Current Filters
Search Within Results
Subjects
Grades
Resource Type
Topics
Common Core: Math
Subject: Math
105 Results

 This Mathematics Common Core video features 2nd grade students from Dr. Louis A. Cerulli School 34 in Rochester, NY. In this lesson students work with standard 2.NBT.5: Fluently add and subtract...

 Welcome to “Math Studio Talk” a video series that provides games, activities and models to help students develop flexible thinking and deep understanding of math concepts from kindergarten to Grade 5...

 Objective: Represent equal groups with tape diagrams, and relate to repeated addition.

 In Topic B, students solve problems involving coins and bills. They begin at the concrete level in Lesson 6, using play money to review the different coin values from Grade 1. Beginning with the...

 Links to: G3–M2 Place Value and Problem Solving with Units of Measure Topic D focuses on the application of the tools and concepts presented in Topics A through C. Students synthesize their...

 Topic C builds upon Module 4’s groundwork, now decomposing tens and hundreds within 1,000 (2.NBT.7). In Lesson 13, students model decompositions with number disks on their place value charts while...

 Topic B in Module 5 is analogous to Topic B in Module 4, but while in Module 4 students composed ones and tens within 200, Module 5 expands upon this, finding students composing tens and hundreds...

 In Topic A, students practice the simplifying strategies they learned in Module 4, but with numbers up to 1,000. They will be asked to consider which strategy is most efficient for each problem they...

 Module 4 culminates with Topic F, in which students think about and discuss the multiple strategies they have learned to represent and solve addition and subtraction problems. They share their...

 Topic E begins with an extension of mental math strategies learned in first grade, when students learned to subtract from the ten by using number bonds. In Lesson 23, they return to this strategy to...

 In Lesson 17 of Topic D, students extend the base ten understanding developed in Topic A to numbers within 200. Having worked with manipulatives to compose 10 ones as 1 ten, students relate this to...

 Topic C parallels Topic B, as students apply their understanding of place value strategies to the subtraction algorithm, moving from concrete to pictorial to abstract. It is important to note that...

 In Topic B, students apply their understanding of place value strategies to the addition algorithm, moving from horizontal to vertical notation. Their understanding of vertical addition starts with...

 In Topic A, students build upon their understanding of the base ten system and their prior knowledge of place value strategies presented in Module 3. In Lesson 1, students relate 10 more and 10 less...

 The module closes with questions such as, “What number is 10 less than 402?” and “What number is 100 more than 98?” As students have been counting up and down throughout the module, these three...

 Number disks make comparison of numbers very easy. More than and less than lead to the addition and subtraction in the next module. In Lesson 16, students compare using the symbols <, >, and =...

 In Topic E, students transition to the more abstract number disks that will be used through Grade 5 when modeling very large and very small numbers. The foundation has been carefully laid for this...

 Further building their place value understanding, students count by $1 bills up to $124, repeating the process done in Lesson 6 with bundles. Using bills, however, presents a new option. A set of 10...

 In Topic C, the teaching sequence opens with students counting on the place value chart by ones from 0 to 124, bundling larger units as possible (2.NBT.1a). Next, they represent various counts in...

 In Topic B, students practice counting by ones and skipcounting by tens and hundreds. They start off with simple counting by ones and tens from 90 to 124 and 124 to 220. They then count by ones,...

 When students gather on the carpet in a circle, the teacher pours out a box of 1000 straws. “How can we count these easily?” The students are led to suggest that bundles of 10 would make it much...

 Objective: Use different strategies to make $1 or make change from $1.

 Objective: Use the fewest number of coins to make a given value.

 Objective: Recognize the value of coins and count up to find their total value.