2nd Grade Math Academy There is light at the end of the tunnel

Session # 6 Bundle 10/11

Fractions Probability Measurement

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END of Year Assessment..

25 questions Will be given in one day April testing window : April 18th 22nd Follows 3rd grade TAKS blueprint, and BOY 3rd Gr AMI All SEs for the year covered DMAC results, scantrons Printing will be done on campus. English and Spanish version Test will not be oral. Exceptions listed below. IEP states to give oral instruction. Student is in the PSST process and there is a recommendation from the committee for oral administration. Teacher may read one or two words of the question, but not the entire question/answer choice

Agenda.
2nd Sense Lessons on Fractions

Investigations on Fractions
Envisions on Fractions Measurement Lessons

Bundle # 10
2.2 The student describes how fractions are used to name parts of whole objects or sets of objects. 2.2A Use concrete models to represent and name fractional parts of a whole object (with denominators of 12 or less) Note: Make sure you are representing fractions using the following models: Region/Area (ex. paper folding, fraction circles, pattern blocks) Length (ex. Cuisenaire rods, fraction strips) Set (ex. 2 color counters, color tiles, etc.) 2.2 The student describes how fractions are used to name parts of whole objects or sets of objects. 2.2B Use concrete models to represent and name fractional parts of a set of objects (with denominators of 12 or less). 2.2 The student describes how fractions are used to name parts of whole objects or sets of objects. 2.2C Use concrete models to determine if a fractional part of a whole is closer to 0, or 1.
Including but not limited to use "out of" when distinguishing part versus whole (ex: one out of three equal parts) identify part to whole relationships such as onehalf means one out of two equal parts recognize fractions are represented by equal size parts of a whole or of a set of objects relates fraction symbol to model model with real world examples such as pizzas, cookies, cakes, paper folding/cutting/shading Second Sense Lesson 2.2 A Pages 37 45 Lesson 2.2 B Pages 46 49 Lesson 2.2 C Pages 50 - 62 Whole Group Lessons Envision Topic 10 Lessons 1 7 Small Group Lessons/Centers A.I.R.R. Name the Parts of Whole # 47 What Part of the Whole is Shaded? # 48 Modeling Fractions # 50 What Part is Shaded? # 56 What Part of the Whole? # 57 Fractional Parts # 60 Small Group Lessons/Centers A.I.R.R. What is Closer to? # 65 Close Fractions # 68 Kamico Fraction Fun Page 64-65

Including but not limited to use "out of" when distinguishing part versus the total set of equal parts model with real world objects such as marbles, tiles, counters, etc.

Parts of a Whole, Parts of a Group Unit 7 Investigation 1 Session 1 4 pages 20 40 Investigation 2 Sessions 1 6 pages 46-75

Including but not limited to use real world objects such as pies, cakes, marbles, tiles have concrete examples of 0, and 1 available for comparisons (ex: Is a of a pie closer to 0, or 1? The pictures would be no pie, a pie, of a whole pie)

2.11 The student organizes data to make it useful for interpreting information. 2.11C Use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.

Including but not limited to Understanding the concept of impossible, likely, less likely, etc. Describe probable events using not only similar sets, but sets that include various sizes, shapes, and objects

Whole Group Lessons Envision Topic 20 Lesson 5 Small Group Lessons/Centers A.I.R.R. Is it More Likely or Less Likely? #224 More Likely or Less Likely? # 225 and # 226 Which Outcome is More or Less Likely? # 227

2nd Sense Fraction Lessons

3 lessons 2.2 A

Concrete models to represent and name fractional parts of a whole (less than 12 in denominator) Concrete models to represent and name fractional parts of a set (less than 12 in denominator)

2.2 B

2.2 C

Concrete models to determine if a fraction part of a whole is closer to a whole, half, or zero

2.2 A
The student describes how fractions are

used to name parts of whole objects or sets of objects. The student is expected to use concrete models to represent and name fractional parts of whole objects (with denominators of twelve or less)

Is it fair?

What does sharing mean?

What is a FRACTION?
Number Symbol Number Words Fraction Name

One

Whole

2
3 4 5 6 7

Two
Three Four Five Six Seven

Half
Third Fourth Fifth Sixth Seventh

8
9 10 11 12

Eight
Nine Ten Eleven Twelve

Eighth
Ninth Tenth Eleventh Twelfth

Activity Rope/String/Clay
How can you prove 2 pieces are the same size? One of the pieces represents what fractional part? one out of two pieces The one stands for? The two stands for?

Assessment.
I just cut a piece of paper.
I gave some to a student.
What

fractional part of my paper did I give to _________?

