Education week 5 assignment

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1NW Week 7 Monday Tuesday Wednesday Thursday Friday SE

Learning Targets No school

Ⓔ2.2D Use place value to compare and order whole numbers up to 500 using comparative language, numbers, and symbols (>, <, or =). Yo puedo usar el valor posicional para comparar y ordenar números hasta el 500 usando lenguaje comparativo y símbolos. Día de Repaso.

Ⓔ2.2D Use place value to compare and order whole numbers up to 500 using comparative language, numbers, and symbols (>, <, or =).Yo puedo usar el valor posicional para comparar y ordenar números hasta el 500 usando lenguaje comparativo y símbolos. Día de Repaso.

Ⓔ2.2D Use place value to compare and order whole numbers up to 1,200 using comparative language, numbers, and symbols (>, <, or =).Yo puedo usar el valor posicional para comparar y ordenar números hasta el 1,200 usando lenguaje comparativo y símbolos.

Purpose Purpose Purpose Purpose Purpose

La un

ch Math Routine MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- ENG 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English)

Math Routine SP MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- SP 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish)

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Direct Teach with Modeling-ENG

Direct Teach with Modeling-SP

Los estudiantes usarán sus diarios de matemátias para comparar y ordenar números hasta el 500 usando símbolos y lenguaje compararivo. 2.2D (0-500) GoogleSlides_Interactive Activity SP

Los estudiantes usarán sus diarios de matemátias para comparar y ordenar números hasta el 1,200 usando símbolos y lenguaje compararivo. 2.2D (0-1,200) GoogleSlides_Interactive ActivitySP

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Practice with Support/Guided Practice-

ENG

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

Explicar a los estudiantes que los cognados son palabras que suenan muy parecidos, se escriben casi igual y tienen el mismo significado. Usar ejemplos con las palabras del vocabulario en inglés y español. Anime a los estudiantes a buscar semejanzas entre las palabras y algunas diferencias en su terminación.

Vocabulario: digito, forma estándar, forma desarrollada, representar, valor de posición, centenas, decenas, unidades. Vocabulary: digit, standard form, expanded from, represent, place value, hundreds, tens, and ones.

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

comparar, símbolos, mayor que, menor que, igual a. compare, symbols, greather than, less than, equal to.

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Los estudiantes usarán sus diarios de matemáticas para hacer los ejercicios dados por la maestra. Dreambox u otra actividad instruccional.

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Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para comparar números dados por la maestra.

1NW Week 8 Monday Tuesday Wednesday Thursday Friday

SE Field Trip 2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. Yo puedo usar la forma estándard, pictórica, palabras y la forma desarrollada para representar números hasta el 1,200.

2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. Yo puedo usar la forma estándard, pictórica, palabras y la forma desarrollada para representar números hasta el 1,200.

2.2B Use standard, word, and expanded forms to represent numbers up to 1,200. Yo puedo usar la forma estándard, pictorica, palabras y la forma desarrollada para representar números hasta el 1,200.

2.7B Use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200. Yo puedo entender el valor posicional para determinar un número que es diez más o 100 más o menos que un número dado.

Learning Targets

Day 3: I can represent numbers using expanded form, word form and standard form.

Day 4: I can represent numbers using expanded form, word form and standard form.

Day 5: I can represent numbers using expanded form, word form and standard form.

Day 6: I can generate a number that is 10 more and 10 less than my number and 100 more or 100 less than my number.

Purpose Purpose Purpose Purpose Purpose

La un

ch Math Routine MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- ENG 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English)

Math Routine SP MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- SP 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish)

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Direct Teach with Modeling-ENG

Show 824 with base-ten blocks or place value chart. Ask: “How many hundreds? Tens? Ones?” Model:

824 = 800 + 20 + 4

1,006 = 1,000 + 0 + 0 + 6

975 = 900 + 70 + 5

Write 999 on the board. Ask: “How would you say this number if it were talking?” Model:

732 = seven hundred thirty-two

1,005 = one thousand five

876 = eight hundred seventy-six

Say: “I’m going to tell you a number in words. You turn it into digits!” Example: “seven hundred seventy-seven” → 777. Model:

Show Picture form = 642

Show Word form: one thousand one hundred five” = 1,105

Verbally say “eight hundred ninety” = 890

Write 845 on the board. Ask: “What happens if I add 10 more? What happens if I take away 10? What about 100 more?”

Let students share quick guesses.Show with a place value chart (H–T–O):

845 →

10 more = 855

10 less = 835

100 more = 945

100 less = 745 Say: “When we change by 10, only the tens place changes. When we change by 100, only the hundreds place changes.”

Direct Teach with Modeling-SP I do.../You

do.../We do...

