Subject

Grade Levels

Resource Type

Product Rating

4.0

File Type

Compressed Zip File

Be sure that you have an application to open this file type before downloading and/or purchasing.

129 MB|932 pages

Share

Product Description

These are all of my current math units for 2nd grade. Yes, some have a few 1st grade skills that MUST be mastered before the 2nd grade skills can scaffold :)

The units are listed below with STANDARDS and DAILY SKILLS.

*****No Prep Place Value Unit*****

**Some activities call for dice

Table of Contents:

p.2 – Thanks

p.3-5 – Preview

p.6 – Standards

p.7-8 – Skills For Each Day

Day 1 - Pre Assessment

Day 2 - Place (Ones & Tens)

Day 3 - Value & Base-Ten Blocks (Ones & Tens)

Day 4 - Expanded Form (Ones & Tens)

Day 5 - Written Form (Ones & Tens)

Day 6 - Forms: Standard, Base-Ten, Expanded, & Written (Ones & Tens)

Day 7 - Comparing Numbers (Ones & Tens)

Day 8 - Mid Assessment

Day 9 - Place (Ones, Tens, & Hundreds)

Day 10 - Base-Ten & Written Form (Ones, Tens, & Hundreds)

Day 11 - Expanded Form (Ones, Tens, & Hundreds)

Day 12 - Short Word Form (Ones, Tens, & Hundreds)

Day 13 - Project (Ones, Tens, & Hundreds)

Day 14 - Review (Ones, Tens, & Hundreds)

Day 15 -Post Assessment

Here are the Standards!

CCSS.MATH.CONTENT.2.NBT.A.1Understand 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:

CCSS.MATH.CONTENT.2.NBT.A.1.A100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.BThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENT.2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to add and subtract.

*****No Prep Relating Addition and Subtraction Unit*****

Concepts:

-Number Lines

-Open Number Lines

-Number Grids

-1-digit by 1-digit Addition

-1-digit by 1-digit Subtraction

-2-digit by 2-digit Addition

-2-digit by 2-digit Subtraction

-3 Addend Addition

-Skip Counting

-Explaining Steps {CCSS}

Daily Lesson Concepts.

Day 1 – Unit Assessment - Pre

Day 2 – Building a Number Line

Day 3 – Adding and Subtracting with a Number Line

Day 4 – Number Line with Real-World Problems (Addition)

Day 5 - Number Line with Real-World Problems (Subtraction)

Day 6 - Number Line with Real-World Problems (Addition and Subtraction)

Day 7 – Using an Open Number Line

Day 8 – Building and Using an Open Number Line for 3 Addends

Day 9 – Using an Open Number Line with 3 Addends

Day 10 – Using an Open Number Line to Subtract

Day 1 1 – Using a Number Grid to Add and Subtract within 100

Day 12 - Using a Number Line to Subtract within 100

Day 13 – Finding Unknown Numbers within an Equation

Day 14 - Finding Unknown Numbers within an Equation

Day 15 – Unit Assessment - Post

Standards Discussed:

2.OA.A.1Use 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.B.2Fluently add and subtract within 20 using mental strategies.

2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

2.MD.B.5Use 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.B.6Represent 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.

*****No Prep Measurement Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Non Standard Measurement

Day 3 - Needing Standard Measurements

Day 4 - Inches

Day 5 - Inches & Feet

Day 6 - Inches, Feet, Yards, & Miles

Day 7 - Centimeters, Meters, & Kilometers

Day 8 - Appropriate Tools & Estimation

Day 9 - Real World Project

Day 10-11 - Measuring with Two Units

Day 12-13 - World Problems

Day 14 - Perimeter

Day 15 - Post Assessment

Standards:

CCSS.MATH.CONTENT.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2Measure 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.

CCSS.MATH.CONTENT.2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

*****No Prep Geometry Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction to Figures/Shapes

Day 2 - What are Shapes and Figures? – Open and Closed

Day 3 - Identifying Parts of Figures and Attributes

Day 4 - Creating 2D Figures with Attributes

Day 5 - Composing New Shapes with Given Figures

Day 6 - Real World 2D Shapes

Day 7 - Attributes of Real-World 2D Shapes & Attribute Game

Day 8 - Polygons & Non-Polygons (2D)

Day 9 - Creating 3D Shapes & Attributes

Day 10 - 2D & 3D Real World Figures/Shapes

Day 11 - Review (8 Different Activities to Rotate through... GREAT WORKSTATIONS!)

