Unit: 1 Week: 5 Day: 1 Tuesday (Monday no school)Domain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.4Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons.

Learning Target(s): construct and communicate a comparison of two numbers up to 999 using place

value blocks. explain a process for determining whether a three-digit number is greater than, less

than, or equal to another three-digit number. Rigor: Conceptual Understanding SMP(s): 1. Make sense of problems and persevere in solving them

4. Model with mathematicsMaterials/Resources: LearnZillion Lesson, Grade 2, Unit 7, Lesson 6: Compare three-digit numbers with expanded form and base ten sketches, (printed form) LearnZillion Lesson, Grade 2, Unit 7, Lesson 6: Compare three-digit numbers with expanded form and base ten sketches, (weblink)CPALMS Lesson: Less Than, Equal to, or Greater Than?, Base Ten blocks, place value chart, index cards, 3 dice per pair of students, index cards with 6 three-digit numbers (make sure 2 cards have the same number). Engage:

LearnZillion Video Slide 2: https://learnzillion.com/lesson_plans/3670-6-compare-three-digit-numbers-with-expanded-form-and-base-ten-sketches-fp

Explain: CPALMS Lesson “Less Than, Equal to, or Greater Than?”Model how to play this game before pairs begin. Each pair of students will make one set of 3 cards that will say “greater than,” “less than,” and “equal to.” Each pair of students will need one set of base ten blocks (5 flats, 15 rods, and 17 units) and 3 dice. Partner one will roll the three dice and create the 3-digit number using the numbers rolled. Partner two will roll the dice to create the second 3-digit number. Once partners have built the two numbers using base ten blocks, they must decide which comparison card goes in the middle to correctly compare the numbers. Students take turns saying the comparison sentence (example: partner 1 rolls 456 and partner 2 rolls 345, the sentences would read four hundred, fifty-six is greater than three hundred, forty-five). Allow students to play the game for 20 minutes. Monitor student pairs for accuracy of comparison sentences.

Explore: Centers: M: Students will practice math facts with their groupA: Students will work on an independent comparing numbers worksheet. T: Students will practice math facts or comparing numbers on Front Row, Moby Max, or ProdigyH: Students will practice comparing numbers by using hands on manipulatives and games. “Comparing Number Task Cards” Copy Center DropBox

Elaborate: Hold up two separate index cards with three digit numbers on them. Have students chorally call out whether the numbers are greater than, less than, or equal to.Do this one more time with the numbers being the same on the separate index cards. Monitor to see if they are saying “equal to” or the “same as”

Evaluate: Informal observation, checklist of understanding

Options for remediation/extension: Remediation: Struggling students should begin with a 2-digit number. Extension: Pairs can create their own set of six 3-digit number cards to practice oral comparisons.

Unit: 1 Week: 5 Day: 2 WednesdayDomain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.4Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons.

Learning Target(s): construct and communicate a comparison of two numbers up to 999 using

place value blocks. explain a process for determining whether a three-digit number is greater

than, less than, or equal to another three-digit number. compare two numbers up to 999 using symbols, >, <, and =. compare the magnitude of numbers by understanding the amount of the

hundreds, tens, and ones digitsRigor: Procedural Skill and Fluency SMP(s): 1. Make sense of problems and persevere when solving 2. Reasoning

abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 7. Look for and make use of structure

Materials/Resources: Beat the Boss directions, Beat the Boss recording sheet, a die, AIMS: Dealing with Digits, Preview lesson prior to teaching to prepare the comparison mats, numeral cards (option: sticky notes where students create the numeral cards), Base Ten blocks, FACT NBT.1.4 A Picture Tells a Thousand WordsEngage:

Play “Beat the Boss”Teacher is the “Boss” and chooses between smaller number or larger number.Teacher rolls a dice three timesTeacher makes up a number by arranging the three numbers rolled by smallest or largest. Students also create a number arranging the numbers any way they like. Stipulation has to be smallest or largestTeacher reveals the number and whoever has more than the teacher’s number gets 2 points, if it is a tie one point. Play five rounds and see who the winners are. Students record their numbers each round.

Explain: Pass out the inequality mats (Laminate the mats) from AIMS activity “Dealing with Digits” Students will work with a heterogeneous partner. Students sit side by side. Student on the left will build the number on the left and student sitting on the right will build the number on the right. Guide students to the understanding of the equality/inequality symbols. Use dry erase markers to build the number.Ask these questions when you begin making your numbers for the mats1. Take the 0, 2, and 6 number cards. What is the largest two-digit number you can make? [62] What number is in the tens place? [6] What is its value?

