding the answers of two or moreproblems then comparing the result to the CheckAnswer that weprovide above and to the right of the problem.

Sometimes we find children will add the answers incorrectly rather thanask for help. If parents and teachers work together, we can help thechild learn the value of asking for help now, rather than being satisfiedwith a wrong answer.

Homework is available four nights a week, and will be located on thelesson sheet where this letter appears. Whenever you have the time,please check to see that the answers on your child's homework areadded correctly and the calculations are shown.

With your assistance, I look forward to a successful year in mathematics.Please contact me if you need any clarification of our math program.

Sincerely,

I have read this letter and I will do my best to help at home.

_________________________________________________Parent's signature

X X

9 2 9

2 6

2+ 6

8

4 2 3 5 3 5


( 4 , _____ , 2 , 1 , 0 ) ( 4 , _____ , 6 , 7 , 8 )( 6 , 1 , 5 , 8 , 4 , 3 )

6 - 5 =

1 + 3 =8 - 8 =

5 + 3 =

9- 7

5+ 2

2+ 0

5+ 1

3+ 4

7- 6

6+ 2

4- 3

7- 2

0+ 4

2+ 2

6- 4

3+ 4

8- 7

9- 2

1+ 1

5- 5

9- 3

4+ 1

3- 0

9A 9B

8E 8F

6C 6D

8G 5H

8I 9J 9K 8L

9M 8N

6- 5


Select the number from thegiven set to fill in the blank.

greatest value ______

2 7

2 6

7 1

8 1

5 4

4 2

7 1

7 2

0 6

5 3

2+ 7

9

2+ 6

8

7+ 1

8

8+ 1

9

8+ 0

8

5+ 4

9

4+ 2

6

7+ 1

8

7+ 2

9

0+ 6

6

1+ 4

5

5+ 3

8

8+ 1

9

3+ 5

8

8

0

1

4

8

13 5

8

Lesson 4

TEKS ObjectiveStudents will locate the position of a given whole number on an open number line.

Students will name the whole number that corresponds to a specific point on a number line.

Students will add 3 one-digit numbers and map them on a number line.

PreparationFor the entire class: a Number Line Chart taped to the front wall (master on page M34), masking tape or twenty feet of string, optional numeral cards 0 through 9 (master on page M9)

Lesson PlanBefore distributing the Lesson Sheets, stretch a piece of string on the floor or use masking tape to make marks approximately 2 feet apart. On the marks write the numerals 0 through 9 or place pieces of paper (or index cards) with the numerals written on them along the marks.

On the board, draw a number line with arrows at both ends (or print the number line from M34 and tape it to the board). Explain that the arrows indicate that the line continues on and on in both directions.

Invite a student to come forward to the string or tape line. Ask her/him to start on zero, then take 3 steps along the line. Then ask the student to take 4 more steps and then 1 more. The student should be standing on the 8.

Ask the student how many steps he has taken. Next have one of the students draw

on the number line a representation of what was done on the floor while another student writes the addition problem. Repeat this several times. Do problems #2 – #6 together. #1 has already been done.

Read problems #3 – #6 since they are not printed on the students’ Lesson Sheets. Throughout the year we will ask you to read aloud to your students so they get practice setting up problems for themselves and improving their listening skills.

TIP: Laminate the Number Line Chart and use dry-erase markers to write on it. Then wipe it off and reuse it as needed.

9


8281

2+ 3

7+ 2

5+ 4

4+ 2

2+ 2

2+ 5

9- 5

7- 4

5- 4

8- 2

4- 4

6- 1

21

+ 36

- 4

30

+ 47

- 6

23

+ 27

21

+ 30 1 2 3 4 5 6 7 8 9 10 11

0 1 2 3 4 5 6 7 8 9 10 11

0 1 2 3 4 5 6 7 8 9 10 11

0 1 2 3 4 5 6 7 8 9 10 11

0 1 2 3 4 5 6 7 8 9 10 11 0 1 2 3 4 5 6 7 8 9 10 11

1 2

3 4

5 6

6A 7B

9E 9F

7C 7D

8G

8- 6

2+ 2

4 - 3 =

8 - 2 =

5 - 4 =

7 + 1 =

9 - 3 =

7 - 6 =

( ____, 5, 4, 3 )

9 - 4 =

1 + 2 =

6- 4

( 2 , 6 , 0 , 5 , 4 )

6 - 4 =

NameLesson 4 Date HomeworkAdding 3 one-digit numbers

Write the problem shown by each number line.

Basic Fact Practice

Show the problem on the number line.