Day 12 - Post Assessment

Standards:

CCSS.MATH.CONTENT.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

CCSS.MATH.CONTENT.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

CCSS.MATH.CONTENT.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

*****No Prep Partitions & Fractions Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Equal vs. Unequal Partitions

Day 3 - Partitioning: Halves, Thirds, Fourths

Day 4 - Partitioning, Shading, & Numerators and Denominators (Part 1)

Day 5 - Partitioning, Shading, & Numerators and Denominators (Part 2)

Day 6 - Fractional Sets

Day 7 - Fractions on Number Lines

Day 8 - Mid- Assessment – Review Practice

Day 9 - Comparing Fractions (In different forms)

Day 10 - Adding Fractions with Like Denominators (With a Little Bit About Mixed Numbers)

Day 11 - Subtracting Fractions with Like Denominators

Day 12 - Symmetry – One Line

Day 13 - Symmetry – Two or More Lines

Day 14 - Partition, Fraction, and Symmetry Review

Day 15 - Post Assessment

Standards:

(2nd Grade Intro CCSS)

Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and SYMMETRY in later grades.

CCSS.MATH.CONTENT.1.G.A.3Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, andquarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

CCSS.MATH.CONTENT.2.OA.C.4Use 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.

CCSS.MATH.CONTENT.2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CCSS.MATH.CONTENT.2.G.A.3Partition 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.

*****No Prep Money Unit *****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Introduction to Coins

Day 3 & 4 - Identifying & Sorting Coins

Day 5 & 6 - Skip Counting with Coins

Day 7 & 8 - Using Pennies, Nickels, Dimes, & Quarters to Add/Subtract

Day 9, 10, 11 - Working with Unknown Quantities and Word Problems

Day 12 & 13 - Working 2-Step Word Problems about Money

Day 14 - Review

Day 15 - Post Assessment

Standards:

CCSS.MATH.CONTENT.2.MD.C.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?

*****No Prep Measuring Time Unit *****

Table of Contents:

p.2 – Thanks

p.3-5 – Preview

p.6 – Contents

p.7 – Standards

p.8-9 – Days Of Lessons

p.10-14 – Pre-Assessment

p.15-18 – What is Time?

p.19-29 – What is a Clock?

p.30-40 – Reading a Clock to the Hour

p. 41-48 – Reading a Clock to the Half Hour

p. 49-59 – Reading a Clock to the Quarter Hour

p. 60-64 – Mid Assessment

p. 65-75 – AM & PM

p. 76-84 – Reading a Clock to Five Minutes

p. 85-92 – Simple Elapsed Time

p. 93-109 – Review

p. 110-114 – Post Assessment

p. 115 - Credit

Here are the Standards!

CCSS.MATH.CONTENT.1.MD.B.3Tell and write time in hours and half-hours using analog and digital

clocks.

CCSS.MATH.CONTENT.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

*****No Prep Graphing Unit*****

Table of Contents:

p.2-4 – Preview

p.5 – Thanks

p.6-7 – Skills For Each Day

p.8 – Standards

Day 1 - Pre Assessment

Day 2 - What is a Survey & Table

Day 3 - What is a Bar Graph?

Day 4 - How to Use a Table and Bar Graph for Data

Day 5 - Bar Graph Project

Day 6 - What is a Line Graph?

Day 7 - How to Use a Survey, Table, and a Line Graph for Data

Day 8 - What is a Pictograph?

Day 9 - How to Use a Survey, Table, and Pictograph for Data

Day 10 - Pictographs with Pictures that Represent More than One

Day 11 - What is a Line Plot?

Day 12 - How to Use a Survey, Table, and Line Plot for Data

Day 13 - Comparing Quantities in a Graph & Project

Day 14 - Review Stations

Day 15 -Post Assessment

Here are the Standards!

CCSS.MATH.CONTENT.2.MD.D.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.

CCSS.MATH.CONTENT.2.MD.D.10Draw 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.

This Bundle is made up of over 900 pages to be used by you and your students.

Enjoy.

The units are listed below with STANDARDS and DAILY SKILLS.

