3rd Grade FALL Screener NEXT STEP GUIDE

Screener item #missed

CCSS Standard Correlation

Mathematical Importance/ Teacher Notes**Teachers should refer to all Unit Overviews, Dialogue Boxes, and Teacher Notes…specific pieces are mentioned below. **

Activities and Lessons from Investigations Activities and Lessons from the Purple book/Red book

*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics.

Other Inquiry Based Activities

*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics.

Formative Assessment

Ideas

Tier II AVMR Assessment

Recommendation

Units and Sessions

10 Minute Math/

Routines

Games *To be used for more diagnostic information and to inform teaching.

* To be used by AVMR trained Intervention Strategists

#1, #3(forward and backward number sequence)

-Mathematical Practice 7 and 8-2.NBT.2 -2.NBT.3

*There is evidence that students who lack this facility with number words and numerals struggle to progress with further arithmetic knowledge. *Familiarity with a range of numbers establishes a basis for meaningful arithmetic

Knowing the words we say for numbers and the numerals we write for numbers is important basic number knowledge. The rudimentary knowledge of NWSs and numerals without a context of quantities is an important domain of students’ developing number knowledge, and it requires explicit instruction (Hewitt and Brown, 1998; Steffe and Cobb, 1988; Wright et al., 2006a, 2007).

In the upper elementary school years, instruction in number words and numerals often decreases. Yet there is much to learn in these years, and many students have difficulties.

NWSs to 1000 and beyond, forwards and backwards

The NWSs of

2nd Grade- Unit 1 page 42 Guess My Number on the Number Line

2nd Grade-Unit 1 page 72 Introducing Counting and Exploring Coins

2nd Grade- Unit 1 page 96 Counting Strips

2nd Grade Unit 6 session 2.1 pg. 54 Guess My Number on

2nd Grade- How Many Pockets Routine pg. 25 of implementation guide focus point provides a meaningful context for students to count

2nd Grade-Unit 1 page 85 Collect 25₡

2nd Grade- Unit 1 page 97 Plus 1 or 2 Bingo

2nd Grade- Unit 6 page 70 Guess My # on the 100 Chart

Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart

*Counting Choir- page 44*Counting Around Multiples- page 167*Trios for Multiples- page 168*Bead String with 10 Catcher pg. 136 (purple)*Walk About Sequences pg. 141 (purple)*Instruction in Number Word Sequences Using the Number Roll and Multi-Lid Screen pg. 32 (red)* Choral Chanting pg. 40 (red)*Disappearing Sequences pg. 41 (red)*Bare Numeral Roll pg. 42 (red)*Numeral Grid Sequences pg. 44 (red)* The Four Kings Game pg. 46 (red)*Lovely Lucy pg. 47 (red)

*Van De Walle Volume One- page. 40 Up and Back Counting Activity 2.2, page. 41 Calculator Up and Back Activity 2.5, page. 58 Missing Numbers Activity 2.30

-Ask more detailed counting sequences within specific ranges and record using an assessment checklist like those within Investigations units.

Modify Grade 1- Unit 3 Assessment: Counting Strips pg. 167 sample student work pg. 168

AVMRNumber Words and Numerals Assessment will give levels for FNWS and BNWS

3rd Grade FALL Screener NEXT STEP GUIDE

(Ellemor-Colllins and Wright, 2007; Hewitt and Brown, 1998; Wigley, 1997; Wright et al., 2007).

decuples, centuples and thousands.

NWSs by tens off the decuple, such as ’24, 34, 44…’ which become useful in developing jump strategies for addition and subtraction.

NWSs by 2s, 3s, 4s, and so on, which become central to developing strategies for multiplication and division.

Reading and writing numerals up to at least 5 digits

the 100 Chart

3rd Grade- Unit 3 session 1.1 page 29 Making a 1,000 Chart

3rd Grade- Unit 3 session 1.2 page 34 Collections and Quantities on the 1,000 Chart

3rd Grade- Unit 3 session 2.3 pg. 81 Introducing Capture on the 300 Chart

2nd Grade- Unit 1 session 2.2 page 72 Counting Pennies Assessment, teacher checklist page M12

#2 (numeral ID)

2nd Grade Unit 6 session 5A.2 pg. CC53 Stickers: How Many Hundreds, Tens, and Ones? (Writing Numbers Above 200)