5 9 9 6 4 7

4 3 1 6 0 5

6+ 2

8

7+ 1

86 27 1

6

9

9

22

+ 15

40

+ 5

25

+ 18

32

+ 4

2 4 2+ 4

6

5+ 2

7

1+ 6

7

6+ 1

7

1+ 8

9

6+ 3

9

6+ 2

8

1

6

1

8

6

1

6

5

3

2

6

2


( _____ ,1 , 2 , 3 , 4 ) (4 , 6 , 7 , 5 , 2 )( 5 , 6 , 7 , 8 , _____ )

4- 4

6+ 3

21

+ 42

- 0

3- 2

30

+ 2

3+ 3

1+ 2

8- 3

0+ 3

3+ 4

8- 6

20

+ 3

32

+ 3

2- 1

9- 8

8- 3

1+ 3

7- 4

0+ 0

9A 9B

9E 9F

9C 9D

6G 8H

6I 8J 9K 3L

9M 7N

5- 0

3 + 2 =

9 - 5 =

9 - 4 =

0 + 3 =



least value _____

0 0+ 9

9

9 6 3 7 2 5 46+ 3

9

7+ 2

9

5+ 4

9

7+ 2

9

5+ 4

9

5+ 1

6

5+ 3

8

1+ 5

6

5+ 3

8

8+ 1

9

3+ 0

3

9+ 0

9

2+ 5

7

7 2

5

45 1

5

3

1 5 5 3 8 1 3 0

9 0

2

5

10

Lesson 5

TEKS ObjectiveStudents will organize a collection of data with up to four categories and will represent and interpret data.

Students will collect, sort and organize data in categories using models/representations such as tally marks and will interpret information given in a tally chart. (This concept expands on a TEKS objective from the previous year.)

PreparationFor the entire class: a tally chart labeled as shown below and taped to the front board (master on page A3) or drawn on the board, optional Grade 2 Projectable Lessons CD (see introductory page i.16)

Lesson PlanBefore distributing the Lesson Sheets, label the following chart on the board.

Next ask the students how many of them have a dog, cat or fish. Some may have more than one. For each student that has one of these pets, put a tally mark in that row. Point out that each time you get to the fifth item, a diagonal line is drawn through the previous four marks:

When you are finished, ask the class if they can see how this method might help when counting. Hopefully at least one student will see the pattern of counting by five. (They can count more quickly because each group is counted as five: 5, 10, 15, etc.)

If they don’t see the pattern, point it out to the class.

Distribute the Lesson Sheets. Read the explanation aloud. #1 has been done for the students. Go over it together. For problems #2 – #8 they are to fill in the correct number.

Use the Grade 2 Projectable Lessons CD for Lesson 5 to show these problems on your board or wall so the entire class can focus on the lesson. Let a student fill in the answers on the board while the others complete their Student Lesson Sheets.

Remember, the fifth day lesson does not have homework. Sometimes the Guided Practice begins on the right side of the front of the Student Lesson Sheet.

Pets in the class

dogs

cats

fish

Pets

11


Brian

Anna

Paige

Jose

Mary

Tom

Keiko

Raphael

7A

9C

9B

5D

21

+ 4

31

+ 2

9 - 9 =

7 - 4 =

8 - 7 = 9 - 1 =

2 + 2 = 5 - 4 =

1

2

3

4

5

6

7

8

6

NameLesson 5 Date Guided PracticeInterpreting tally chartsTally charts are a way of counting items. One "tally" mark represents one item.When the count becomes 5, 10, 15, 20, etc. the mark is drawn at an angle.

Paige has ______ crayons.

Ted has 7 fish.

Number of Fish

Brian has ______ crayons.

Jose has ______ crayons.

Anna has ______ crayons.

Keiko has ______ pencils.

Raphael has ______ pencils.

Tom has ______ pencils.

Mary has _____ pencils

Number of Crayons

Stud

ents

Number of Pencils

Stud

ents

The names down the left of the chart indicatewhat is connected with a specific count.

The title above the chart tells what the tally marks are counting.

Ted

0+ 7

7

6+ 3

9

1+ 8

9

4+ 1

5

6

70

3

1 8

4 1

7

3

5

4

7

5

8




least value ______

Sami's garden has roses, tulips, and orchids.

Sami has ______ roses.

Flowers in Sami's Garden

roses

tulips

orchids

9F8E

9H9G

9I 9J

9K 9L

24

+ 19

- 8

9- 3

33

+ 3

7 - 5 =

5 - 5 =

3 + 4 =

50

+ 1

6 - 3 =

8 - 5 =

2 + 4 =

( 2, 3, _____, 5, 6 )

( 9, 8, 7, 6, _____ )

( 6 , 4 , 3 , 7 , 8 )6

- 1

7 1

6

9

2

0

7

6

3

3

6

7+ 1

8

2+ 7

9

9+ 0

9

3+ 6

9

4+ 5

9

3+ 6

9

6+ 3

9

4+ 5

9

4

5

34

5

12

Test 1 & Create A Problem 1

Test 1 This test covers the concepts that have been introduced on Lessons 1 – 3. The table below shows which concepts are reviewed on this test and on which lesson the concept was first introduced. The test question numbers are shown in column Q#.

