2nd
Subjects
Standards
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Formats Included
• Zip
Pages
450+
\$43.00
List Price:
\$51.00
You Save:
\$8.00
\$43.00
List Price:
\$51.00
You Save:
\$8.00
The Teacher-Author indicated this resource includes assets from Google Workspace (e.g. docs, slides, etc.).

Description

Number conversations can be built into your daily schedule as short, daily exercises aimed at building number sense. Number sense is the ability to understand numbers and quantities, to use numbers flexibly, and to perform calculations mentally. According to research, students in the United States lack number sense. Traditionally, students have relied on rote algorithms to complete math problems, without really understanding what they are doing. Students who have strong number sense can solve problems in more than one way and can check that their answers make sense.

NOTE: This growing bundle will include over 400 talking math prompts that foster mental math abilities and help develop number sense by DECEMBER 2020. These 12 packs are listed at \$51.00. You're saving 16% (\$43.00) by purchasing this bundle!

• Yearlong Teaching Scope & Sequence
• Printable and Digital Options
• Teaching Guide & Question Stems for Each Unit
• Math Talk & Math Journals Anchor Chart
• 400+ Prompt Cards
• Dozens of Recording Logs

Quarter 1:

Subitizing and Arrays

Hit the Target: Composing & Decomposing Numbers

Quarter 2:

Number Mazes: Composing and Decomposing Numbers within 100 (FALL 2020)

What Am I?: Number (1-1000) Riddles (FALL 2020)

Pick Up Stick: Practice in Skip Counting and Place Value (FALL 2020)

Quarter 3

Solve My 100s Grid: Place Value and Adding within 200 (FALL 2020)

Friends Share: Identifying Missing Addends and Subtrahends (FALL 2020)

The Misfit: Noticing Patterns in Shapes, Fractions, and Numbers

Quarter 4

Balancing My Scale: Exploring Equality in Expressions and Coins

This is a digital file. May I print it?

While intended to be a digital resource, it can also be printed. To do so, go to File à Print à Lay Out à Pages Per Sheet à 2 or 4 à Print.  2 to a page prints with awkward margins but are easier to read and write directly on. 4 to a page prints in perfect task-card form (the size of post cards).

How Do I Use These for a Whole-Class Number Talk?

Using Google Slides you are able to display these prompts. If you download the Page Marker Google Chrome extension, you can write directly on the slides (no log-in required) in different colors. Using an Interactive Whiteboard, you can use the markers or your finger to write on top of these images/slides. If using a touch-screen Chromebook or iPad, you can use a stylus to record students’ thinking. Should you want to rock a low-technology option, display the prompt on a screen and record student thinking on anchor chart paper, a white board, or an easel.

Yes! On a password-protected site or platform, you are welcome to share this digital file with students and families. That might look like a Google Classroom, a password-protected website, a password-protected Flip Grid, See Saw, etc. Due to copyright, the digital file may not be placed on a class website that is accessible to the general public. Have questions? Ask a Q&A on Teachers Pay Teachers, and I’m happy to answer!

With what programs is this compatible?

This digital file is able to work with GoogleTM Slides, Google Drive, SeeSaw. Microsoft OneDriveTM, or Pic Collage. Note - In SeeSaw, the interactive pieces do not work. Then students may submit their thinking digitally. For instructions on how to use this resource with Microsoft OneDriveTM and SeeSaw visit bit.ly/digitalinstructions

Can I share just one or a few prompts at a time?

After you make a copy of this digital file and add it to your Google Drive, you are free to manipulate the slides. You can add/delete/or move around the pages to meet the needs of your students. Only want to share one prompt? Perfect. Delete the other slides and share the file via Google Classroom for your students. Then, when you want the rest of the tasks, you can come back to this link and reopen the original file.

Total Pages
450+
Included
Teaching Duration
1 Year
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Standards

to see state-specific standards (only available in the US).
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.
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.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.