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Second Grade Math Writing Journals

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Format
Zip (15 MB|348 pages)
Standards
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The Teacher-Author has indicated that this resource is made for device-based learning.
$12.00
Digital Download
List Price:
$15.00
You Save:
$3.00
 Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
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  1. This bundle includes a collection of math materials to use with your 2nd grade students.Inside you'll find an entire year of spiral review homework/morning work, 3 assessments for every standard, math journaling pages, and daily number activities.Please take a look at the previews for each of the r
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Description

These second grade math writing journals promote higher order thinking, self reflection, and get students writing in math.

Use these Common Core-aligned prompts as a

◼️ review packet

◼️ independent work

◼️ daily “writing about math” center

◼️ extension activity

◼️ formative assessment to check for student understanding

THESE ARE ALSO AVAILABLE FOR ➔ 1st GRADE3rd GRADE 4th GRADE 5th GRADE

WHAT IS INCLUDED:

171 Print and go full-page prompts which saves you lots of time

171 Prompt slips that can easily be cut out and glues to the top of student notebooks, which saves printing costs

Math journal cover and binder spine that come in a black and white version and a colorful version, so you can pick which works best for you

Digital versions of all the writing prompts so students can access them digitally or through a printable version

5 REASONS TEACHERS LOVE THIS RESOURCE:

► The math journal prompts help students build a deeper understanding of the math concepts and skills by having them explain and justify their thinking.

► The prompts offer students opportunities to practice writing about their math thinking using math vocabulary, which prepares them for open response questions on standardized assessments.

► It can serve as a consistent math center, so your students can easily learn the routine and it practically runs itself. In addition to it being used as a center, these prompts can be used as a culminating activity, assessment, homework, extension, etc.

► It fits within the guided math workshop framework and daily 3 framework.

► This print and go resource will save you time because it is aligned to the Common Core standards, so it takes all of the guesswork out of it.

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Total Pages
348 pages
Answer Key
N/A
Teaching Duration
1 Year
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Standards

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)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 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 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 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(𝑥 – 𝑦)² 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 𝑥 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.

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