Q# Lesson Concept

1 1 Addition facts

2 1 Addition facts

3 1 Addition facts

4 1 Addition facts

5 1 Addition facts

6 2 Subtraction facts






12 1 Addition facts

13 1 Addition facts


15 2 Filling in missing numbers in a series


17 3 Recognizing most, fewest, greatest, least




Make a copy of the Score Distribution and Error Analysis Chart on pages i.20 - i.22 in the front of this Teacher Edition and also available online:www.excelmath.com/tools.html

Record each student’s identification number on the line, indicating the number of problems he or she missed. This distribution of test results will help you show parents how their child did in comparison to the rest of the class—without revealing the identity of the students who scored higher or lower than their child.

Use tally marks on the right side of the chart to record how many students missed a particular question. There is no need to review the entire test, but you could go over problems missed by a number of students.

Create A Problem 1The story problems on the back of tests are used to reinforce concepts that are not easily demonstrated on the Lesson pages.

These problems are optional, and can be used as a continuation of the test, or any time you want to combine literacy with the math lesson. The purpose of this exercise is to help students be able to identify names or numbers that are posed in a story. This exercise gives your students the opportunity to extract data from larger passages of text.

The format will change during the year. The right side of the page will usually provide questions and activities for students. In most cases we create a story that has some numerical content, then ask students to answer and eventually create their own questions.

There is no need to keep a formal score of students’ performance on Create A Problem pages.

13

1

2

9

9


Create A Problem 1 Name

How many flag pins did they make?

How many small safety pins does it take to make a flag pin?

How old was Marsha'smother when she madepins with her friends?

How many big safety pinsdoes it take to make a flag pin?

Draw a picture of an American flag.

Making A Flag Pin with Beads

Marsha and her friends wanted to make pins that looked

like American flags. They saw a design that used safety

pins and beads. It looked fun and easy to make.

Marsha counted all the beads. Each pin required 1 big

safety pin and 6 small safety pins. Each pin takes 10 red

beads and 10 blue beads, and 20 white beads. The girls

decided to make 3 pins.

Marsha's mother helped them get everything together.

She told them that when she was 8 years old she also

made pins with her friends.

It took them 2 hours to make the pins. They could

have made them faster, but they were listening to

Marsha's mother tell about when she was young. Her

stories were so funny that they spent more time

laughing than working.

1 big safety pin 8 years old

6 small safety pins 3 flag pins

1+ 8

9

6+ 3

9

2011

© C

opyr

ight

201

3-20

14 A

nsM

ar P

ublis

hers

, Inc

.w

ww.

exce

lmat

h.co

m

( 5

, 6

, 7

, __

__ ,

9 )

( 5

, __

___

, 3

, 2

, 1

)

( 5

, 7

, 3

, 4

, 2

)(

8 ,

9 ,

4 ,

2 ,

7 )

12

34

5

67

8

1112

1516

1718

1920

910

2+

65

+ 4

1+

57

+ 2

6+

3

8 - 56 - 2

4 - 09 - 7

5 - 1

7 -

5 =

3 +

6 =

1314

4 +

2 =

8 -

2 =

Nam

eTe

st 1

#D

ate

Sele

ct th

e nu

mbe

r in

each

set

that

has

the

grea

test

val

ue _

____

__le

ast v

alue

___

____

mos

tfe

wes

t

Wha

t are

the

mis

sing

num

bers

?

Put a

n "X

" on

the

set w

ith th

e

89

69

9

34

42

4

29

66

84

X

X

72

14

Lesson 6

TEKS ObjectiveStudents will generate a number that is greater than or less than a given whole number and will calculate a number 1 more or less than a given number.

Students will represent whole numbers as distances from any given location on a number line.

Students will represent whole-number sums and differences within 100 on a number line diagram.

PreparationFor the entire class: objects for counting, such as books, paper clips, bottles, etc.


On problems #1 - #6 look at the number of items given in each problem. Put that number of books on the table in the front of the classroom.

Next give each of the four students another type of item (paper clips, pencils, etc.) so that the number they have corresponds to the sets in the problems. (For example, with #1, you would put 5 books on the table and the four students would have 3, 5, 4 and 6 items respectively.)

Have the four students hold up their items and ask the class to identify the sets that are 1 more, 1 less and equal to the number of books.

Have another student come forward and write a number sentence that will correspond to the 1 more and 1 less questions.

Distribute the Lesson Sheets. For #1 – #6, the students are to put an “X” on the correct set. For #7 – #11, have them write a number sentence showing how they arrived at their answer. #7 and #8 have been done for them.