3rd Grade-

3rd Grade- Ten-Minute Math: Practicing Place Value pg. 29 on Implementation guide focus reading and writing numbers up t0 1,000

2nd Grade- Unit 1 page 97 Plus 1 or 2 Bingo

Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart

*Arrow Cards pg. 43 (purple) and pg. 38 (red)*Writing Numerals pg. 35(red)*I Read, You Write, We Check, We Build pg. 39 (red)*Place Value Houses pg. 40 (red)*Numeral Ladder pg. 45 (red)

Say It Press It Activity 5.14 and 5.15 page 140, Digit Change Activity 5.16 page 140 Teaching Student-Centered Mathematics Grades K-3 volume one, Van de Walle

Arrow Card- drag the correct arrow cards into the arrow box

http://www.curriculumsupport.education.nsw.gov.au/countmein/children_arrow_card.html

-Use numeral cards and record answers to get a more specific idea of what numbers are hard for the child to identify.

3rd Grade -

AVMRNumber Words and Numerals Assessment will give a level for Numeral ID

3rd Grade FALL Screener NEXT STEP GUIDE

Unit 3 session 1.1 page 29 Making a 1,000 Chart

3rd Grade- Unit 3 session 1.2 page 34 Collections and Quantities on the 1,000 Chart

3rd Grade- Unit 3 session 2.3 pg. 81 Introducing Capture on the 300 Chart

3rd Grade- Unit 4 sessions 1.1-1.5, 2.5, 3.2, 3.5, 3.6 pg. CC19-CC22 NOTE the CC Adaptation with expanded form

Unit 3 session 2.3 page 83 Numbers on the 1,000 Chart Assessment and Checklist (pg. M35-36 and M39)

#5 (addition)#4 (relational thinking +/-)

Facile mental computation is not stepping back and selecting from a toolbox, so much as noticing number relationships and reasoning about relationships. In our assessment of students’ mental strategies, we try

-Mathematical Practice 1 and 6-2.NBT.5

By adding and subtracting in the range 1 to 100, students establish their understanding of our base-ten numeration system. Students will extend their strategies in this domain to develop addition and subtraction strategies for larger numbers, negative numbers, decimal fractions and percentages. Knowledge of addition and subtraction to 100 will also support their learning of multiplication

2nd Grade Unit 3 session 4.2 pg. 173 Tens and Ones and session 4.3 pg. 179 Adding 10

2nd Grade Unit 5 session 5A.1 pg. CC47 Numbers on the 200 Chart

2nd Grade- Today’s Number pg. 29 of implementation guide will focus on generating equivalent expressions for a number and developing

2nd Grade- Unit 3 session 1.3 page 46Beat the Calculator

2nd Grade- Unit 3 session 2.5 page 105 Cover Up

2nd Grade- Unit 6

*Activities IA 7.1-IA7.7 pgs. 111-119 (purple) *Chapters 8 pg. 120 and 9 pg. 144 – Two digit addition and subtraction(purple)*Assessment Tasks IA6.1-IA6.8 pgs. 120-124 (red)* Adding to 50 Game, pg. 126*48 Plus Game, pg. 128* Higher Decade Addition and Subtraction Patterns, pg. 130

*Kathy Richardson Book 3 section C pg. 99 Addition and Subtraction of Two-Digit Numbers

Electronic Abacus

This applet explores the use of an abacus model for representing numbers and for performing addition.http://illuminations.nctm.org/ActivityDetail.aspx?ID=8

Sum Search

During this lesson, students practice addition facts (with sums of 5, 6, 7, and 8) in a

Grade 3- Unit 1 page 68 Assessment Checklist: Adding and Subtracting 10s (Resource Master pg. M3)

Kathy Richardson assessing math concepts: grouping tens (#8)

AVMR Addition and Subtraction Assessment will give a Construct for Addition and Subtraction Arithmetical Strategies

AVMR Place Value Assessment will give a Construct for Place Value:

3rd Grade FALL Screener NEXT STEP GUIDEto observe what relationships they are noticing and how they are reasoning.

and division. Mental addition and subtraction to 100 is also one of the most useful skills in daily adult life. All students can learn to solve tasks in this range using mental computation, and the benefits for their arithmetic knowledge are significant. So the aim is to develop excellent facility with mental computation. Facile computation is not stepping back and selecting from a toolbox, so much as noticing number relationships and reasoning about relationships. Relational thinking relies on strong foundational knowledge of ways to relate numbers, in particular, ways to combine and partition numbers to form other numbers.