How do you correctly say?

____

out of _____

2.2 B
The student describes how fractions are

used to name parts of whole objects or sets of objects. The student is expected to use concrete models to represent and name fractional parts of a set of objects (with denominators of twelve or less)

 Do you have a collection of something you really

like? What is the collection?

 How many cubes did I pull from the sack?

How many cubes are red?

How many cubes are green? What part of the set is red?
Write

out __ of ___ are red _____ eighths are red

What part of the set is green?
Write

out __ of ___ are green _____ eighths are green

Why show both ways?

 What does the eighth or eighths represent? What if I pulled out eight red cubes? What part of

the set would have been red? What if I pulled out eight green cubes? What part of the set would have been green?
Discuss

the whole concept

One student pulls out 10 cubes from the bag Write the fractional part of the set in journal
( # ) of 10 are ( color ) --- one color ( # ) of 10 are ( color ) --- other color number words --- one color number words --- other color

Next student pulls out 10 cubes from the bag, continues process. After each student has done 10 cubes, move to 11 and 12 cubes. Same process

 Each group will cut out the number cards Each student will draw one of the cards and pulls

that number of cubes from your bag. The student will put the cubes back in the bag before the next student draws a card and cubes. Each student will do at least 4 different number cards Each student will write
(

# ) of 10 are ( color ) --- one color ( # ) of 10 are ( color ) --- other color number words --- one color number words --- other color

2.2 C
The student describes how fractions are

used to name parts of whole objects or sets of objects. The student is expected to use concrete models to determine if a fractional part of a whole is closer to 0, , or 1

What does zero mean?

What number is less than 1?

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

Activities straws

Activities circles

1.1 Parts of a Whole, Parts of a Group

What is half?

See if students represent wholes/groups

1.2 Halves of Blocks

What is half of real objects?

Using different Geoblocks to show halves.

1.2 Halves of Balloon Bunches

Using balloons to show halves. All equal halves? Monday 7 balloons Tuesday 8 balloons Wednesday 11 balloons Thursday 14 balloons Friday 20 balloons Saturday - ? balloons

1.3 Halves of Blocks, Balloons, and Rectangles

Is ____ half of the rectangle?

1.4 Halves of Rectangles and Sharing Picnic Workshop

This lesson goes into wholes and parts, only

use to reinforce the different concepts of halves with real objects. Do the student sheets Going on a Picnic

2.1 Fourth of a Square

How can you make the square into 4 equal

parts?

2.2 Thirds of a Flag

Poland

Russian Fed Mauritius

2.3 More Fraction Flags

2.4 Fraction Flag Posters

Great way to have students work in groups to

create/design flags with different parts

2.5 Sharing Among Friends

Linda, Ebony, and Kira have a jar with buttons in it.

If they share a bunch of buttons, what fraction does each girl get? What are things to think about? What numbers/patterns should come to mind? This activity sets the conceptual understanding of equivalent fractions and division.
Great student problems. Student Activity Book

2.6 Assessment
Performance Based Activities

How to show the fractions to students

TEKS say ____ out of ______ (12)

Should also expose students to

and

1 2

Make sure the key concept of parts and

wholes are mastered and understood

ENVISION FRACTION Topic 10 small group review of concepts or

insert throughout the Investigations lessons

Lesson 1 Wholes and Equal Parts Lesson 2 Unit Fractions and Regions Lesson 3 Non Unit Fraction and Regions Lesson 4 Estimating Fractional Parts Lesson 5 Naming Fractions of a Set Lesson 6 Showing Fractions of a Set

Envision Probability
Topic 20

Lesson 5 Likely and Unlikely Events

Probability
To determine the likely or unlikely outcome of

an event

Red Red Blue

Blue Red

Blue

Sums of Two Dice/Number Fun

Die 1

+ 1 2
Die 2

3 4 5 6

Probability with Cards

Turn over 13. What will happen? Turn over 26. What will happen? What if you only used black/red cards? Change the rules.

