Download Math Message and Number Sequences

Math Message and
Number Sequences
Objectives To introduce the Math Message routine; and to
review number sequences and number lines.
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ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Key Concepts and Skills
Home Link Family Letter
• Count on by ones. Math Masters, pp. 3–6
Children take home the Home Link
Family Letter introducing Everyday
Mathematics and Unit 1.
[Number and Numeration Goal 1]
• Read and write numbers to 10s, 100s, and
1,000s. [Number and Numeration Goal 2]
• Compare and order numbers on a number
line. [Number and Numeration Goal 7]
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Playing Number-Line Squeeze
Math Masters, p. 464
2 counters
Children explore comparing and ordering
numbers.
ENRICHMENT
Key Activities
Counting with Roman Numerals
Children are introduced to the Math
Message routine and share ideas about
mathematics. They complete and extend
number sequences and number lines.
Class Data Pad (optional) Class Number
Line stick-on notes
Children use Roman numerals to further
explore ordering numbers.
Ongoing Assessment:
Informing Instruction
See page 20.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 1. ELL SUPPORT
Discussing the Mathematics All Around
Bulletin Board
Children discuss the Mathematics All Around
bulletin board.
[Number and Numeration Goal 7]
Key Vocabulary
Math Message number line
Materials
Math Journal 1, p. 1
Math Masters, p. 2 (optional)
Class Data Pad (optional) Class Number
Line index cards 3 cups labeled ONES,
TENS, and HUNDREDS (optional) straws
(optional)
Advance Preparation
Start a Mathematics All Around bulletin board. Post items that show a variety of numbers and shapes—for example,
advertisements with quantities and prices, schedules that list times, and pictures of designs and structures.
Teacher’s Reference Manual, Grades 1–3 pp. 12, 57, 58, 70–76
18
Unit 1
Numbers and Routines
Mathematical Practices
SMP1, SMP2, SMP4, SMP6, SMP7
Getting Started
Content Standards
2.NBT.1, 2.NBT.1a, 2.NBT.2, 2.NBT.3, 2.MD.6
Bold SMP = Guiding Questions at everydaymathonline.com
Mental Math and Reflexes
Math Message
Count on by 2s, 5s, and 10s.
Count back by 2s, 5s, and 10s.
Do stop-and-start counting. Have a group of children begin counting at a
number you name; stop them; point at another group to continue where the count
left off. If appropriate, try 3-digit counting, such as counting on by 2s starting at 150.
With a partner, talk about
what mathematics is. Look
for items in the classroom that have to
do with mathematics. Be prepared to
share what you find.
NOTE Readiness activities help children
1 Teaching the Lesson
Math Message Follow-Up
Bold = Focus of lesson
WHOLE-CLASS
DISCUSSION
gain prerequisite skills so that they can be
successful in the lesson. Some children may
benefit from doing the Readiness activity
before you begin Part 1 of the lesson. See
the Readiness activity in Part 3 for details.
Point out the Math Message. Tell children that every day they
will complete a Math Message before the math lesson begins.
Ask children to share their ideas about mathematics and what
items they see in the classroom that have to do with mathematics.
In addition to numbers, encourage children to look for other
mathematical items, such as shapes, patterns, and mathematical
tools. Record the children’s ideas on the Class Data Pad. (See
margin.) Call children’s attention to the Mathematics All Around
bulletin board for other things to add to the data pad. As the year
progresses, add ideas they suggest.
Number of School
WHOLE-CLASS
ACTIVITY
Days Routine
Tell children that the class is going to mark school days on the
Class Number Line. Discuss and decide where to mark today on
the number line. If today is the first day of school, the number 1
would be marked. Have a child write the number name for 1 on
the board. one
Ask questions such as the following:
●
What number names the day before the first day of school? 0
●
What number names the day before the day before the first day
of school? –1
●
What are numbers less than 0 called? Negative numbers
Help a volunteer write the date and number name of the school day
on an index card, also noting special events for the day. Examples
might include “Field trip to the zoo” or “Anna’s birthday.” Attach the
index card to the number line at the number representing the day
in question. You may want to add this task to the Class Job Chart.
Interactive whiteboard-ready
ePresentations are available at
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help you teach the lesson.
Counting
Measuring Distances and Lengths
Measuring Amounts
Buying Things
Knowing Shapes and Patterns
Solving Problems
Number Grid
Number Line
The Class Data Pad can be used to list children’s
ideas about mathematics.
NOTE Remember to reserve time every
day to complete the number-line (Number of
School Days), attendance, calendar,
temperature, and weather daily routines. See
Daily Routines on page xxxv of this book and
Teacher’s Reference Manual, pages 41–49.
Have children describe other ways in which number lines can be
used. Number lines are often used as scales for measuring things.