*Teacher Notes 2nd Grade Unit 3 Solving Addition and Subtraction Problems pages 216-217, Stickers: A Context for Place Value page 231, Place Value in Grade 2 pages 232-233; Grade 2 Unit 6 Stickers: A Context for Place Value page 158, Using the Number Line and 100 Chart to Solve Problems pages 159-160,

*Dialogue Box 2nd Grade Unit 1 Combinations of

2nd Grade Unit 6 session 2.2 page 63 Roll-a-Square

2nd Grade Unit 6 session 2.3 page 70 Missing Numbers

2nd Grade Unit 6 session 2.4 page 75 Sticker Books

2nd Grade Unit 6 session 2.5 page 82 Strategies for Adding 2-Digit Numbers

2nd Grade Unit 6 session 3.1 page 100 Get to 100

2nd Grade Unit 6 session 3.3 page 110 More Missing Numbers

2nd Grade Unit 6 session 5A.4 pg. CC66

fluency with addition and subtraction

2nd Grade- Unit 8 session 4.2 page 122 Classroom Routines Today’s Number:71 (also hits subtr-action)

3rd Grade- Ten-Minute Math: More or Less pg. 28 Implementation Guide focus to practice addition and subtraction skills

3rd Grade- Ten-Minute Math: Today’s Number pg.

session 5A.3 page CC63 Plus or Minus 10 or 100 recording sheet pg. C72 2nd Grade- Unit 8 session 2.1 page 55 Plus 9 or 10 Bingo

3rd Grade- Unit 1 session 1.5 page 61 Capture 5

3rd Grade- Unit 1 session 2.2 page 103 Close to 100 (pg. 113 shares Strategies for Close to 100)

*Screened Tasks with Two Collections of Mini Ten-Frames, pg. 131*Interstate Driving Context Notated on an Empty Number Line, pg. 131*Add or Subtract 12, pg. 133*How Many More to Make 60, pg. 134

concentration-game format using dominoes. Then they generate sums to given numbers using a calculator and record them on a hundreds chart and look for patterns.

http://illuminations.nctm.org/LessonDetail.aspx?id=L58

Chapters 2, 4, 5 and 6 Teaching Student-Centered Mathematics Grades k-3 Volume 1

Kathy Richardson assessing math concepts: two-digit addition and subtraction (#9)

Base-Ten Arithmetical Strategies

3rd Grade FALL Screener NEXT STEP GUIDE10 pages 214-215,Introducing the Addition and Combinations pages 216-217; Unit 6 Adding with Stickers pages 172-173, Moving on the 100 Chart pages 179-180, Adding 2-Digit Numbers pages 181-182, Keeping Track of Multiple Addends pages 183-184Grade 3: *Unit 3 Teacher notes pg 203-204, 210-211*Unit 8 pg 115…subtraction cards to be used throughout.*Red Book – Chapter 6 Addition and Subtraction to 100 (Facility with Mental Addition and Subtraction)

*Unit 8 pg 68…Differentiation Note.

*Dialogue Box 2nd Grade Unit 6 Subtracting with Stickers page 176 to 178

Adding and Subtracting 10 and 100

2nd Grade Unit 8 session 4.1 page 113 Strategies for Addition

2nd Grade Unit 8 session 4.2 page 123 Keeping One Number Whole

2nd Grade Unit 8 session 4.3 page 131 Adding Tens and Ones

2nd Grade Unit 8 session 4.4 page 137 Adding 2-Digit Numbers

3rd Grade- Unit 1 session 1.2 page 36 Adding and Subtracting 2-digit Numbers

3rd Grade-

35 of Implementation Guide focus practicing computation skills

3rd Grade- Classroom Routine: Class Collection pg. 38 of Implementation Guide focus solving addition and subtraction problems with two- and three-digit numbers

3rd Grade FALL Screener NEXT STEP GUIDE

Unit 1 session 1.3 page 44 More Than Ten Ones

3rd Grade- Unit 1 session 1.4 page 52 How Many More Stickers to Get to 100?

3rd Grade- Unit 1 session 2.6 page 126 Story Problem Strategies

3rd Grade- Unit 3 page 123 How Far from 100?

3rd Grade- Unit 4 Students will be applying double digit addition to determine perimeter.