Bundle # 11

TIGHT, TIGHT BUNDLE

2.9 The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric and customary systems) of length, weight/mass, capacity, and time. 2.9A Identify concrete models that approximate standard units and use them to measure length. Note: Nonstandard and standard units of measure are student expectations in science 2.4A and 2.4B. Including but not limited to estimation before measuring with approximate standard units identify tools used to measure length associate concrete models that represent standard units (color tile is about an inch) and use these standards units to compare and describe the lengths of objects Science student expectation for grade 2 specifies rulers and meter sticks. 2.4(A) Collect information using tools including rulers, meter sticks, measuring cups, clocks, hand lenses, computers, thermometers, and balances. o 2.4(B) Measure and compare organisms and objects and parts of organisms and objects, using standard and non-standard units.
Including but not limited to Determine the number of rows and columns has a direct correlation to the size of the area covered identify nonstandard measurement tools used to determine area (ex: using color tiles to represent a square inch and base-10 units to represent a square centimeter)

Measuring Length and Time Unit 9 Investigation 1 Sessions 1-6, pages 24-54 Investigation 2 Sessions 1-3, pages 58-74
Region IV - Making Connections with Measurement Length 34-57

Whole Group Lessons Envision Topic 17 Lessons 2-5

2.9 The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric and customary systems) of length, weight/mass, capacity, and time. 2.9B Select a non-standard unit of measure, such as square tiles or triangles to determine the area of a two-dimensional surface.

Teacher Note: There is not an Investigations Unit that cover these TEKS/SEs.

Whole Group Lessons Envision Topic 17 Lessons 6 8

2.9 The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric and customary systems) of length, weight/mass, capacity, and time. 2.9C Select a non-standard unit of measure, such as a bathroom cup or a jar, to determine the capacity of a given container.

Including but not limited to use estimation before measuring capacity identify and use nonstandard measurement tools used to determine capacity

Region IV Making Connections with Measurement Capacity Pages 58-86

Whole Group Lessons Envision Topic 18 Lesson 1

2.9 The student selects and uses nonstandard units to describe length, area, capacity, and weight/mass. The student recognizes and uses models that approximate standard units (from both SI, also known as metric and customary systems) of length, weight/mass, capacity, and time. 2.9D Select a non-standard unit of measure such as beans or marbles to determine the weight/mass of a given object.

Including but not limited to estimate weight/mass before measuring use uniform objects in the environment to measure weight/mass identify nonstandard measurement tools used to determine weight/mass use a benchmark weight/mass to decide if another object is greater in weight/mass

Region IV Making Connections with Measurement Mass and Weight Pages 87-110

Whole Group Lessons Envision Topic 18 Lessons 5 7

2.10 The student uses standard tools to estimate and measure time and temperature (in degrees Fahrenheit).

Including but not limited to identify the tool to measure temperature (thermometer--standard, circular and digital using various measuring increments) estimate temperature before measuring read scale on thermometer to determine Fahrenheit degrees Identify and compare activities and clothing appropriate for various temperatures

Region IV Making Connections with Measurement Temperature Pages 111-145

Whole Group Lessons Envision Topic 19 Lesson 5

Investigations Measurement
1.1 - Scavenger Hunt Finding things in the classroom that are certain length/width Cut adding machine tape and have students find those items. NON-STANDARD in 2nd grade math. (science)

Investigations Measurement
1.2 - Scavenger Hunt Workshop Finding and comparing objects

6 long 3 long

Investigations Measurement
1.3 Measuring Different Kinds of Jumps Using different measuring units to measure the same distance. Discuss and build the understanding of standard units

Investigations Measurement
1.4/1.5 Measurement Stations Can use this time to have students use more non-standard units to measure the same objects or put in some Envision lessons

Investigations Measurement
1.6 Assessment..Performance Based

Investigations Measurement (optional)

2.1 2.3 The Land of INCH and activities 3 lessons to develop the concept for the need of a standard unit, without using a ruler, and how to measure different things. This section will take about a week. Great engaging activities for the students.

Envision on Measurement - Length

Topic 17

Lesson 2 Lesson 3 Lesson 4 standard units * Lesson 5 metric units *

* Not a 2nd grade TEKS, but does reinforce science TEKS.

Envision on Measurement - Area

DIRECT TEACH No Investigations or other

resources ACCES cards with square tiles AIRR activities Topic 17

Lesson 6 Lesson 7

Area with non-standard units 2.9b

Envision on Measurement Capacity 2.9c

Topic 18

Lesson 1 nonstandard Lesson 2 nonstandard Lesson 3 standard units * Lesson 4 metric units *

* Not a 2nd grade TEKS, but does reinforce science TEKS.

Envision on Measurement Mass 2.9d

Topic 18

Lesson nonstandard Lesson 6 standard units* Lesson 7 metric units *

* Not a 2nd grade TEKS, but does reinforce science TEKS.

Problem Solving with Mass

Envision on Measurement Temperature 2.10a

Topic 19

Lesson 5

Kamico and AIRR lessons

Problem Solving with Thermometers

Region 4: Making Connections with Measurement

There are 4 HANDS ON-ENGAGING lessons

Length Capacity Mass and Weight Temperature

Explore and Plan

Go over the different Anchors

Begin to plan next set of bundles