The axes on a graph resemble number lines. Ask children to think
of objects that remind them of number lines. Ruler, thermometer,
measuring cup, weighing scale, radio dial
Lesson 1 1
19
Writing Numbers in Sequence
WHOLE-CLASS
ACTIVITY
ELL
Algebraic Thinking To support English language learners, write
the word sequence on the board and discuss the meaning.
Write a partial sequence of numbers on the board. For example:
Adjusting the Activity
Set up ONES, TENS, and
HUNDREDS cups. Have children put a
straw in the ONES cup to designate Day 1.
Then add a straw each day. On Day 10,
take the 10 straws out of the ONES cup,
bundle them, and put them in the TENS
cup, and so on. On Day 100, take the 10
bundles out of the TENS cup, bundle them,
and put them in the HUNDREDS cup.
AUDITORY
KINESTHETIC
TACTILE
VISUAL
63,
,
,
, 67,
, ...
Ask children to copy the sequence and fill in the blanks.
1. Have a volunteer name the missing numbers. 64, 65, 66, 68
2. Ask whether anyone can explain the meaning of the ellipsis—
the three dots—at the end. The dots show that the sequence
goes on.
3. Ask children to write the next few numbers in the sequence.
Pose problems like the following:
42, 43,
,
,
, ... 44, 45, 46
310, 311,
,
,
, ... 312, 313, 314
727, 728,
,
,
, ... 729, 730, 731
Reviewing Number Sequences
WHOLE-CLASS
ACTIVITY
Starting with 1,000
Ongoing Assessment:
Informing Instruction
Watch for children who have difficulty
ordering numbers greater than 100. Suggest
that if the beginning digits of the numbers are
the same, they can order the numbers based
on the last two digits. For example, with 310,
311, 312, children cover the digit 3 in the
hundreds place and look at 10, 11, 12.
Write 1,000 on the board. Ask a volunteer to write the number
that comes next while the class says the number in unison.
Remind children not to say and when reading large whole
numbers. The number 1,001 is read one thousand one, not one
thousand and one. The word and is used to indicate the decimal
point when reading numbers.
Introducing the Journal
WHOLE-CLASS
DISCUSSION
(Math Journal 1)
Distribute Math Journal 1 and have children write their names
on the back cover. Briefly discuss how the journals will be used
and stored.
Take a tour of the journal. Ask questions, such as the following:
20
Unit 1 Numbers and Routines
●
What information is in the table of contents?
●
What information is inside the front cover?
●
What should be recorded at the top of every journal page?
Student Page
Writing Numbers on
Date
INDEPENDENT
ACTIVITY
Number Lines
Time
LESSON
Number Sequences
11
䉬
Fill in the missing numbers.
PROBLEM
PR
PRO
P
RO
R
OBL
BLE
B
LE
L
LEM
EM
SO
S
SOLVING
OL
O
L
LV
VIN
V
ING
夹
夹
1.
(Math Journal 1, p. 1; Math Masters, p. 2)
Algebraic Thinking Have children turn to journal page 1. Remind
them to write the date and time at the top of the page. Show them
where the current date will be displayed in the classroom.
21
22
23
24
25
26
27
28
29
49
50
51
52
53
54
55
56
57
2.
3.
Have children fill in the missing numbers for the number lines.
Review answers by counting in unison.
127
128 129
249
250 251 252 253
599
600 601 602
130
131 132 133
135 136
134
4.
Ongoing Assessment:
Recognizing Student Achievement
Journal page 1
Problems
1 and 2
Use journal page 1, Problems 1 and 2 to assess children’s abilities to write and
order numbers. Children are making adequate progress if they successfully
complete Problems 1 and 2. Some children may be able to complete the number
line sequences in the hundreds and thousands.
255 256
254
258
257
5.
603
604 605
607 608
606
6.
1,027
1,029 1,030 1,031
1,028
1,032
1,034
1,033
[Number and Numeration Goal 7]
Math Journal 1, p. 1
2 Ongoing Learning & Practice
Home Link Family Letter
INDEPENDENT
ACTIVITY
Adjusting the Activity
Use Math Masters, page 2 to
create number lines that meet the needs of
individual children.
AUDITORY
KINESTHETIC
TACTILE
VISUAL
(Math Masters, pp. 3–6)
Home Connection Distribute copies of the beginning-ofthe-year Family Letter for children to take home.
Teaching Master
Name
LESSON
11
䉬
Date
Number Lines
1.
Home Link Masters
Time
Name
HOME LINK
11
䉬
Date
Time
Unit 1: Family Letter
Introduction to Second Grade
Everyday Mathematics
Welcome to Second Grade Everyday Mathematics. It is a part of an elementary
school mathematics curriculum developed by the University of Chicago
School Mathematics Project.
2.
Several features of the program are described below to help familiarize
you with the structure and expectations of Everyday Mathematics.