Utilizar el gráfico de anclaje para demostrar cómo representar números hasta el 1,200 dados por el maestro. Use the anchor chart to represent numbers in different ways. Invite students to participate. 2.2A_2.2B (0-1,200) GoogleSlides_Interactive Activity SP

Utilizar el gráfico de anclaje para demostrar cómo mostrar la forma de representar números hasta el 1,200 dados por el maestro. Generar un número que es diez o cien más o menos que un número dado. Use the anchor chart to represent numbers in different ways. Invite students to participate. 2.2A_2.2B (0-1,200) GoogleSlides_Interactive Activity SP

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Practice with Support/Guided Practice-

ENG

Write together:

693 = ___ + ___ + ___

740 = ___ + ___ + ___

1,158 = ___ + ___ + ___ + ___

Work together:

640 = ___

1,120 = ___

957 = ___

Together, write standard form for:

Verbally Say “one thousand two hundred”

SHow Picture form 697

Show Word form " nine hundred four”

Work a few together:

Start: 672

10 more = ___

10 less = ___

100 more = ___

100 less = ___

Start: 1,048

10 more = ___

10 less = ___

100 more = ___

100 less = ___

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

Vocabulary: (digito), (forma desarrollada), (forma estándar), (representar), (valor de posición), (unidades de millar), (centenas), (decenas), (unidades). Vocabulary: digit, expanded form, standard form, represent, place value, thousands, hundreds, tens, and ones.

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

Introduce cognates. Motivate students to come to the anchor chart and find cognates. Ask students the simmilarities and differences between the vocabulary words in English and Spanish.

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Students complete:

602

789

1,024

915

1,100

Students write in word form:

777

1,048

895

1,200

684

Students write in standard form: in different ways in a Seesaw (COming Soon)

“seven hundred thirty-one”

“one thousand one hundred twelve”

“eight hundred fifty-six”

“nine hundred ninety-nine”

“six hundred eighteen”

Students solve on their own:

725 → 10 more ___ | 10 less ___ | 100 more ___ | 100 less ___

1,185 → 10 more ___ | 10 less ___ | 100 more ___ | 100 less ___

830 → 10 more ___ | 10 less ___ | 100 more ___ | 100 less ___

1,200 → 10 more ___ | 10 less ___ | 100 more ___ | 100 less ___

English Day 3 ACMO.docx EnglishDay 4 ACMO.docx English Day 5 ACMO.docx English Day 6 ACMO.docx

Los estudiantes harán sus asignaciones en Dreambox o actividad instruccional dada por la maestra.

Materiales Extra: Los aprendices pueden utlizar sus diarios de matemáticas, pizarritas u hoja de papel para hacer actividades independientes.

Materiales Extra: Los aprendices pueden utlizar sus diarios de matemáticas, pizarritas u hoja de papel para hacer actividades independientes.Dreambox or an instructional activity

connected to the TEKS, Students may use their math journals to solve any math exercises given by the teacher during their whole group instruction.

Dreambox or an instructional activity connected to the TEKSStudents may use their math journals to solve any math exercises given by the teacher during their whole group instruction.,

Dreambox or an instructional activity connected to the TEKS,Students may use their math journals to solve any math exercises given by the teacher during their whole group instruction.

1NW Week 8 Monday Tuesday Wednesday Thursday Friday Ex

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ENG

Write 1,082 in expanded form. Write 1,036 in word form. “one thousand fifty-seven” = ___ Give students one number (e.g., 1,092). Ask:

“What is 10 more?”

“What is 100 less?”

Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para mostrar cómo representar números hasta el 1,200 dados por la maestra. Students will use their math journals, a piece of paper, or small blackboard to repressent numbers in different ways.

Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para mostrar cómo representar números hasta el 1,200 dados por la maestra.Students will use their math journals, a piece of paper, or small blackboard to repressent numbers in different ways.

1NW Week 9 Monday Tuesday Wednesday Thursday Friday SE

Learning Targets

2.2D I can compare and order numbers Yo puedo comparar y ordenar números.

I can compare and order numbers Yo puedo comparar y ordenar números.

I can Locate the position of a given whole number on an open number line. Yo puedo comparar, representar números, ordenar y ubicar números en una recta hasta el 1,200. Spiral Review

CSA Fall Break Purpose Purpose Purpose Purpose Purpose

La un

ch Math Routine MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- ENG 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English) 1NW Math Do-Now's (English)

Math Routine SP MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf MWP_Math Routines Overview.pdf

Do now- SP 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish) 1NW Math Do-Now's (Spanish)

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Direct Teach with Modeling-ENG

Show two numbers (e.g., 986 and 1,002). Ask: “Which is greater? How do you know?” Let students explain their thinking.

Use place value chart to compare.

Compare hundreds → if different, that decides.

If hundreds are the same → compare tens.