15


( 6, 5, 4, ______ )

( 3, 4, 5, ______ )

4+ 2

6- 6

12

+ 1

32

+ 4

31

+ 0

20

+ 3

3+ 0

4- 3

8- 7

9- 3

4+ 4

5- 4

3- 3

1+ 2

9- 7

6- 1

7E

6A

8F

7B 9C 7D

9G 9H

5I 9J 8K 8L

4M 8N

4 + 3 =

5 - 3 =

5 - 0 =

9 - 6 =

4 - 2 =

1 + 5 =

Boris

Dena

Tyler

7- 5


What number is1 more than 1?

What number is1 less than 3?

Tyler played _____computer games.

Computer games played

6 0 1 6 8 1

4 3 9 0

4 1 5 3

2 5

2

6

7

2

5

3

3

6

3 - 1 = 2

2

1 + 1 = 2

2

6+ 0

6

4+ 3

7

4+ 1

5

1+ 6

7

2+ 6

8

3+ 6

9

8+ 1

9

9+ 0

9

5+ 3

8

2+ 5

7

7+ 2

9

5+ 3

8

2+ 2

4

6+ 2

8

62


0 1 2 3 4 5 6 7 8 9 10 11

4 + 1 = 5

8 - 1 = 7

1 2 3

4 5 6

7

8

9

10

11

( 4, 7, 5, 3, 1, 2 ) 9 - 8 =

9A 9B

9E

8F

9C 6D

21

+ 53

- 2

2 + 3 =

0 + 4 =

7 - 2 =

8 - 7 =

( _____, 7, 6, 5, 4 )

3 + 4 =

9 - 7 =

6- 5

5

X

NameLesson 6 Date HomeworkCalculating a number 1 more or less than a given numberCount the items and then put an "X" on the group that is

equal

equal

1 more 1 less

1 more 1 less

If you need to, use this number line to answer questions 7 - 11.

What number is 1 more than 4?

What number is 1 less than 8?


What number is 1 more than 8?




7 - 1 = 6

8 + 1 = 9

1 - 1 =0 7

1

X X

XX X

7+ 2

9

8+ 1

9

5+ 4

9

8 1

5

4

5

1

7

7 5

4 5 6

2

5+ 1

6

8+ 1

9

7+ 1

8

8 1

16

Lesson 7

TEKS ObjectiveStudents will apply mathematics to problems arising in everyday life, society, and the workplace.

Students will identify the ordinal numbers (first through fifth) associated with sequences.

NOTE: Although ordinals are no longer a specific part of the TEKS in the previous grades, they are taught as they apply to mathematics problems arising in everyday life, society and the workplace.

PreparationFor the entire class: Write the words “first”, “second”, “third”, “fourth” and “fifth” in large letters on separate sheets of paper.

Lesson PlanInvite five students to the front of the room. Have them stand in a line across the room. Next, have another student give each of the lined-up students a numbered paper showing their place in line. The student on the far left can serve as the starting point.

Have the students exchange their papers. Invite someone else to come forward and rearrange the students so that they are in the order corresponding to their new paper, but with the student on the far right as the starting point.

Ask the students to give you their five favorite numbers from 0 to 9. Write the numbers on the board as they are given to you.

They will probably not be sequential nor in ascending or descending order. Ask the class to identify each number’s place in line. Remind them that ordinals only indicate order in a sequence and not value.

If students have difficulty reading the ordinal words, draw or glue 5 pictures in a line on a piece of paper. Indicate the front of the line and then write the words under each place in line and leave the paper up on the board for reference.

Next, write the following statements on the board:

Pull on socksPut on shoesPick up socks

Tie shoesPick up shoes

Have one of the students come forward and write first through fifth after each sentence, as they should appear in the correct order. Repeat this with getting dressed, making a sandwich, doing homework, etc.

Distribute the Lesson Sheets. After you have read the instructions let the students work on their own, while you walk around the room and observe.

First Second Fifth

. . .

17


( 2, 3, 4, 5, 6 ) ( 1, 3, 5, 6, 7 )

( 1, 5, 6, 4, 7, 3 ) 9 - 2 =

4+ 4

2+ 5

2+ 3

1+ 6

0+ 7

7+ 3

8- 4

6- 6

5- 4

6- 3

9- 2

7- 5

8A 9B

9E

8F

9C 7D

81

22

+ 28

- 6

30

+ 29

- 7

8 - 8 =

5 + 4 =

9 - 8 =( _____, 7, 6, 5 )

4+ 0

1+ 4

NameLesson 7 Date HomeworkRecognizing the ordinals first through fifth Under each person, print their place in line at the movie theater.fifth

first

fourth

third

secondfirst

From the left, draw the shape that is

third _____ fifth _____ second _____ first _____ fourth _____

From the right, whichnumber is fifth?

From the left, whichnumber is fourth?