[60—six tens] How many ones do you have? 2. Using those same cards, what is the largest three-digit number you can make? [620] How does the value of the six in this number compare to the value

of the six in the one you created last time? [This time it is six hundreds. Before it was six tens. Its value is 10 times greater this time

If students are not finished with this activity they may bring to their “At Their Seat” or “Hands on Center”

Explore: Centers:M: Students will practice math facts with their groupA: Students will continue working on independent comparing numbers worksheet. For students who finished this sheet yesterday, students can work on a copy and paste comparing numbers puzzle. T: Students will practice math facts or comparing numbers on Front Row, Moby Max, or ProdigyH: Students will practice comparing numbers by using hands on manipulatives and games. “Comparing Number Task Cards” Copy Center OR Teacher writes 653__637 on the board. Students create the numbers with place value numbers and put an equality symbol in the middle. Students can take a picture through Class Dojo and display their work.

Elaborate: I am thinking of a number with an eight in the hundreds place. Can you tell me if my number is greater than or less than 700? Explain. [Yes. It is greater than 700 because you have eight hundreds, and eight hundreds are more than seven hundreds.]

Evaluate: Informal observation

Options for remediation/extension: Extension: Students should still practice orally comparing the numbers in sentences. Students can create their own comparisons to share with their peers.Remediation: Continue to use the base ten blocks to support concrete representation and slowly move to pictorial, then abstract representation.

Unit: 1 Week: 5 Day: 3 ThursdayDomain: Number and Operations in Base Ten Suggested time/duration: 60 minutesStandard: MAFS.2.NBT.1.4Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits, using >, =, and < symbols to record the results of comparisons.

Learning Target(s): construct and communicate a comparison of two numbers up to 999 using place value

blocks. explain a process for determining whether a three-digit number is greater than, less than, or

equal to another three-digit number. compare two numbers up to 999 using symbols, >, <, and =. compare the magnitude of numbers by understanding the amount of the hundreds, tens,

and ones digitsRigor: Application SMP(s): 7. Look for and make use of structureMaterials/Resources: FACT NBT.1.4 Sticky Bar variation-Sticky Number Line, LearnZillion Lesson, Grade 2, Unit 7, Lesson 10: Compare three-digit numbers using tickets (printed form) LearnZillion Lesson, Grade 2, Unit 7, Lesson 10: Compare three-digit numbers using tickets (weblink) index cards, FACT NBT.1.4 A & D Statement/ Comparing Numbers or Assessment NBT 1.4

Engage: Sticky number line: Create a number line on the board. One end with 300 and the other end 500. Students will get a sticky note and create a number within 300-500. The students will then go up to the board and stick it in the right spot, when another student has theirs in a spot.

Explain: Finish up any previous day activities and review for Formative assessment. Students will take a formative assessment.

Explore: Centers: If students finish early, they can go to a center of their choice, making sure they have previous day center work completed first.

M: Students will practice math facts with their groupA: Students will continue working on independent comparing numbers worksheet. For students who finished this sheet yesterday, students can work on a copy and paste comparing numbers puzzle.T: Students will practice math facts or comparing numbers on Front Row, Moby Max, or ProdigyH: Students will practice comparing numbers by using hands on manipulatives and games. “Comparing Number Task Cards” Copy Center OR Teacher writes 653__637 on the board. Students create the numbers with place value numbers and put an equality symbol in the middle. Students can take a picture through Class Dojo and display their work.

Elaborate: Formative assessment

Evaluate: Students will take a formative assessment on equalities and inequalities. Options for remediation/extension: Remediation: Students may need to use Base Ten blocks to represent the 3-digit numbers to visually compare numbers. See Teaching Notes from Card 6 from the LearnZillion Lesson. Extension: Students can compare numbers in different forms, students may also created their own comparison problem using different forms on index cards. Students would include the answer on the back of the index card. Students can quiz each other using their student-created comparison cards

Unit: 1 Week: 5 Day: 4 FridayDomain: Operations and Algebraic Thinking Suggested time/duration: 60 minutesStandard: MAFS.2.OA.2.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Learning Target(s): use a variety of visual tools (e.g., ten frame, number line, hundreds chart) to add or subtract numbers

within 20. draw a visual representation of tools to add or subtract within 20. apply different mental strategies to calculate with efficiency within 20 (e.g., count on, make tens,

decompose a number leading to a ten, fact families, doubles, doubles plus one, and the commutative and associative properties).

recall, with fluency, basic addition facts with the addends zero through nine and the related subtraction facts.

