Second Grade Math Centers Bundle

Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Second Grade Math Centers Bundle
Grade Levels
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Products in this Bundle (9)

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    Bonus
    Math Center Teacher Tips and Tricks
    • Bundle Description
    • Standards

    This 2nd grade bundle includes hands-on and engaging math centers for the entire year!!! You will be getting a total of 90 math centers!

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    I also have this resource in a digital version! Click HERE to check it out.

    Each set of centers has the same format, so students will learn the expectations and procedures and then be able to complete centers for the entire year without many new directions.

    The centers are engaging and include sorts, task cards, math writing, color coding, matching, etc. Each set of centers has a recording book that students use for all 10 centers in that unit.

    This resource was created in collaboration by Third Grade Pad and Not So Wimpy Teacher. Creating this resource as a team helped us to increase the quality of the math centers!

    **Would you like to learn how I use these math centers? Click HERE to view a free video on how to implement math centers.**

    Centers are included in color and black line for your convenience.

    JUST ADDED! This bundle now includes a 40 page document with math center tips, schedules, posters and labels!

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    Centers Included:

    Back to School

    1. Math journaling (Subtraction)

    2. Word Problems (Addition & Subtraction)

    3. Roll a Problem (Place Value & Making Numbers)

    4. Making Numbers (10 more and 10 less)

    5. 2- Digit Addition

    6. Making 10

    7. Measuring (with non-standard units)

    8. Missing Numbers (additions and subtraction)

    9. Telling Time

    10. Comparing Numbers (2-Digit)

    Place Value

    1. Math journaling (counting 10s)

    2. Word Problems (Addition & Subtraction)

    3. Roll a Problem (3-Digit Place Value & Making Numbers)

    4. Odds & Evens

    5. Adding to Subtract

    6. Making 10

    7. Counting On (counting by 1s, 2s and 3s)

    8. Number Patterns

    9. Place Value Match (Expanded form and Base 10 Models)

    10. Comparing Numbers (3 digit)

    2 Digit Addition

    1. Math journaling (missing addend)

    2. Word Problems (with and without regrouping, two and three addends)

    3. Roll a Problem

    4. Three & Four Addends

    5. Using Expanded Form

    6. Using Break Apart Strategy

    7. Spin to Add (with and without regrouping)

    8. Missing Numbers (using a hundreds chart to add)

    9.Addition and Sum Matching (with and without regrouping)

    10. Using a Number Line to Add

    2 Digit Subtraction

    1. Math journaling

    2. Word Problems (with and without regrouping)

    3. Roll a Problem

    4. Choose a Strategy

    5. Using Friendly Numbers

    6. Using Break Apart Strategy

    7. Spin to Subtract (with and without regrouping)

    8. Missing Numbers (using a hundreds chart to subtract)

    9. Subtraction Fact and Difference Matching

    10. Using a Number Line to Subtract

    Time and Money

    1. Math journaling (adding coins)

    2. Word Problems (money and change)

    3. Roll a Problem (coin value)

    4. Drawing clocks

    5. Determining the minutes past the hour or until the next hour

    6. Identifying coin value

    7. Spin to Make Change

    8. True of False (Does the digital time match the analog clock?)

    9. Reading Analog Clocks

    10. Reading clocks and AM or PM

    3-Digit Addition

    1. Math journaling (with regrouping)

    2. Word Problems (with and without regrouping)

    3. Roll a Problem

    4. True or False Sort (checking answers)

    5. Expanded Form to Add

    6. Break Apart Strategy to Add

    7. Spin to Add

    8. Missing Numbers in Addition Equations

    9. Equation and Sum Match

    10. Number Lines to Add

    3-Digit Subtraction

    1. Math journaling (with regrouping)

    2. Word Problems (with and without regrouping)

    3. Roll a Problem

    4. True or False Sort (checking answers)

    5. Add to Subtract

    6. Break Apart Strategy to Subtract

    7. Spin to Subtract

    8. Missing Numbers in Subtraction Equations

    9. Equation and Difference Match

    10. Number Lines to Subtract

    Measurement & Graphs

    1. Math journaling

    2. Word Problems (addition & subtraction with measurement)

    3. Building a Picture Graph

    4. True or False Sort (data from a bar graph)

    5. Line Plot Graph

    6. Picture Graph Data

    7. Measuring (inches and centimeters)

    8. Build a Bar Graph

    9. Estimate Measurement (with different units)

    10. How much longer? (measuring two objects and comparing)

    Geometry and Fractions

    1. Math journaling

    2. Drawing 2-D Figures

    3. Making Shapes with Pattern Blocks

    4. Naming the Fraction of a Whole

    5. Making Rows and Columns

    6. Attributes of Figures True/False Sort (2d and 3D)

    7. Spin to Divide Shapes into Equal Shares

    8. Missing Numbers (attributes of shapes)

    9. Matching 2D and 3D Shapes with their Name

    10. Adding Rows and Columns

    Looking for these centers for another grade level?

    Third Grade

    Fourth Grade

    Fifth Grade

    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
    400 pages
    Answer Key
    Included
    Teaching Duration
    1 Year
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