( 2 , 4 , 6 , 7 , 8 , 9 ) From the right, which number is

second?_____ fourth? _____ third? _____ fifth? _____ first? _____

ticke

t


least value _______

Basic Fact Practice

8 7 5 7 7 10

4 0 1 3 7 2

2+ 6

82 6

8 6 7 4 9

1

7 1+ 7

8

4+ 5

9

6 2

5 2

0

9

1

5+ 2

7

6+ 2

8

0+ 9

9

8+ 1

9

8

4 5

second third fourth fifth


( 1, 3, 4, 6, 7, 8 )

6- 4

3+ 2

44

+ 19

- 9

31

+ 33

- 2

9- 8

0+ 4

8- 5

3+ 3

31

+ 14

- 3

20

+ 48

- 6

7+ 2

7- 7

7A 5B

9E 7F

9C 9D

6G 9H

8I 7J 8K 8L

5M 9N

7 - 6 =

4 + 2 =

9 - 6 =

3 + 2 =

6 - 2 =

( 1, 2, 3, _____, 5 )

( 7, 6, 5, _____, 3 )

6- 5



From the left, whichnumber is third?


In the class, ____have brown hair.

brown

blonde

black

Hair Color in the Class

2 5 1 4 3 6 9 0

9 0

1

6

3

5 1

7 1 6 2

4

5

2+ 5

7

1+ 4

5

3+ 6

9

9+ 0

9

9+ 0

9

1+ 6

7

5+ 1

6

5+ 4

9

7+ 1

8

4+ 3

7

6+ 2

8

4+ 4

8

4+ 1

5

4+ 5

9

4

4

3 + 1 = 4

6 - 1 = 5

4

4 5

41

18

Lesson 8

TEKS ObjectiveStudents will recognize and create two-dimensional shapes based on given attributes, including number of sides and vertices.

Students will classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.

Students will identify circles, triangles, rectangles and squares.

PreparationFor the entire class: Draw a circle, triangle, rectangle and square on the board.

For each student: Multiple Shapes page (master on page M20)

Lesson PlanAsk students to describe the figures on the board in terms of straight and curved lines, whether they are open or closed, the number of sides and vertices and if there are “square” vertices or corners.

If the students are not familiar with these terms, point out what you mean on one of the figures and ask them how they would describe that characteristic. Ask the class if anyone can answer questions #1 and #2.

Distribute a copy of the shapes page to each student. Put students in pairs. One student per pair selects one of the figures. The other student tries to guess which figure has been chosen.

The students can only ask questions that can be answered with a yes or a no. The

questions must relate to characteristics of the shape. For example they cannot ask, “Is it a rectangle?” but they can ask “Does it have 3 vertices?”

Distribute the Lesson Sheets and have the students do #3 on their own by putting a “C” on circles, a “T” on triangles and an “R” on rectangles.

Use the Guided Practice portion of your math lesson to ask students to “explain their reasoning.” Asking students to describe their work will help you to determine the students’ depth of understanding and will give you a chance to clear up any misconceptions.


As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so they can turn in papers with every answer correct.

Because we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts.

19


3+ 5

1+ 7

2+ 4

6+ 3

4+ 5

3+ 4

6- 3

7- 5

5- 3

9- 4

4- 2

8- 5

( 0, 1, 2, ______, 4 ) ( 9, 8, 7, 6, ______ )

8A 8B

8E

9C 6D

8F

71

22

+ 28

- 6

20

+ 45

- 3

9- 5( 8, 5, 6, 4, 7 )

2 + 2 =

1 + 4 =

7 - 7 =

8 - 2 =

1

2

3

NameLesson 8 Date Homework

Basic Fact Practice

Recognizing circles, triangles, rectangles, and squares

rectangle circle triangle square

Why is this shape not a rectangle?

Why is this shape not a circle?

Put a "C" on circles, a "T" on triangles and an "R" on rectangles.

squares ______

A triangle has

_____ sides.


least value ______

8 8 6 9 9 7

3 2 2 5 2 3

CC

X

X

X

X

TT

T

RR

RR

43 4

+ 37

3 5 3+ 5

8

4+ 5

9

6 2 6 2

4

0+ 6

6

6+ 2

8

6+ 2

8

4+ 4

84

4

5

0

6


2 + 2 =

2 + 3 =

7 - 5 =

( 6, 4, 8, 5, 0, 3 )

7 - 7 =

( 2, 3, 5, 6, 7, 8 )

5 - 5 =

2+ 4

3- 1

23

+ 2

61

+ 0

33

+ 3

6- 4

12

+ 48

- 6

8- 4

9- 5

4+ 3

6- 5

5- 4

6- 6

0+ 5

8- 6

8A 8B

9E 7F

8C 7D

8G 9H

9I 4J 9K 8L

9M 7N

8- 6






From the left, whichnumber is second?