Rigor: Conceptual Understanding SMP(s): 2. Reason abstractly and quantitatively 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision

Materials/Resources: FACT OA.2.2 Four Corners/Fact Fluency, and Think, Pair, Share/Fact Fluency, Illustrative Mathematics lesson: Building Towards Fluency, whiteboards/chart paper, markers, empty number line, a variety of visual tools (magnetic base ten blocks, number line, ten frames, hundred chart, counters), AIMS: Make It Even, Engage: FACT OA.2.2 Four Corners/Fact Fluency:

As students move to corners of the classroom, discuss strategies used to come up with their answers. Record on chart paper. This can be used as an observational tool to see which strategies students use. Because this is an opening lesson, use the number 6, 9, 10, 12. The equations to use are as follows: 6+4, 4+5, __-6, and 11-___=5

Explain: “Building Towards Fluency” lesson from the Howard County Site.

Teacher will write each expression on the board one at a time: 4+10, 4+12, __+8=15, 6+__=13, and __+9=18. Students may use whiteboards and markers Teacher uses visual aids and pictorial representations of the students’ strategies. Guide students towards visual models of strategies that could include make a ten, doubles, near doubles, decomposing, counting on (from the start, from the larger addend, etc.) and compensation.

Explore: Centers: New Game in “Hands on” Explain it before you move onM: Students will practice math facts with their groupA: Students will finish up any unfinished work for at your seat. T: Students will practice math facts or comparing numbers on Front Row, Moby Max, or ProdigyH: Students will practice comparing numbers by using hands on manipulatives and games. New Game: Make It Even:

Instructions provided for game. Print out cards on card stock, laminate if needed.Explain rules to students.

Elaborate: As a class, facilitate a discussion where students describe the strategies they use most often and why they use those specific strategies Formative Assessment Option:

Extra activityTeacher write these equations on the board: 13-6, 6+_=15, 8+4=__ , _+9=17Students solve on their white boards and then turn to a partner and explain the strategy they used to solve.

Options for remediation/extension: Remediation: Students who still need a stronger foundation of fact fluency may still need manipulatives and visual representations to build fluency. Extension: Students can create their own “Make It Even” cards and play with partners.See below

Unit: 1 Week: 5 Day: 4 Thursday contDomain: Operations and Algebraic Thinking Suggested time/duration: 60 minutesStandard: MAFS.2.OA.2.2Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Learning Target(s): use a variety of visual tools (e.g., ten frame, number line, hundreds chart) to add or

subtract numbers within 20. draw a visual representation of tools to add or subtract within 20. apply different mental strategies to calculate with efficiency within 20 (e.g., count on, make

tens, decompose a number leading to a ten, fact families, doubles, doubles plus one, and the commutative and associative properties). recall, with fluency, basic addition facts with the addends zero through nine and the related subtraction facts.

represent the inverse relationship between addition and subtraction.Rigor: Procedural Fluency SMP(s): 1. Make sense of problems and persevere in solving them 6. Attend to precisionMaterials/Resources: LearnZillion, Grade 2, Unit 15, Lesson 12: Using mental math to determine the difference between given numbers (printed form) LearnZillion, Grade 2, Unit 15, Lesson 12: Using mental math to determine the difference between given numbers (weblink), decks of cards for each pair of students, LearnZillion: Lucky 13 Game

Engage: Play “Around the World,” can play two different ways. Take flashcards (both addition and subtraction) and have the class split in half creating two lines. Each student pairs off and whoever comes up with the correct answer gets a point for their side. ORPlay “Lucky 13” with a deck of cards. Take out the King, Queen, Jokers, and Jacks. Show a card and the students face off and subtract the number from 13. The student gets to collect the cards and whoever has the most at the end wins.

Explain: LearnZillion: On card 2, facilitate a strategy discussion using the teaching notes.

Explore: Centers: M: Students will practice math facts with their groupA: Students will work on a worksheet from the Common Core Math Packet. T: Students will practice math facts or comparing numbers on Front Row, Moby Max, or ProdigyH: Students will practice comparing numbers by using hands on manipulatives and games. New Game: Students can play either game in this center. “Lucky 13” or “Around the World”

Elaborate: Use LearnZillion lesson card 4 and 5 to facilitate a discussion. Card 5 is an exit slip. Have students complete this on an index card. Evaluate: Exit slip slide 5 on LearnZillion lesson above. 25 points for each section. 25 each for solving the equation and 25 each for explaining strategy. Options for remediation/extension: Remediation: Work with homogeneous small groups using 2-digit numbers then bridge to 3-digit numbers.