#6 (subtraction)Also #4

-Mathematical Practice 1 and 6

2nd Grade- Unit 1 session 1.1A pg. CC9

2nd Grade- Unit 8 session 1.1

2nd Grade Unit 6 page 116 Unroll a

*Chapters 8 and 9 – Two digit addition and subtraction(purple)

*Kathy Richardson Book 3 section C pg. 99 Addition and Subtraction of Two-Digit Numbers

Kathy Richardson assessing math

AVMR Addition and Subtraction

3rd Grade FALL Screener NEXT STEP GUIDE

(relational thinking +/-)

Facile mental computation is not stepping back and selecting from a toolbox, so much as noticing number relationships and reasoning about relationships. In our assessment of students’ mental strategies, we try to observe what relationships they are noticing and how they are reasoning.

-2.NBT.5 Addition Combinations and related Subtraction Facts

2nd Grade- Unit 3 CC Adaptation page CC17 Subtraction Facts: Doubles Combinations

2nd Grade- Unit 8 session 3.1 page 71 Pinching Paper Clips

2nd Grade- Unit 8 session 3.2 page 79 Subtracting in Parts

2nd Grade- Unit 8 session 3.3 page 87 Adding Up or Subtracting Back

3rd Grade- Unit 1 session 2.1 pg. 96

pg. 24 and 31 Classroom Routines: Cover up with Tens and Ones

2nd Grade- Unit 8 session 2.2 page 59 Classroom Routines Today’s Number: Cover Up with 18

2nd Grade- Unit 8 session 3.1 page 70 Classroom Routines Today’s Number: Cover Up with 21

2nd Grade- Unit 8 session 3.3 page 87 Classroom Routines

Square

2nd Grade Unit 8 session 2.1 page 55 Plus 9 or 10 Bingo

Grade 3- Unit 3 session 3.3 page 123 How Far from 100

* Higher Decade Addition and Subtraction Patterns, pg. 130 *Screened Tasks with Two Collections of Mini Ten-Frames, pg. 131*Interstate Driving Context Notated on an Empty Number Line, pg. 131*Add or Subtract 12, pg. 133*How many more to make 100? Pg. 134 (red)

Take Away

The following lesson introduces elementary students to subtraction. The objective is to create a link between students' experiences and mathematics. By the end of the lesson it is expected that students have a deep understanding of subtraction and how it relates to their world. This lesson was adapted from "Helping Students Understand Subtraction" by Anita Page, which appeared in the November 1994 Teaching Children Mathematics, Vol. 1, No. 3.

http://illuminations.nctm.org/LessonDetail.aspx?id=L192Grouping and Grazing

Help the alien spaceship move cows into corrals by counting, adding, and subtracting. This activity helps children learn grouping, tally marks, and place value. As they master counting, they can move on to adding and subtracting two-digit numbers.http://illuminations.nctm.org/ActivityDetail.aspx?ID=218

Chapters 2, 4, 5 and 6 Teaching Student-Centered Mathematics Grades k-3 Volume 1

concepts: grouping tens (#8)

Kathy Richardson assessing math concepts: two-digit addition and subtraction (#9)

Assessment will give a Construct for Addition and Subtraction Arithmetical Strategies

AVMR Place Value Assessment will give a Construct for Place Value: Base-Ten Arithmetical Strategies

3rd Grade FALL Screener NEXT STEP GUIDE

Addition Combinations (CC adaptation skips this lesson use as an intervention activity)

3rd Grade- Unit 3 session 3.2 page 115 Over and Under

3rd Grade- Unit 8 session 3.2 pg. 115 and pg. M43-M51 Practicing Subtraction Facts

Today’s Number 45 Using Subtraction

2nd Grade- Unit 8 session 3.5 pg. 104 and 112 Classroom Routines: Cover up with Tens and Ones

#7, #8, #9 (Multiplication)

FYI #8 and #8 Learning the common sequences of multiples is important as a basis for multiplication

-2.NBT.2-2.OA.3 and 2.OA.4 (Work with equal groups of objects to gain foundations for multiplication)

In Third Grade,

The topic of multiplication and division on one hand, builds on students’ knowledge of addition and subtraction, and in a similar vein to addition and subtraction, is fundamental for subsequent topics such as mental and written computation, and computational estimation. Multiplication and division provide

Grade 2: Unit 3 session 3.6 pg. 153 Counting by Groups and 3.7 pg. 160 More Counting by Groups

Grade 2: Unit 3 session 4.1

Grade 2: Unit 1 session 1.1A pg. CC9 Classroom Routines Quick Images: Double Arrays

