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Guided Math Workshop Lesson Plans FREEBIE for Second Grade

Grade Levels
2nd, Homeschool
Standards
Formats Included
  • Zip
Pages
10 pages

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  1. Do you feel lost planning second grade math each week? Do you feel like you have some good pieces or parts of your math instruction, but you can't seem to fit them all in or make them all work together? Guided math workshop is for you! WHY GUIDED MATH WORKSHOP?Many teachers and districts are want
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Description

Do you feel lost planning math each week? Do you feel like you have some good pieces or parts of your second grade math instruction, but you can't seem to fit them all in or make them all work together? Guided math workshop is for you!

WHY GUIDED MATH WORKSHOP?

Many teachers and districts are wanting more problem solving in the primary classrooms. But they also understand the gaps in math instruction when math story problems are 100% of the instruction. Guided Math is a balanced curriculum that addresses both of these needs.

WHAT IS GUIDED MATH WORKSHOP?

Guided math workshop is a comprehensive curriculum I've developed for second grade to balance math instruction. It incorporates all of the Cognitively Guided Math principles I've used for years, plus many of the hands on games and skill activities that are also beneficial for primary students and problem solving heavy curriculums lack.

Find more detailed information on the whats and whys plus the weekly schedule and routine in the download! Plus, read more about GMW on the blog!

This FREEBIE includes the first 10 days of lesson plans for Guided Math Workshop, plus a few printables to get you started. It will give you an idea of what this curriculum is like before purchasing the entire curriculum.

You can find the full year of Guided Math Workshop Second Grade Lesson Plans here.

OTHER RESOURCES NEEDED FOR GUIDED MATH WORKSHOP:

Math Anchor Charts

Print and Play Math Games

Digital Math Fluency Centers

...and much more! Check out the full curriculum bundle to see all of the resources!

Copyright Whitney Shaddock, 2020, licensed for one classroom use only. Please use the multiple licensing option for more than one classroom use!

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Total Pages
10 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
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.
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.
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.

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