If tens are the same → compare ones.

Model examples:

845 __ 1,023 (845 < 1,023)

1,098 __ 1,092 (1,098 > 1,092)

📝 Write, Turn, and Talk: Write these numbers on your whiteboard: 1,098 and 1,092. Then turn and tell your partner:

Show three numbers (e.g., 782, 1,002, 895). Ask: “Which one is smallest? Which is biggest?”

Strategy:

Look at hundreds first.

If hundreds are the same, look at tens.

If tens are the same, look at ones.

Model:

Order 1,108; 982; 1,050 → 982, 1,050, 1,108.

📝 Write, Turn, and Talk: Write these numbers: 730, 845, 912. Then talk with your partner:

“Which is the smallest? How do you know? Which comes next?”

Encourage sentence stems:

“I compared the hundreds place and saw…”

“I noticed that ___ is bigger because…”

Draw a line on the board labeled 600 on the left and 1,200 on the right.

Ask: “If 900 goes on this line, would it be closer to 600 or 1,200?” (Students point where it should go.)Show how to partition the number line:

Example: 600 → 1,200 (find the midpoint = 900).

Then place 750 between 600 and 900.

Then place 1,050 between 900 and 1,200.

Emphasize: We look at hundreds first, then tens.

Model examples:

Place 1,180 (closer to 1,200).

Place 645 (just past 600).

Place 1,025 (just past 1,000, before 1,050).

Direct Teach with Modeling-SP

Utilizar el gráfico de anclaje para demostrar cómo comparar números hasta el 1,200 dados por el maestro. Use the anchor chart to compare numbers up to 1,200. Invite students to participate and engage with math activities. 2.2D (0-1,200) GoogleSlides_Interactive ActivitySP

Utilizar el gráfico de anclaje para demostrar cómo comparar, representarr y ordenar números hasta el 1,200 dados por el maestro. Invite students to the anchor chart to participate and engage with math activities. 2.2D (0-1,200) GoogleSlides_Interactive ActivitySP Spiral Review of Essential Standards: Use the anchor chart to compare, represent, order numbers, and locate whole numbers on a number line up to 1,200.

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Practice with Support/Guided Practice-

ENG

Compare together:

702 __ 699

1,045 __ 1,054

876 __ 1,000

1,200 __ 1,099

Order together:

690, 1,025, 845

1,200, 1,099, 1,100

999, 1,011, 1,080

Work through together on a class number line (drawn large on the board or chart paper):

Place 700

Place 950

Place 1,120

Place 835

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

SP-Practice with Support/Guided Practice

The Bridge Lessons LinkGrade 2 The Bridge

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Students complete:

648 __ 681

1,025 __ 1,250

930 __ 909

1,175 __ 1,157

1,200 __ 1,200

Students order:

876, 1,024, 942

1,175, 1,050, 1,125

688, 699, 690

1,200, 1,198, 1,090

Students get their own open number lines (600–1,200) and place numbers:

675

1,055

990

1,175

740

Day 8 ACMO.docx Day 9 ACMO.docx Day 10 ACMO.docx

Los estudiantes harán sus asignaciones en Dreambox o actividad instruccional dada por la maestra.

Materiales Extra: Los aprendices pueden utlizar sus diarios de matemáticas, pizarritas u hoja de papel para hacer actividades independientes.

Materiales Extra: Los aprendices pueden utlizar sus diarios de matemáticas, pizarritas u hoja de papel para hacer actividades independientes.Dreambox or an instructional activity

connected to the TEKS, Students may use their math journals to solve math exercises given by the teacher during their whole group instruction.

Dreambox or an instructional activity connected to the TEKS, Students may use their math journals to solve math exercises given by the teacher during their whole group instruction.

Dreambox or an instructional activity connected to the TEKS, Students may use their math journals to solve any math exercises given by the teacher during their whole group instruction.

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Compare: 1,084 __ 1,048 Order: 1,056, 1,065, 1,059 Give one number: 1,048.

Ask: “Where would this go on a number line from 600–1,200? Closer to 1,000 or 1,100?”

1NW Week 9 Monday Tuesday Wednesday Thursday Friday Ex

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Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para mostrar cómo comparar números hasta el 1,200 dados por la maestra. Students will use their math journals, a piece of paper, or small blackboard to compare numbers up to 1,200.

Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para mostrar cómo comparar números hasta el 1,200 dados por la maestra.Students will use their math journals, a piece of paper, or small blackboard to compare numbers up to 1,200.

Los estudiantes usarán sus diarios de matemáticas, una pizarrita u hoja de papel para mostrar cómo compara, representar y ordenar números hasta el 1,200 dados por la maestra.Students will use their math journals, a piece of paper, or small blackboard to compare numbers up to 1,200.