2nd Grade- Unit 3 session 2.7 CC Adaptation page CC7 Double Arrays (homework pg. C14) also Unit 2 pg. 37

*Trios for Multiples-page 168*Quick Draw Multiples- page 168*Rolling Groups- page 169*Count Around Multiples pg. 167 (purple)*Array Flip pg. 171 (purple)*Lemonade Stand pg. 170 (purple)

*Solon School District website “Multiplication Activities”*Kathy Richardson Book 3 – pg. 163 Activities 2-11 through 2-14*Van De Walle Volume One- page 112 Calculator 2x Facts Activity 4.17, page 113 Clock Facts Activity 4.18 also pg. 173 and 178*Van De Walle Volume Two- Chapter 3 pg. 74

2nd Grade- Unit 1 session 2.2 page 72 Counting Pennies Assessment (Counts by Groups of 2, 5, 10), teacher checklist

AVMR Multiplication and Division Assessment will give a Construct for Multiplication and Division Arithmetical Strategies

3rd Grade FALL Screener NEXT STEP GUIDE

and division.

FYI #9 Children’s initial ideas of division are linked to sharing a collection of items into groups.

students are introduced to multiplication. By the end of the year, they should be able to multiply and divide within 100. Our aim is to support teachers as they move students from simple addition, through adding groups and into multiplication. These strategies teach the student how to multiply and divide to find unknown numbers and learn early algebraic skills.

foundational knowledge for topics such as fractions, ratio and proportion, and percentage, all of which are core and essential areas of mathematics learning typically addressed in the elementary grades.Children’s work in multiplication and division extends from the ideas of equal groups and sharing, to the development of abstract composite unit. Children should develop sound knowledge of the principles of commutatively and inverse operations

*Teacher Notes 2nd Grade Unit 3 Counting By Groups page 229, Observing Students as they Count page 230; 2nd Grade Unit 5 Equal Groups and Ratio pages 105-106, *Dialogue Box 2nd Grade Unit 3 Counting Bags pages 257-258; 2nd Grade Unit 5 Counting By 3s pages 128-129, 2nd Grade Unit 6 How Many 5s in 100pages 185-186 Grade 3:*Unit 5 Multiplication Cards (pg. 103) used throughout unit, Teacher Note: pg.

pg. 168 Groups of 2, 5, and 10

Grade 2: Unit 5 session 2.2 pg. 83 Counting by 2s

Grade 2: Unit 5 session 2.3 pg. 89 Counting by 3s

2nd Grade- Unit 5 session 2.4 pg. 96 Discussion Counting by 5s

2nd Grade-Unit 6 session 4.1 page 130 How Many 5s in 100?

2nd Grade- Unit 6 session 4.2 page 137 Skip Counting by 2s, 5s, and 10s

Grade 2: Unit 6 page 130 Classroom Routines Today’s Number: 50 Using Addition with Multiples of 5 and 10

Grade 2: Unit 6 page 137 Classroom Routines Today’s Number: Counting Around the Class

Grade 2: Unit 6 page CC47 Today’s Number: Counting Around the Class by 5s

3rd Grade- Ten Minute Math: Counting

2nd Grade- Unit 6 page 101- Get to 100

2nd Grade- Unit 8 session 5A.2 Number Strips pg. C91-C92

3rd Grade- Unit 5 session 3.4 pg. 97 Factor Pairs pg. M26

3rd Grade- Unit 5 session 3.6 pg. 108 Count and Compare pg. M36

*Dueling Arrays pg. 172 (purple)*Array Bingo pg 167(red)*Multiples of ___ pg 170 (red)*Factoring Game Board pg 173 (red)

page M12

2nd Grade- Unit 6 session 4.3 pg. 147 and pg. M39 Assessment: Skip-Counting Strips

3rd Grade- Unit 5 session 2.5 pg. 71 and pg. M12-M13 Assessment: Counting Around the Class NOTE: pg. 155-156

3rd Grade FALL Screener NEXT STEP GUIDE

145, Patterns with Skip-Counting Charts pg. 152, Students’ Problems with Skip Counting pg. 154

3rd Grade- Unit 5 session 2.1 page 49 Highlighting Multiples on 100 Charts

3rd Grade- Unit 5 session 2.2 page 53 More Multiples

3rd Grade- Unit 5 session 2.4 page 64 Patterns and Relationships

3rd Grade- Unit 5 session 2.6 page 76 Using Multiplication Combinations

Around the Classpg.25 of Implementation Guide finding multiples of numbers through skip counting

3rd Grade- Unit 4 will prep students for multiplication which will be taught in 3rd grade Unit 5.

