Word Problems Bundle Second Grade

Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
Word Problems Bundle Second Grade
File Type

Zip

(120 MB|800 pages)
Standards
9 Products in this Bundle
9 products
    • Bundle Description
    • Standards

    This word problems resource provides you with word problems through the year in two easy to use formats! The target grade level for this product is second grade and aligns to Common Core State Standards (CCSS) as well as Texas TEKS.

    ➪This is The Money Saving Bundle!

    *This is a growing bundle and units will be added as they are completed. You can re-download the new units from your "My Purchases" at no additional cost.*

    9 Math Strands Included

    Number Sense ADDED

    Addition ADDED

    Subtraction ADDED

    Place Value ADDED

    Geometry ADDED

    measurement ADDED

    Money CADDED

    Graphs and Data ADDED

    Multiplication and ADDED

    Each Math Strand Contains:

    ⭐20 print and go word problems with strategy mats

    ⭐20 project-able digital word problems with strategy mat

    Develop those higher order thinking skills while facilitating students as they work through these word problems each day. Provide built in strategy help with the work mats provided to boost and remind students to utilize different processes of solving.

    ✱Use these word problems for extension, warm-up, intervention, HOTS, small group, or whole group!

    ✱This number sense set of word problems creates a meaningful way for students to practice daily application of word problems.

    ✱Word problems allow students to work through the mathematical practices:

    Mathematical Practices

    Make sense of problems and persevere in solving them.

    Reason abstractly and quantitatively.

    Construct viable arguments and critique the reasoning of others.

    Model with mathematics.

    Use appropriate tools strategically.

    Attend to precision.

    Look for and make use of structure.

    Look for and express regularity in repeated reasoning.

    This resource can be used in a print and go format as well as in 2 paper saving ways. Check out the preview to see more!

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    Thank you,

    Reagan Tunstall

    Tunstall's Teaching Tidbits

    Log in 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.
    Total Pages
    800 pages
    Answer Key
    N/A
    Teaching Duration
    N/A
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    Reagan Tunstall

    Reagan Tunstall

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