2nd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK | MATH HOMEWORK

2nd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
2nd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
2nd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
2nd GRADE NUMBER OF THE DAY | NUMBER SENSE | MATH MORNING WORK |  MATH HOMEWORK
File Type

PDF

(3 MB|183 pages)
Standards
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  1. This bundle includes a collection of math materials to use with your 2nd grade students.Inside you'll find an entire year of spiral review homework/morning work, 3 assessments for every standard, math journaling pages, and daily number activities.Please take a look at the previews for each of the r
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  • Product Description
  • StandardsNEW
Number of the Day
Today's Number / Number of the Day 2nd Grade Common Core Daily Math Review

This product contains 183 printable pages to make it easy to review important math skills on a regular basis.

I also have a version available for 3rd and 4th grade if you need to differentiate within your classroom.

I created the Today’s Number series to use in my own classroom as a spiral review for my third graders. I include one page each week as part of my Math Workshop / Guided Math Rotations.

You may also find it useful to use the pages as homework or when you have a sub. I keep one copy on hand as a “go to back up activity” in the event that I am unexpectedly called out of the classroom or if I’ve planned a lesson involving technology only to find that said technology is choosing not to work at that specific moment.


INTRODUCING THE TODAY’S NUMBER ACTIVITY:
I found it best to introduce the page slowly. Instead of just passing them out and having them get started I first modeled how to fill in the boxes (only a few at a time) using my projector over the course of several days.

Next, I walked the students through the form again in small groups.

Finally, I keep a completed model available for them to look at if needed, but they complete the page independently (or sometimes with a partner).


THE BACK OF TODAY’S NUMBER:
Originally I had my early finishers use the number of the day to create equations that equal that number. However, I found that some wrote too large and disorganized. I also noticed that some students were simply writing equations such as, “99+1=100, 98+2=100, 97+3=100, etc” All were accurate, but certainly not stretching their minds.

It was for those reasons that I created a form. It has two columns to help organize their work. Also, it includes a box for “rules.” One rule that is included every. single. day is my “no patterns rule” which prevents them from the list above. Other rules require them to challenge themselves a bit. Some examples include:
Each equation MUST include a + and a -.
Each equation needs to be written using only even numbers.
Each equation must include 4 addends.

Because the activity is open-ended and can literally go on forever, I have them keep their paper in their folder to use when other activities are completed during the week and collect them on Friday.

It covers the following Common Core Standards for Math
2.OA.2 2.OA.3 2.NBT.1 2.NBT.3 2.NBT.4 2.NBT.5 2.NBT.7 2.NBT.8 2.MD.8
Log in to see state-specific standards (only available in the US).
Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Total Pages
183 pages
Answer Key
N/A
Teaching Duration
1 Year
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