### Mission Possible

```Mission Possible
July 17th and 18th
Day 1 and 2
Mission Dates
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Day 1 and 2: July 17th and 18th
Day 3: October 3rd
Day 4: December 12th
Day 5: March 31st
We will begin at 9:00 and end by 3:00
each session.
Curriculum Tool Kit
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TEA Grade 2 Side by Side Document
CSCOPE Instructional Focus Document (IFD)
CSCOPE Transitional Alignment Document (TAG)
Unit 1 Scavenger Hunt
TAG Tool
Brainstorming and Discussion
• What is it we want our students to be able to know
and be able to do as a result of this unit of
instruction?
Fluency and Proficiency
Rekenrek
Strategies, Activities and
Interventions
Number Bonds
• Turn to page 13.
2012 Revised TEKS
• K.2(I) compose and decompose numbers up to 10 with
objects and pictures.
• 1.3 (C) compose 10 with two or more addends with and
without concrete objects;
• 1.3(D) apply basic fact strategies to add and subtract within
20, including making 10 and decomposing a number leading
to a 10;
• 2.4 Number and operations. The student applies
mathematical process standards to develop and use
strategies and methods for whole number computations in
order to solve addition and subtraction problems with
efficiency and accuracy. The student is expected to:
• 2.4(A) recall basic facts to add and subtract within 20 with
automaticity;
Decahedra Math Games
Basic Fact Cards
Is It a Bar Graph?
Bar Graphs
Common Mistakes
Be sure to not confuse bar graphs and histograms. Although they
resemble each other their details and uses are different. Bar Graphs are
to be drawn with blank space between the bars to separate the items
being compared. Histograms are drawn with no spaces, to show the
equal-width classes.
Is It a Pictograph?
Pictographs
Common Mistakes
Day 2
Mission Possible
Curriculum Tool Kit
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TEA Grade 2 Side by Side Document
CSCOPE Instructional Focus Document (IFD)
CSCOPE Transitional Alignment Document (TAG)
Unit 3: Numeration
• Take this time to read and study the Unit 3 IFD.
• Discuss at your table instructional activities you do
to support a deeper understanding for students in
regard to our number system.
Unit 3: Numeration
Questions to Consider
• Can students decompose numbers by place value
other than just a single digit? (How many tens make
up the number 370?)
• Do students understand the equivalence of one
group and the discrete units that constitute it?
• How do students use the 100s chart to solve
problems?
• Can students employ strategies of using our number
system both with and without the use of a 100s
chart equally as effectively?
• Can students generalize the pattern of tens to
count and build numbers over 100?
Place Value
• Place value strips
• Place value disk
Turn to page 20-21
Thinkfinity
Thinkfinity
Thinkfinity
AIMS
• www.aimsedu.org/
Eliminate Number Game
*Two Dice
*Place Value Chart
*Place Value Disc
Roll Numbers until a player cannot
eliminate a number.
Lowest Score Wins.
Graphing Resources
• Interactive Bar Graph http://www.shodor.org/interactiva
te/activities/BarGraph/
• Interactive Pictograph Practice –
• http://studyzone.org/testprep/ma
Graphing Resources
• Pictograph Games –
• http://www.softschools.com/mat
h/data_analysis/pictograph/games
/
-2-games/math-games/graph-andtally.html
Graphing Resources
Bug in a Box
jY8ulpdPfU
Lesson Plan
Unit 4: Number Lines
• Students must be able to count by tens on and off
the decade and jump across tens!
1.5) Algebraic reasoning. The student applies
mathematical process standards to identify and apply
number patterns within properties of numbers and
operations in order to describe relationships. The
student is expected to
1.5(C) use relationships to determine the number that is 10 more
and 10 less than a given number up to 120
Number Lines
Unit 4: Number Lines
Questions to Consider
• Do students have a clear sense of magnitude of
numbers as they relate to each other our of the rote
sequence?
• Do students recognize the relationship between a
quantity and its location?
• Do students notice both the sequence of the
numbers on a number line and the intervals used so
that they can use the number line flexibly?
Time
Money
• Read through the specificity regarding coins in Unit
4, then as a group provide a nonlinguistic
representation on chart paper to define the overall
understanding students should have upon
completion of the instruction of Unit 4. Be sure your
representation meets the bundled specificity listed