3rd Grade- Unit 5 Ten Minute-Math Counting Around the class 2.1 pg. 48, 2.2 pg. 53, 2.3 pg. 59, 2.4 pg. 64, 2.5 pg. 71, 2.6 pg. 76

3rd Grade FALL Screener NEXT STEP GUIDE

#10 (Structuring Numbers)

-2.OA.2 Students are required to add and subtract numbers up to 20 mentally. We need to help children in learning how to go from simple counting up or counting down to get an answer, to adding and subtracting to using non-counting strategies. Through inquiry and discussion, the teacher draws attention to part-whole constructions, working with numbers as parts of other numbers, and to relational thinking, making relationships between numbers. Instructional settings enable students to reason arithmetically in ways that transcend counting by ones, and thereby develop facility with structuring numbers. As facility develops, the students are weaned off the settings, towards solving verbal and written tasks. *Teacher Notes 2nd Grade Unit 1 Using Notation to Record Strategies pages 187-189, Strategies for Learning the Addition

2nd Grade- Unit 1 Investigation 3 session 3.1 pg. 111 Introduce Making 10 and Quick Images

2nd Grade- Unit 1 Investigation 3 session 3.3 pg. pg. 124 Strategies for finding Combinations of 10

2nd Grade- Unit 1 Investigation 3 session 3.5 pg. 129 Addition Combinations

2nd Grade- Unit 1 Investigation 4 session 4.6 pg. 163 Introducing Doubling The Magic Pot

2nd Grade- Quick Images Routine pg. 32 of implementation guide focus point is to visualize images for quantities up to 10 as well as develop fluency with combinations that make 10.

2nd Grade- Unit 1 session 1.5 page 53 Introducing Today’s Number Routine

2nd Grade-Unit 3 session 1.1 pg. 30 Classroom Routines Today’s

2nd Grade-Unit 1 session 2.6 pg. 97 Plus 1 or 2 Bingo

2nd Grade- Unit 1 session 3.1 pg. 112 Make 10 2nd Grade-Unit 1 Investigation 3 session 3.2 pg. 115 Tens Go Fish

2nd Grade-Unit 1 Investigation 4 session 4.7 pg. 169 Games about Doubling

2nd Grade- Unit 2 session 2.4 CC Adaptation NOTE Page CC7 Double It Game (game

*Memory Game-page 78*Domino Flashes-page 79*Domino Fish-page 80*Domino Snap-page 80*Make 10 Fish- page 81*Getting On and Off the Bus-page 112*Bus Snap-page 113*Make Combinations to Twenty Fish-page 113*Using Ten-Plus Combinations-page 114*Five and Ten Game- page 116*Chocolate Boxes- page 116-117*Double Ten Frame Facts- page 117*Keeping Score with Tally Marks- pages 67-68*I Wish I Had on the Bead Rack-pages70-71*The Double-decker Bus with the Bead Rack pages 71-72*9 Plus Game- page 72*20 Minus Game- pages 72-73*Making Six- page 73*Crackers the Parrot-Page 74*Expression Card Families- pages 74-75*Bulls-eye Dice- pages75-76

Deep Sea Duel

Okta challenges you to a duel! That crazy octopus wants to play you in a game where the first person to choose cards with a specified sum wins. You can choose how many cards, what types of numbers, and Okta's level of strategy.http://illuminations.nctm.org/ActivityDetail.aspx?ID=207

Ten Frame (ADD)

Thinking about numbers using frames of 10 can be a helpful way to learn basic number facts. The four games that can be played with this applet help to develop counting and addition skills. (This applet works well when used in conjunction with the Five Frame applet.)

http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

*Solon School District website “Structuring Activities”*Kathy Richardson Book 2- Chapters 2 and 3*Van De Walle Volume One chapter 4

2nd Grade- Unit 1 Addition Cards Set 1 pg. 131 and M31-M33; Addition Combinations Assessment Checklist: Set 1 pg. 181 and pg. M44 (Make 10, Plus 1, Plus 2)

2nd Grade- Unit 2 Addition Cards Set 2: Doubles Combinations pg. 47 and pg. M19Assessment checklist pg. 144 and pg. M45

