Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING

Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
Eureka Math 2nd Grade Modules 1-8 with DIFFERENTIATED GROUPING
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8 Products in this Bundle
8 products
    • Bundle Description
    • StandardsNEW

    This is a Eureka Math lesson plan that follows the "I do, We do, You do" method of teaching. This product contains most lesson plans in Modules 1-8 (see below). This plan includes opportunities for student discussion and activities using "Hands up" for teacher assessment.


    There are assessment and problem set opportunities for THREE DIFFERENTIATED GROUPS (below level, on level and enrichment).

    There are Center choices listed from K5 centers. You can find it for purchase on the following link.

    https://www.k-5mathteachingresources.com/math-centers.html

    Spheres and Cylinders- Low/Mid-Low Level Group

    Cones and Cubes - Mid-High/High Level Group

    Also, there are differentiated problems associated with the Problem Set from the Eureka Math workbook. If your school does not purchase the workbooks, the problem sets and exit tickets are available for free download from https://www.engageny.org/

    Please note, based on recommendations from Great Minds Eureka Math and Eureka Math's Notes on Pacing, the following lessons have been modified, consolidated or omitted:

    Click links to purchase module lesson plans separately

    Module 1: All lesson plans

    Module 2:

    • Lessons 4 and 5 are consolidated into one plan with material from both lessons on the plan (Eureka Math's Notes on Pacing)
    • Lesson 10 has additional CUVAS worksheets to use for word solving. See "Low Group" sheet for explanation of CUVAS. Also, this is an optional resource. You can use the RDW approach to solve word problems. My school likes to use this method.

    Module 3:

    • Lesson 15 has additional CUVAS worksheets to use for word solving. See "Low Group" sheet for explanation of CUVAS. Also, this is an optional resource. You can use the RDW approach to solve word problems.
    • Lesson 18 has been omitted as it is an OPTIONAL lesson (Eureka Math's Notes on Pacing)

    Module 4:

    • Lessons 5 and 16 are word problem solving lessons in which I use the CUVAS strategy. There are worksheets attached for each lesson with this strategy. However, this strategy is not necessary to use. You can use the read, draw, write (RDW) strategy as outlined in Eureka.
    • Lesson 10 is omitted because it is very similar to lesson 9. Lesson 9 includes material from Lesson 10 about showing expanded form. (Eureka Math's Notes on Pacing)
    • Lesson 13 is omitted and place value disk drawing is incorporated into lessons 11 and 12. (Eureka Math's Notes on Pacing)
    • Lesson 18 and 19 are omitted and vertical form is taught with place value disk drawings in lesson 20 and 21. (Eureka Math's Notes on Pacing)
    • Lesson 26 is omitted and place value disk drawing is incorporated into lessons 24 and 25. (Eureka Math's Notes on Pacing)
    • Lesson 29 and 30 is consolidated into one lesson due to pacing purposes. (Eureka Math's Notes on Pacing)

    Module 5:

    • Lesson 7- Share and critique solution strategy is used in all lessons. They are used in turn and talk opportunities
    • Lesson 8-9- Relate manipulative representations to the addition algorithm. Manipulatives are used in all lessons as an aid. Lesson 10 and 11 incorporates manipulatives, drawings, and the addition algorithm (Eureka Math's Notes on Pacing)
    • Lesson 13- Relate manipulative representations to subtraction algorithm- this is once again incorporated already in Lessons 14 and 15 when we are using math drawings and relating it to a written algorithm (Eureka Math's Notes on Pacing)

    Module 6:

    • Lesson 1 & 2 are consolidated into one lesson (Eureka Math's Notes on Pacing)
    • Lesson 3&4 are consolidated into one lesson (Eureka Math's Notes on Pacing)
    • Lesson 11- Omitted and taught in Lesson 10.
    • Lesson 13 - Omitted because the concept is a 3rd grade standard (Eureka Math's Notes on Pacing)
    • Lesson 16- Omitted because not directly related to 2nd grade standards (Eureka Math's Notes on Pacing)

    Module 7:

    • Lesson 14 - Omitted because very similar to Lesson 15 (Eureka Math's Notes on Pacing)
    • Lesson 26- Omitted because very similar to Lesson 25 (Eureka Math's Notes on Pacing)

    Module 8: All lessons

    Log in to see state-specific standards (only available in the US).
    Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
    Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
    Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
    Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
    Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
    Total Pages
    N/A
    Answer Key
    Does not apply
    Teaching Duration
    1 Year
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