*****No Prep Place Value Unit*****

**Some activities call for dice

Table of Contents:

p.2 – Thanks

p.3-5 – Preview

p.6 – Standards

p.7-8 – Skills For Each Day

Day 1 - Pre Assessment

Day 2 - Place (Ones & Tens)

Day 3 - Value & Base-Ten Blocks (Ones & Tens)

Day 4 - Expanded Form (Ones & Tens)

Day 5 - Written Form (Ones & Tens)

Day 6 - Forms: Standard, Base-Ten, Expanded, & Written (Ones & Tens)

Day 7 - Comparing Numbers (Ones & Tens)

Day 8 - Mid Assessment

Day 9 - Place (Ones, Tens, & Hundreds)

Day 10 - Base-Ten & Written Form (Ones, Tens, & Hundreds)

Day 11 - Expanded Form (Ones, Tens, & Hundreds)

Day 12 - Short Word Form (Ones, Tens, & Hundreds)

Day 13 - Project (Ones, Tens, & Hundreds)

Day 14 - Review (Ones, Tens, & Hundreds)

Day 15 -Post Assessment

Here are the Standards!

CCSS.MATH.CONTENT.2.NBT.A.1Understand 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:

CCSS.MATH.CONTENT.2.NBT.A.1.A100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.BThe numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.MATH.CONTENT.2.NBT.A.4Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Use place value understanding and properties of operations to add and subtract.

*****No Prep Relating Addition and Subtraction Unit*****

Concepts:

-Number Lines

-Open Number Lines

-Number Grids

-1-digit by 1-digit Addition

-1-digit by 1-digit Subtraction

-2-digit by 2-digit Addition

-2-digit by 2-digit Subtraction

-3 Addend Addition

-Skip Counting

-Explaining Steps {CCSS}

Daily Lesson Concepts.

Day 1 – Unit Assessment - Pre

Day 2 – Building a Number Line

Day 3 – Adding and Subtracting with a Number Line

Day 4 – Number Line with Real-World Problems (Addition)

Day 5 - Number Line with Real-World Problems (Subtraction)

Day 6 - Number Line with Real-World Problems (Addition and Subtraction)

Day 7 – Using an Open Number Line

Day 8 – Building and Using an Open Number Line for 3 Addends

Day 9 – Using an Open Number Line with 3 Addends

Day 10 – Using an Open Number Line to Subtract

Day 1 1 – Using a Number Grid to Add and Subtract within 100

Day 12 - Using a Number Line to Subtract within 100

Day 13 – Finding Unknown Numbers within an Equation

Day 14 - Finding Unknown Numbers within an Equation

Day 15 – Unit Assessment - Post

Standards Discussed:

2.OA.A.1Use 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.B.2Fluently add and subtract within 20 using mental strategies.

2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.

2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

2.NBT.B.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

2.MD.B.5Use 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.B.6Represent 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.

*****No Prep Measurement Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Non Standard Measurement

Day 3 - Needing Standard Measurements

Day 4 - Inches

Day 5 - Inches & Feet

Day 6 - Inches, Feet, Yards, & Miles

Day 7 - Centimeters, Meters, & Kilometers

Day 8 - Appropriate Tools & Estimation

Day 9 - Real World Project

Day 10-11 - Measuring with Two Units

Day 12-13 - World Problems

Day 14 - Perimeter

Day 15 - Post Assessment

Standards:

CCSS.MATH.CONTENT.2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2Measure 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.

CCSS.MATH.CONTENT.2.MD.A.3Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.2.MD.A.4Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

*****No Prep Geometry Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction to Figures/Shapes

Day 2 - What are Shapes and Figures? – Open and Closed

Day 3 - Identifying Parts of Figures and Attributes

Day 4 - Creating 2D Figures with Attributes

Day 5 - Composing New Shapes with Given Figures

Day 6 - Real World 2D Shapes

Day 7 - Attributes of Real-World 2D Shapes & Attribute Game

Day 8 - Polygons & Non-Polygons (2D)

Day 9 - Creating 3D Shapes & Attributes

Day 10 - 2D & 3D Real World Figures/Shapes

Day 11 - Review (8 Different Activities to Rotate through... GREAT WORKSTATIONS!)