A problem-solving approach based on everyday situations
By making connections between their own knowledge and their
experiences both in school and outside of school, children learn basic
math skills in meaningful contexts so the mathematics becomes “real.”
3.
4.
5.
6.
Math Masters, p. 2
Frequent practice of basic skills Instead of practice presented in a
single, tedious drill format, children practice basic skills in a variety of
more engaging ways. Children will complete daily review exercises
covering a variety of topics, find patterns on the number grid, work
with addition and subtraction fact families in different formats, and
play games that are specifically designed to develop basic skills.
An instructional approach that revisits concepts regularly
To improve the development of basic skills and concepts, children
regularly revisit previously learned concepts and repeatedly practice
skills encountered earlier. The lessons are designed to build on
concepts and skills throughout the year instead of treating them as
isolated bits of knowledge.
A curriculum that explores mathematical content beyond
basic arithmetic Mathematics standards around the world indicate
that basic arithmetic skills are only the beginning of the mathematical
knowledge children will need as they develop critical-thinking skills. In
addition to basic arithmetic, Everyday
Mathematics develops concepts and
skills in the following
topics—number and numeration;
operations and computation; data
and chance; geometry;
measurement and
reference frames; and
patterns, functions,
and algebra.
⫺5
⫺4
0
⫺7
⫺6
⫺1
⫺8
⫺3
⫺9
5
6
10
4
9
3
8
2
7
1
12
16
17
11
15
20
14
19
13
18
25
26
30
24
29
23
28
22
27
21
35
36
40
34
39
33
38
32
37
31
45
46
47
48
49
50
60
⫺2
41
42
43
44
53
55
56
58
52
57
51
54
59
65
66
67
68
69
70
80
90
61
62
63
64
73
75
76
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77
71
74
79
85
86
87
88
89
81
82
83
84
91
92
93
94
101
102
103
104
95
96
97
98
99 100
105
106
107
108
109 110
Math Masters, pp. 3–6
Lesson 1 1
21
Game Master
Name
Date
Time
Number-Line Squeeze Directions
1 2
4 3
Materials 䊐 Math Masters, p. 464
3 Differentiation Options
䊐 2 counters
Players
2 or more
Skill
Compare and order numbers
Object of the Game To guess a mystery number on the
number line
Directions
1. Place the counters on both ends of the number line.
0
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 19
2. One player thinks of a mystery number on the number line.
3. The other players guess the mystery number. If the guess
is too high, the first player moves the right counter
over to cover the guess. If the guess is too low, the first
player moves the left counter over to cover the guess.
4. Repeat Step 3 until the mystery number is guessed.
1
2
3
4
5
6
7
8
9
Playing Number-Line Squeeze
SMALL-GROUP
ACTIVITY
5–15 Min
(Math Masters, p. 464)
To explore comparing and ordering numbers using a visual model,
have children play Number-Line Squeeze. See Math Masters, page
464 for directions.
ENRICHMENT
Counting with Roman Numerals
5. Switch roles and play again.
0
READINESS
INDEPENDENT
ACTIVITY
5–15 Min
10 11 12 13 14 15 16 17 18 19 20
Math Masters, p. 464
To further explore comparing and ordering numbers, introduce
children to Roman numerals. Display a table of Roman numerals
on the board or Class Data Pad. (See margin.) Discuss the
patterns in the Roman numeral system.
Use Roman numerals along with the routine of counting the
number of school days. Roman numerals can be written on large
stick-on notes and attached to the Class Number Line.
Roman Numerals
I = 1
XX = 20 (2 tens)
II = 2
III = 3
XL = 40 (50 less 10)
IV = 4
L = 50
V = 5
LX = 60 (50 plus 10)
VI = 6
VII = 7
XC = 90 (100 less 10)
VIII = 8
C = 100
IX = 9
CX = 110 (100 plus 10)
X = 10
ELL SUPPORT
Discussing the Mathematics
SMALL-GROUP
ACTIVITY
5–15 Min
All Around Bulletin Board
To provide language support for understanding uses of numbers,
have children look at the Mathematics All Around bulletin board.
Ask them to describe some of the ways the numbers on the
bulletin board are being used. Sample answers: An address on a
door, a list of telephone numbers, how much something costs If
several English language learners speak the same language, have
them take a minute to discuss the bulletin board in their own
language first and then share what they are able to in English.
D = 500
M = 1, 000
Planning Ahead
Beginning in Lesson 1-2, children will need 20 pennies,
5 nickels, 10 dimes, and 4 quarters. Be prepared to distribute
either real or play coins for children to add to their tool kits in
Lesson 1-2. Consider sending a note to parents requesting real
coins for their children to use in class.
You may also wish to send home a note asking that children
bring clean, old socks to school to use as slate erasers.
Alternatively, have children use tissues or paper towels for this
purpose.
22
Unit 1 Numbers and Routines