Download Week 9

Longview ISD
2-3 Mathematics - Week 9
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Title and Unit Overview
Number Pairs
Students will generate paired
numbers based on real-life situations
and identify patterns to extend the
list.
Addition, Subtraction, and
Estimation
The student adds and subtracts to
solve meaningful problems involving
whole numbers and determines
appropriate times to estimate
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Time
Frame:
8 days-2 Weeks
TAKS
and
TEKS
TAKS:
2
TEKS:
2.6A,
2.6B,
2.6C
18 Days
3 Weeks
TAKS:
1, 3, 6
TEKS:
3.3A,
3.3B,
3.5A,
3.5B,
3.10
3.15A,
3.15B,
3.15D
Enduring
Understandings
Essential Questions
 Conclusions can be
drawn by looking at
patterns on hundreds
chart and number lines.
 A pattern is something that
happens over and over or
it can grow.
 What is a pattern?
 How are predictions made
by looking at a hundreds
chart and number line?
 What do the best problem
solvers do?
 How are increasing and
repeating patterns
different?
 Addition and subtraction
are used to solve
meaningful problems
involving whole numbers.
 Estimation can be used to
determine reasonable
results.
 Students will use models
and pictures to clarify the
problem solving process.
 What is the best strategy
that can be used to solve
meaningful problems?
 What kind of problem is it?
 What do the best problem
solvers do?
 What does it mean to
reason mathematically?
 When is estimation better
than counting and when
not?
Mathematics
Facts
 Recognize and extend
number patterns
 Recall and apply basic
addition facts (sums to 18).
 Find and name patterns on
a 100’s chart
 Locate and name points on
a number line
 Understand that finding
patterns can lead them to
solving problems
Relationships and/or
Connections that
should emerge
 Patterns are all around us
such as in reading, nature,
and music.
Vocabulary
add
addend
basic facts
difference
equal
fact family
minus
number line
number
sentence
numeral
part
plus
related
solution
sentence
solve
strategies
subtract
sum
together
total
turn around
fact
whole
 Add to combine two parts
to find the whole.
 Subtract to compare.
 Knowing the whole amount
and one part, subtract to
find the other part.
 In addition, switching the
addends results in the
same sum.
 An estimate is a number
closer to the exact amount.
 There are several problem
solving plans which can be
used such as:
a. Draw a picture
b. Guess and check
c. Look for a pattern
d. Act it out
e. Make a table or chart
f. Work backward
g. Write a number
sentence
 Estimation is changing a
number so that it is easy to
work with, but still close
enough to use.
 Estimation is a number
close to the exact amount.
 Add to join one amount to
another amount.
 Add to combine two parts
to find the whole amount.
 Subtract to take away—the
answer tells how much is
left.
 Subtract to compare.
 Knowing the whole amount
and one part, subtraction
can be used to find the
other part.
 Subtraction is finding the
missing addend in an
addition sentence.
sumar
umandos
sumas basicas
diferencia
Igual
familia de
operaciones
menos
recta numerica
oracion
numerica
numerico
parte
mas
relacionado
solucion
Text Resources
Math Learning Center
Volume 1; Volume 2
Investigations:
Putting Together and Taking
Apart;
 Investigation 2
Coins, Coupons and
Combinations;
 Investigation 2
Coins, Coupons and
Combinations
 Investigation 2, 4
Homework Extension

Pg.149
SBG

Ch. 3
resolver
estrategias
substraccion,
restar
la suma
juntos, unir
total
propiedad
comutativa
entero
Investigations:
addend
difference
estimate
facts
sum
sumandos
diferencia
estimar
datos
suma
Combining and Comparing
 Investigation 3
Session 1, 2, 3
 Investigation 4
Session 1, 3, 4
 Investigation 5
Session 1
Session 2, 3
Combining and Comparing
Investigations:
Sessions 1-2: Student Sheets
5-9
Sessions 3-4: Student Sheets
10-14
Session 2-3: Student Sheets
15-16
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