triangles ______

There were _____boxers in the show.

poodles

boxers

collies

Dogs in the Dog Show

0

62 4 4 7 1

7 2 7 1

7 2 9 0

5 2

2

5

4

8

0

8 + 1 = 9

1 - 1 = 0

9

0

2+ 6

8

4+ 4

8

7+ 1

8

5+ 2

7

7+ 2

9

2+ 5

7

7+ 1

8

9+ 0

9

7+ 2

9

0+ 4

4

9+ 0

9

8+ 0

8

7+ 2

9

3+ 4

73 4

X

X X

X

72

20

Lesson 9

TEKS ObjectiveStudents will use concrete and pictorial models to compose and decompose numbers up to 20 in more than one way as a sum of so many tens and ones.

Students will separate objects into groups of ten and remaining ones, and identify addition facts related to sums of 10 and 11.

Students will represent whole-number sums within 11 on an open number line.

PreparationFor each student: Tens Exchange Board, Ones and Tens Pieces (masters on pages M12 and M14), optional interlocking cubes or colored chips, scissors, tape

Lesson PlanA key math concept is called “regrouping,” “exchanging” and/or “carrying.” Use the term you like best. We call the base for regrouping the “Exchange Board” and the counters used are units or ones, and tens.

Using the exchange boards and interlocking cubes or the tens and ones pieces, have your students practice grouping tens. The left side of the exchange board will be for the tens and the right side for the ones.

Have students take out their exchange boards and cut apart the Tens and Ones pieces. Provide tape for students who cut the Tens strips into Ones. Let students place a ones counter on the right side and say “1 unit.” Put another on the right side and

say “2 ones.” Put one more on the right side, saying “3 ones,” etc. until you have 6 counters on the right.

Next, have them add 4 more ones. Explain that on the exchange board they cannot have more than 9 on a side.

Any time they have more than 9 ones on the right, they are to exchange 1 tens piece for each group of 10 ones. They will then put the 1 tens piece on the left.

Give students nine or ten problems involving the addition facts of 10 and 11. Each time they count out the ones and then combine any groups of ten. Also, each time have one of the students write the number on the board. After several problems have been done, ask if the number written has any relation to the groups of ten and the remaining ones.

Distribute the Lesson Sheets. For problems #2 – #4, the students are to draw a line around a group of ten, as shown on #1. They are then to write the number based on the grouping of ten and the ones left over.

Ask them to count each item to check their answer. #5 shows an example of a number sentence and how it is represented on a number line.

For problems #6 – #8, the students are to complete the number sentence and then represent it on the number line. Read the instructions at the bottom of the lesson and have them do this on their own as you walk around the room.

Save the colored chips, Exchange Boards and Ones and Tens Pieces in envelopes. They will be used throughout the year.

Regrouping Board

21


6 - 2 =2 + 4 =

1 + 2 =

( 4, 5, 6, _____, 8 )

( 6, 5, 4, 3, _____, 1 )

7 - 3 =

( 1, 2, 4, 6, 7 )

9 - 5 =

6+ 2

7- 6

0+ 2

8- 8

9- 3

4+ 3

9- 8

1+ 4

30

+ 1

31

+ 3

20

+ 2

7- 6

6- 4

8- 3

9A 6B

8E

8C 7D

8H

9I 9J

9F 9G

5K 7L

4M 7N11

+ 2


From the right, whichnumber is fourth?

squares ________


A square has _____ sides.


There are _____ tuba players inthe band.

Instruments in the Bandtrumpet

drumsclarinet

flutetuba

8 1

7 2

0 6 7 1

4 5

4 1

2 5

4

4

3

6 4

4

7

2

8+ 1

9

0+ 6

6

7+ 1

8

2+ 5

7

4+ 4

8

3+ 6

9

4+ 5

9

4+ 4

8

7+ 2

9

7+ 2

9

4+ 1

5

4+ 3

7

2+ 2

4

3+ 4

7

5 - 1 = 4 4

2 + 1 = 3 3

2 2

XX 3

4


12

1 + 9 = 10

8 + 3 =

5 + 5 =

4 + 7 =

5+ 5

10

+ + + + + + + +11 11 11 11 11 11 11 11

10 10 10 10 10 10 10 10++ + + + + + +

0 1 2 3 4 5 6 7 8 9 10 11 12

0 1 2 3 4 5 6 7 8 9 10 11 12

0 1 2 3 4 5 6 7 8 9 10 11 12

0 1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4

5

6

7

8

( 8, 6, 7, 2, 3 ) 4 + 3 =

9A 9B

9E

9C 9D

9F

33

+ 34

- 4

24

+ 28

- 72 + 6 =

6 - 5 =

9 - 6 =

3 + 3 =

( _____, 5, 6, 7, 8 )

NameLesson 9 Date HomeworkLearning addition facts of ten and elevenCount the objects in each group by first combining the groups of ten.

