2nd Grade Problem of the Day Story Problems- October

Tessa Maguire
14.2k Followers
Grade Levels
2nd, Homeschool
Standards
Formats Included
  • PDF
Pages
30 pages
$3.00
$3.00
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Tessa Maguire
14.2k Followers

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  1. These 2nd Grade Word Problems of the Day contain real-world applications of the second grade math standards. This nine month Word Problems bundle includes 30 story problems for each month of the school year (Sept-May) that build students' problem solving skills through guided and independent practic
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Description

Second Grade Problem of the Day Story Problems

These Problem of the Day story problems contain real-world application of the standards and are intended to be rigorous guided and independent practice activities with varying levels of difficulty. The month begins with students identifying if the unknown is at the start, change, or the end only working with numbers within 20. The month gradually builds so students are working on two-step problems up to 100 (without regrouping).

Some pages can be completed by students independently while others are intended for students to try to complete what they can, and then gone over as a class. The purpose of varying the difficulty of the skills is to build confidence in students’ problem solving strategies, while also pushing them to try new strategies. Some problems include many steps to reach the solution while others require students to explain their work.

30 pages are provided so that a page can be completed each day, if you wish, with additional pages going home for independent practice. These can be easily printed and stapled for daily use, or these are also perfect for inclusion in interactive notebooks.

Skills included: facts within 20, addition without regrouping, subtraction without regrouping, and place value.

For the other sets:

Back to School

September

November

December

January

February

March

April

May

Or all the months together in a discounted BUNDLE

Total Pages
30 pages
Answer Key
Not Included
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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