2nd Grade Unit 2 session 2.10AEnd-of-Unit Assessment pg. C18 - C19 Subtraction Facts related to Addition Combinations; Assessment Checklist pg. C21

2nd Grade Unit

AVMR Structuring Numbers Assessment will give a level for Development of Structuring Numbers

3rd Grade FALL Screener NEXT STEP GUIDECombinations pages 191-192; 2nd Grade Unit 3 Strategies for learning the Addition Combinations 206-207, Near-Doubles Combinations 239; 2nd Grade Unit 5 Using a Doubling Strategy to Reason about Ratios page 109-110

*Dialogue Box 2nd Grade Unit 1 Combinations of 10 pages 214-215,Introducing the Addition and Combinations pages 216-217, 2nd Grade Unit 3 Today’s Number:14 pages 243-244, Near-Doubles pages 245-246, Introducing Problems with Unknown Change pages 248-249

2nd Grade- Unit 2 session 1.1A page CC9 Subtraction Facts (addition combinations and related subtraction facts)

2nd Grade- Unit 3 CC Adaptation page CC17 Subtraction Facts: Doubles Combinations

Grade 2: Unit 3 session 1.2 pg. 42 Discussion on Near-Doubles ASLO NOTE the CC Adaptation page CC17 Introducing Subtraction Facts Related to Doubles Combinations

Number: 14

2nd Grade- Unit 3 session 1.2 pg. 38 Classroom Routines Quick Images Ten-Frames

2nd Grade- Unit 3 session 2.5A pg. CC21 Classroom Routines Today’s Number: 12 with Missing Parts

recording sheet C13)

2nd Grade-Unit 3 Investigation 1 session 1.4 pg. 51 Close to 20

2 session 2.10AEnd-of-Unit Assessment pg. C17 End-of-Unit Doubles Combinations; Assessment Checklist pg. C20

2nd Grade- Unit 3 Addition Cards Set 3: Near-Doubles or Doubles Plus or Minus 1) pg. 58 and pg. M16 using an assessment checklist

2nd Grade- Unit 3 Addition Cards Set 4: Plus 10 Combinations pg. 181 and pg. M35 using an assessment checklist found in Unit 4 pg. 65 and pg. M51

2nd Grade Unit 3 session 4.6End-of- Unit Assessment Subtraction Facts related

3rd Grade FALL Screener NEXT STEP GUIDE

Grade 2: Unit 3 session 1.5 pg. 57 Addition Combinations: Near-Doubles

Grade 2: Unit 3 session 2.5A pg. CC21 Problems with Start Unknown

2nd Grade- Unit 8 session 2.2 page 60 Introducing the Remaining Combinations

2nd Grade- Unit 9 session 1.1A page CC116 Subtraction Facts

3rd Grade- Unit 3 session 3.1 page 108 Subtraction Facts (lesson skipped in CC Adaptation)

to Doubles Combinations pg. C32; Checklist pg. C33

2nd Grade Unit 4 Session 2.8End-of-Unit Assessment Subtraction Facts related to Near Doubles Combinations pg. C43; Checklist pg. C44

2nd Grade Unit 5 session 2.5End-of-Unit Assessment Subtraction Facts Related to Plus 10 Combinations pg. C55; Assessment Checklist pg. C56

2nd Grade- Unit 8 session 2.1 pg. 57 Addition Cards Set 5: Plus 9 Combinations; assessment checklist pg. 149 and pg.

3rd Grade FALL Screener NEXT STEP GUIDE

3rd Grade- Unit 8 session 3.2 pg. 115 and pg. M43-M51 Practicing Subtraction Facts

M46

2nd Grade- Unit 8 session 2.2 pg. 61 and pg. M13 Remaining Combinations Card Set; assessment checklist pg. 149 and pg. M46

2nd Grade Unit 9 session 3.6AEnd-of-Unit Assessment Subtraction Facts pg. C125-C126 ; assessment checklist pg. C127

Grade 3- Unit 1 page 122 Addition Combinations Assessment pg. 122 Resource Master M44 (Skipped in CC Adaptations)

3rd Grade- Unit 8 pg. 126 and pg. M53 Assessment: Subtraction

3rd Grade FALL Screener NEXT STEP GUIDEFacts Note: checklist pg. 126

Kathy Richardson assessing math concepts: combination trains (#5)

Kathy Richardson assessing math concepts: ten frames (#7)