Day 12 - Post Assessment

Standards:

CCSS.MATH.CONTENT.1.G.A.1Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

CCSS.MATH.CONTENT.1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

CCSS.MATH.CONTENT.2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

*****No Prep Partitions & Fractions Unit*****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Equal vs. Unequal Partitions

Day 3 - Partitioning: Halves, Thirds, Fourths

Day 4 - Partitioning, Shading, & Numerators and Denominators (Part 1)

Day 5 - Partitioning, Shading, & Numerators and Denominators (Part 2)

Day 6 - Fractional Sets

Day 7 - Fractions on Number Lines

Day 8 - Mid- Assessment – Review Practice

Day 9 - Comparing Fractions (In different forms)

Day 10 - Adding Fractions with Like Denominators (With a Little Bit About Mixed Numbers)

Day 11 - Subtracting Fractions with Like Denominators

Day 12 - Symmetry – One Line

Day 13 - Symmetry – Two or More Lines

Day 14 - Partition, Fraction, and Symmetry Review

Day 15 - Post Assessment

Standards:

(2nd Grade Intro CCSS)

Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. Through building, drawing, and analyzing two- and three-dimensional shapes, students develop a foundation for understanding area, volume, congruence, similarity, and SYMMETRY in later grades.

CCSS.MATH.CONTENT.1.G.A.3Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, andquarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

CCSS.MATH.CONTENT.2.OA.C.4Use 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.

CCSS.MATH.CONTENT.2.G.A.2Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

CCSS.MATH.CONTENT.2.G.A.3Partition 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.

*****No Prep Money Unit *****

Concept Taught Each Day:

Day 1 - Pre Assessment & Introduction

Day 2 - Introduction to Coins

Day 3 & 4 - Identifying & Sorting Coins

Day 5 & 6 - Skip Counting with Coins

Day 7 & 8 - Using Pennies, Nickels, Dimes, & Quarters to Add/Subtract

Day 9, 10, 11 - Working with Unknown Quantities and Word Problems

Day 12 & 13 - Working 2-Step Word Problems about Money

Day 14 - Review

Day 15 - Post Assessment

Standards:

CCSS.MATH.CONTENT.2.MD.C.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?

*****No Prep Measuring Time Unit *****

Table of Contents:

p.2 – Thanks

p.3-5 – Preview

p.6 – Contents

p.7 – Standards

p.8-9 – Days Of Lessons

p.10-14 – Pre-Assessment

p.15-18 – What is Time?

p.19-29 – What is a Clock?

p.30-40 – Reading a Clock to the Hour

p. 41-48 – Reading a Clock to the Half Hour

p. 49-59 – Reading a Clock to the Quarter Hour

p. 60-64 – Mid Assessment

p. 65-75 – AM & PM

p. 76-84 – Reading a Clock to Five Minutes

p. 85-92 – Simple Elapsed Time

p. 93-109 – Review

p. 110-114 – Post Assessment

p. 115 - Credit

Here are the Standards!

CCSS.MATH.CONTENT.1.MD.B.3Tell and write time in hours and half-hours using analog and digital

clocks.

CCSS.MATH.CONTENT.2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.

*****No Prep Graphing Unit*****

Table of Contents:

p.2-4 – Preview

p.5 – Thanks

p.6-7 – Skills For Each Day

p.8 – Standards

Day 1 - Pre Assessment

Day 2 - What is a Survey & Table

Day 3 - What is a Bar Graph?

Day 4 - How to Use a Table and Bar Graph for Data

Day 5 - Bar Graph Project

Day 6 - What is a Line Graph?

Day 7 - How to Use a Survey, Table, and a Line Graph for Data

Day 8 - What is a Pictograph?

Day 9 - How to Use a Survey, Table, and Pictograph for Data

Day 10 - Pictographs with Pictures that Represent More than One

Day 11 - What is a Line Plot?

Day 12 - How to Use a Survey, Table, and Line Plot for Data

Day 13 - Comparing Quantities in a Graph & Project

Day 14 - Review Stations

Day 15 -Post Assessment

Here are the Standards!

CCSS.MATH.CONTENT.2.MD.D.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.

CCSS.MATH.CONTENT.2.MD.D.10Draw 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.

This Bundle is made up of over 900 pages to be used by you and your students.

Enjoy.

Total Pages

932 pages

Answer Key

N/A

Teaching Duration

N/A

552 Followers

Follow