For a two-digit number, the digit on the left represents groups of tenand the digit on the right represents the ones.

Find all the pairs of one-digit numbers which sum to ten and eleven.Select the number from thegiven set to fill in the blank.


least value ______

64

46

73

37

82

28

91

19

65

56

74

47

83

38

92

29

10

11

11

15 14 18

2

7 2+ 7

9

8+ 1

9

0 9

8 18

+ 19

0+ 9

9

3+ 6

9

5+ 4

9

8

1

3

6

46 - 1 = 5

5

22

Lesson 10

TEKS ObjectiveStudents will recognize and draw shapes having specified attributes, such as closed sides or a certain number of vertices.

Students will select information that is described as inside or outside overlapping figures (Venn diagrams).

PreparationFor the entire class: draw on the board the figures shown on the Lesson 10 Student Sheet or use the Projectable Lesson CD

Lesson PlanRecognize & Draw ShapesDistribute the lesson sheets and have the class look at the number 4. Ask them what shape the number is inside. (a square)

Ask a student to describe how many vertices (corners) and sides the square has.

Do the same for the rectangle and circle, asking students to describe them and how many sides and “square” vertices or corners each has.

The words “attributes” and “features” can be used interchangeably when describing shapes.

Also talk about straight and curved lines and whether the shapes are open or closed.

If the students are not familiar with these terms, point out what you mean on one of the figures and ask them how they would describe that characteristic.

Now describe a shape and have the students draw it. For example:

Draw a closed shape with 4 sides and 4 square vertices. (a rectangle)

Do the same with a circle and triangle. Point out that a triangle has 3 vertices but no “square vertices.”

Recognize Numbers Inside & Outside Overlapping Figures OptionThis lesson is used as a prelude to working in later grades with Venn diagrams. At this point the students will be learning to discern the items that are inside or outside overlapping figures. The three statements will narrow the choices down to only one number.

Read through the examples and problems #1 – #9 with the class.

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 2. The stars are not marked on the Student Lesson Sheets.

23


5 4

3 2 7

4

2 7

4

1

2

3

4

5

6

7

8

9

42

5 3 7

8

1

NameLesson 10 DateReasoning using overlapping figures

For the square on the left, the 4 isinside the square and the 5 is outside.

For this rectangle and circle, the 4 is outsidethe rectangle and outside the circle. The 7 isoutside the rectangle and inside the circle.

Which number is inside the circle and inside the rectangle?

Which number is inside the rectangle and outside the circle?

Which number is inside the square and inside the circle?

Which number is inside the circle, inside the rectangleand inside the triangle?

Which number is inside the rectangle, outside the triangleand outside the circle?

Which number is outside the circle, inside the triangleand outside the rectangle?

Which number is inside the circle and outside the triangle?

Which number is outside the circle, outside the triangle and outside the rectangle?

Which number is inside the rectangle, inside the triangleand outside the circle?

2

3

7

3

8

5

4

2

7


6A 8B

8E 9F

9C 9D

( ____ 1, 2, 3, 4 ) ( 4, 5, _____ , 7, 8 )

( 2, 4, 6, 7, 8 )8- 6

9- 8

20

+ 3

31

+ 3

( 6 , 7 , 4 , 5 , 3 )6 3

4

1

2 5


From the left, whichnumber is second?



greatest value _____


Which number is inside thecircle, outside the rectangleand inside the triangle?

triangles _____

5

7

2

1

0 6

4

7

8 - 1 = 7

7

5 + 1 = 6

6

2

X X

2

0+ 6

6

7+ 2

9

7+ 1

8

2+ 6

8

4+ 5

9

2+ 7

9

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 2. The stars are not marked on the Student Lesson Sheets.

24


Test 2This test covers the concepts that have been introduced on Lessons 1 - 7. The table below shows which concepts are reviewed on this test and on which lesson the concept was first introduced. The test question numbers are shown in column Q#.

Q# Lesson Concept

1 1 Addition facts

2 1 Addition facts

3 4 Adding 3 one-digit numbers

4 1 Addition facts







11 6 Calculating a number 1 more or less




15 7 Recognizing ordinals first through fifth





20 5 Interpreting a tally graph

Make a copy of the Score Distribution and Error Analysis Chart on pages i.20 - i.22 in the front of this Teacher Edition and also available online: www.excelmath.com/tools.html




This page may be used as a continuation of the test. The purpose of this exercise is to help students be able to identify names and numbers that are posed in a longer story.

The format will change every quarter. The right side of the page will usually provide options and activities for students, to encourage them to develop higher-order thinking skills.

Help students verbalize the problem-solving strategies they use. Remind them to show their work as they solve the problems.

25

1

2

9

8



How many plays did the theater produce each season?

How many minutes was Montecia on the stage?

