HERE IS A SAMPLE OF MY YEAR LONG GUIDED MATH LESSON PLANS!
Included is a 1-WEEK sample of a CCSS and TEKS aligned lesson plan!
BELOW IS THE DESCRIPTION FOR MY YEAR LONG SET
A YEAR OF GUIDED MATH LESSON PLANS for 2ND GRADE!
Over 648 Pages of Lesson Plans, Anecdotal Records Sheets, Vocabulary Pages and Graphic Organizers!
This product includes 30 weeks of Guided Math Lesson Plans for the teacher and activities for the students!
26 CCSS Aligned Skills and 43 TEKS Aligned Skills are broken down into 1-week segments (4 days each week with the 5th day being used as a “getting caught up day”) of lessons equaling 30 weeks!
WITHIN EACH LESSON:
• CCSS Skills (Or TEKS Skills) Binder Divider Page
• A Completed Lesson Plan For Each Day (Day 1-2 and Day 3-4)
• A Vocabulary Activity (based on the specific CCSS or TEKS that week) to begin your small group lesson
• Small Group Activity (based on the specific CCSS or TEKS that week)
• Anecdotal Record Form to fill out on students.
THESE ARE GREAT PRINT AND GO LESSONS AND RESOURCES TO PUT IN A BINDER!
Check out the preview to see an up-close look at all of the items and how they are used!
2.OA.1 - 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.
2.OA.2 - Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
2.OA.3 - Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
2.OA.4 - 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.
2.NBT.1 - Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases
2.NBT.2 - Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3 - Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.4 - Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
2.NBT.5 - Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.6 - Add up to four two-digit numbers using strategies based on place value and properties of operations.
2.NBT.7 - 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.
2.NBT.8 - Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.
2.NBT.9 - Explain why addition and subtraction strategies work, using place value and the properties of operations.
2.MD.1 - Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
2.MD.2 - Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
2.MD.3 - Estimate lengths using units of inches, feet, centimeters, and meters.
2.MD.4 - Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
2.MD.5 - Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
2.MD.6 - Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
2.MD.7 - Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
2.MD.8 - Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?
2.MD.9 - Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
2.MD.10 - Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
2.G.1 - Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.G.2 - Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
2.G.3 - 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.
2.2 A - The student is expected to use concrete and pictorial models to compose and decompose numbers up to 1,200.
2.2 B - The student is expected to use standard, word, and expanded forms to represent numbers up to 1,200.
2.2 C and D - The student is expected to generate a number that is greater than or less than a given whole number up to 1,200. The student is expected to use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols.
2.2 E and F - The student is expected to locate the position of a given whole number on an open number line. The student is expected to name the whole number that corresponds to a specific point on a number line.
2.3 A, B, and D - The student is expected to partition objects into equal parts and name the parts, including halves, fourths, and eighths, using words. The student is expected to explain that the more fractional parts used to make a whole, the smaller the part; and the fewer fractional parts, the larger the part. The student is expected to identify examples and non-examples of halves, fourths, and eighths.
2.3 C - The student is expected to use concrete models to count fractional parts beyond one whole using words and recognize how many parts it takes to equal one whole.
2.4 A - The student is expected to recall basic facts to add and subtract within 20 with automaticity.
2.4 B - The student is expected to add up to 4 two-digit numbers and subtract two-digit numbers using mental strategies based on knowledge of place value and properties of operations.
2.4 C - The student is expected to solve one-step and multi-step word problems involving addition and subtraction within 1,000 using a variety of strategies based on place value.
2.4 D - The student is expected to generate and solve problem situations for a given mathematical number sentence involving addition and subtraction of whole numbers within 1,000.
2.5 A and B - The student is expected to determine the value of a collection of coins up to one dollar. The student is expected to use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.
2.6 A - The student is expected to model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined.
2.6 B - The student is expected to model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
2.7 A - The student is expected to determine whether a number up to 40 is even or odd using pairings of objects to represent the number.
2.7 B - The student is expected to use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200.
2.7 C - The student is expected to represent and solve addition and subtraction word problems where unknowns may be any one of the terms in the problem.
2.8 A and C - The student is expected to create two-dimensional shapes based on given attributes, including number of sides and vertices. The student is expected to classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices.
2.8 B - The student is expected to classify and sort three dimensional solids and triangular prisms, based on attributes using formal geometric language.
2.8 D and E - The student is expected to compose two-dimensional shapes and three-dimensional solids with given properties or attributes. The student is expected to decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, partitioning a rectangle into identical triangles and identify the resulting geometric parts.
2.9 A - The student is expected to find the length of objects using concrete models for standard units of length.
2.9 B - The student is expected to describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object.
2.9 C - The student is expected to represent whole numbers as distances from any given location on a number line.
2.9 D - The student is expected to determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tape.
2.9 E - The student is expected to determine a solution to a problem involving length, including estimating length.
2.9 F - The student is expected to use concrete models of square units to find the area of a rectangle by covering it with no gaps or overlaps, counting to find the total number of square units, and describing the measurement using a number and the unit.
2.9 G - The student is expected to read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.
2.10 A and B - The student is expected to explain the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category. The student is expected to organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more.
2.10 C and D - The student is expected to write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one. The student is expected to draw conclusions and make predictions from information in a graph.
2.11 A, B, and C - The student is expected to calculate how money saved an accumulate into a larger amount over time. The student is expected to explain saving as an alternative to spending. The student is expected to distinguish between a deposit and a withdrawal.
2.11 D, E, and F - The student is expected to identify examples of borrowing and distinguish between responsible vs. irresponsible borrowing. The student is expected to identify example of lending and use concepts of benefits and costs to evaluate lending decisions. The student is expected to differentiate between producers and consumers and calculate the cost to produce a simple item.
THIS ITEM IS A MUST HAVE!
I have been teaching for 12 years. These are skill based lesson plans, with instructions for the teacher and fun, interactive yet challenging activities for the student!
If you still have questions, message me or e-mail me at firstname.lastname@example.org!
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