How many actors were in the play?

How many of the toys did she throw into a box?

What was one hard part about Montecia's acting job?

What was one other hard thing for her about acting?

Acting in a PlayOne day Montecia came to school very excited. Her father worked at a big theater in the city. Each season the theater did 4 plays. He asked if she wanted to be in a play. She said YES!

She didn't have to speak in the play. Her role was to walk out on the stage, sit down and play with 6 fancy toys. At the right time, she had to throw one of the toys into a box. Then her character jumped up and ran off the stage crying.

Montecia thought this job would be great fun. But she learned acting was hard work too. Each night she waited a long time in the back of the theater until her turn came. When the manager said okay, she ran out to act for 5 minutes. Sometimes she wanted to laugh on the stage, but she was supposed to be crying.

Montecia got a copy of the program. Her name was in the list of 7 actors in the play. She showed all her friends.

1 toy 7 actors

4 plays 5 minutes

1+ 7

8

4+ 5

9

she had to pretend to be crying, when she wanted to laugh

waiting for her turn to go out on the stage

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( __

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5,

6, 7

, 8

)(

9, 8

, 7,

6,

____

_ )

( 2,

3,

5, 7

, 8,

9 )

( 6,

4,

8, 2

, 3

)(

5, 7

, 2,

9,

0 )

12

34

5

67

8

1112

1314

15 18 20

19

1617

910

6+

32

+ 5

2 3+

2

4+

3

3 4+

2

8 - 69 - 5

2 - 25 - 4

7 - 5

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From

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____

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Test 3 This test covers the concepts that have been introduced on Lessons 1 – 12. The table below shows which concepts are reviewed on this test and on which lesson the concept was first introduced. The test question numbers are shown in column Q#.

Q# Lesson Concept



3 11 Add a 2-digit and a 1-digit, no regrouping

4 11 Add a 2-digit and a 1-digit, no regrouping

5 1 Addition facts



8 11 Subtract a 2-digit and a 1-digit, no regrouping

9 11 Subtract a 2-digit and a 1-digit, no regrouping






15 12 Recognize symbols <, >, =, ≠

16 12 Recognize symbols <, >, =, ≠

17 8 Recognize circle, square, triangle, rectangle

18 8 Recognize circle, square, triangle, rectangle

19 5 Interpreting a tally graph

20 10 Reasoning using overlapping figures

For #20, have the students shade or color in the circle shape and then fill in the blank with the top left number from the circle.

Make a copy of the Score Distribution and Error Analysis Chart on pages i.20 - i.22 in the front of this Teacher Edition and also available online: www.excelmath.com/tools.html




This page may be used as a continuation of the test. The purpose of this exercise is to help students be able to identify names and numbers that are posed in a longer story.

The format will change every quarter. The right side of the page will usually provide options and activities for students, to encourage them to develop higher-order thinking skills.

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 2.

michaelroeder

Typewritten Text

Note: Pages 26-35 are not included in this sample file.

37

1

2

1 0

1 0



What is the most each of the book boxes can weigh?

How many trucks come every day?

How many other people workwith Madison and Gabe?

How many different itemsdoes the company sell?

When did Gabe have to be careful in his job?

What did Madison and Gabe talk to the truck driver about?

Packing Books in Boxes

Gabe and Madison worked with 3 other people at a book

company. Their job was to take books from the shelves and

put the books into boxes. The boxes went onto a wood frame

called a pallet.

Gabe had to be careful selecting the books, because the

company sold 7 different items. Gabe brought the books to

Madison, who packed them into a box. They usually put 10

books in each box. She weighed the boxes on a scale, because

the boxes could not be more than 8 pounds each.

Madison and Gabe put all the boxes onto the pallets. Only

24 boxes could fit on a pallet. They used plastic wrap to hold

the boxes together. Every day 2 trucks came to take the

pallets.

Gabe and Madison were friends with the truck drivers.

After the trucks were loaded, they always talked about how

many customers were buying books.

3 other people 7 different items

8 pounds 2 trucks

3+ 710

8+ 210

when he was picking the books off the shelf

the people who bought their books

2035

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3 +

5 =

( __

___,

11,

12,

13,

14,

)(

19,

18,

17, _

____

)

2 3+

5

3 4+

2

1 6

+ 3

4+

1 2

8 -

6 =

9 - 77 - 3

1 6

- 5

1 8

- 5

12

34

5

67

89

10

1112

1314

1516

1920

1718

18

167

11

67

89

5

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Wha

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the

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squa

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Wha

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17?

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5

= This is an accelerated Excel Math concept that goes beyond TEKS Standards for Grade 2.

michaelroeder

Typewritten Text

michaelroeder

Typewritten Text

teks aligned—staar ready sample - excelmathexcelmath.com/downloads/2ndtxtesample.pdf · (see test...

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