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1 | CDM Module School Day | Recommended Activity for TylerSIS Grade Mastery Connect | Video teacher plans Lesson number Standard LI and SC | Suggested Teacher Duties | Required Video - For the scholars | MP4 Video | English Language Learner Video | Optional Assignment for Scholar | Suggested technology integration for Asynchronous Learning | Optional Teacher Ideas | Suggested Materials | |||||||||||||||||||
2 | CDM Module 1 School Day 1 & 2 August 11 and 12)) | OA 2-Add/Subtract w/in 20 https://app.masteryconnect.com/materials/2627006 OA 1-Add/Subtract w/in 100 & word problems https://app.masteryconnect.com/materials/2627001 NBT 5- Using Place Value to add/subtract https://app.masteryconnect.com/materials/2627301 | Module 1, Lesson 1 Two Day Lesson with Mastery Connect MA.02.OA.2 Fluently add and subtract w/in 20 Learning Intention We are making ten and adding to ten so we can add and subtract quickly (fluently). Success Criteria We know we are successful when we can fill in the missing number in an equation. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Making Ten with Number Bonds on Seesaw Addition to Ten with Seesaw | Math Video | Great Minds Link | Exit ticket on SeeSaw | YouTube: UMIGO That Makes 10 Making Ten Math Playground Number Bonds - Make 20 Quizziz Flipgrid Moby Max Pear Deck Screencastify YouTube: UMIGO That Makes 10 Making Ten Math Playground Number Bonds - Make 20 Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | 12 Counters Ten Frame Whiteboard Dry Erase Marker Felt Piece (eraser) | |||||||||||||||||||||
3 | Module 1 School Day 3 | Module 1, Lesson 2 MA.02.OA.2 Fluently add and subtract w/in 20 Learning Intention We are making the next ten and adding to a multiple of ten so we can add and subtract quickly (fluently). Success Criteria We know we are successful when we can fill in the missing number in an equation. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Number Bonds to Ten | Math Video | https://drive.google.com/file/d/1YniSAr8UtdsL8-zUGhicL5XOHZN4dBXK/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.ta.l2/video/5f1b090df1001900255cec8d | Exit ticket on SeeSaw | YouTube: UMIGO That Makes 10 Brain Pop Jr. Making Ten Math Playground Make 20 Number bonds Kahoot: Making 10 to add Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | ||||||||||||||||||||||
4 | Module 1 School Day 4 | Module 1, Lesson 3 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are adding and subtracting like units so we can solve equations quicker. Success Criteria We know we are successful when we can break apart one number to make a ten with the other. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Making Ten | Math Video | https://drive.google.com/file/d/1IUozhx2-hq0G9Fuhm7hwae2MfljQxBEs/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l3/video/5f1b09f1f1001900255cec9e | Exit ticket on SeeSaw | YouTube: UMIGO That Makes 10 Brain Pop Jr. Making Ten Math Playground Make 20 Kahoot: Making 10 to add Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | ||||||||||||||||||||||
5 | Module 1 School Day 5 | Module 1, Lesson 4 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are making a ten to add w/in 20 so we can solve problems by finding patterns Success Criteria We know we are successful when we can break apart one number to make a ten with the other. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Addition | Math Video | https://drive.google.com/file/d/1FsudVBF3QvSHOcbBsMB3O_MZXEvRON7P/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l4/video/5f1b0d6ef1001900255cecb6 | Exit ticket on SeeSaw | YouTube: UMIGO That Makes 10 Brain Pop Jr. Making Ten Math Playground Make 20 Kahoot: Making 10 to add Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | 100 chart Place Value chart Place Value Chips (or they can draw them) | |||||||||||||||||||||
6 | Module 1 School Day 6 | Module 1, Lesson 5 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are subtracting single digit numbers from a multiple of ten w/in 100. Success Criteria We know we are successful when we can take out a ten to help us solve the problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Subtraction | Math Video | https://drive.google.com/file/d/1L_U5yMju94I5RN7K4ixYgrqnkuxYmzLV/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l5/video/5f1b0e04f1001900255cecbb | Exit ticket on SeeSaw | Math Playground Island Chase Subtraction Kahoot: Add and Subtract within 20 Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | ||||||||||||||||||||||
7 | Module 1 School Day 7 | Module 1, Lesson 6 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are subtracting single digit numbers from a multiple of ten w/in 100. Success Criteria We know we are successful when we can take out a ten to help us solve the problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Subtraction, counting back | Math Video | https://drive.google.com/file/d/1ZTAeRkV19qwgVfGGpP0WCdvg0LoV4gP1/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l6/video/5f1b0edbf1001900255cecc5 | Exit ticket on SeeSaw | Math Playground Island Chase Subtraction Kahoot: Add and Subtract within 20 Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | ||||||||||||||||||||||
8 | Module 1 School Day 8 | Module 1, Lesson 7 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are subtracting single digit numbers from a multiple of ten w/in 20. Success Criteria We know we are successful when we can take out a ten to help us solve the problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. | Math Video | https://drive.google.com/file/d/1l0iyu4EDDqVXZigxUxGP7n3A1BKVtgK-/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l7/video/5f1b10fcf1001900255cecd0 | Exit ticket on SeeSaw | ABCya Ducky Race Subtraction Kahoot: Add and Subtract within 20 Quizziz Flipgrid Moby Max Pear Deck Screencastify Virtual Math Manipulatives | ||||||||||||||||||||||
9 | Module 1 School Day 9 | Module 1, Lesson 8 MA.02.OA.1 Use addition and subtraction within 100 to solve word problems. MA.02.OA.2 Fluently add and subtract within 20. MA.02.NBT.5 Fluently add and subtract within 100. Learning Intention We are subtracting single digit numbers from a multiple of ten w/in 100. Success Criteria We know we are successful when we can take out a ten to help us solve the problem. | ASSESSMENT Seesaw Assessment | Math Video | https://drive.google.com/file/d/1gnL27lHGTt8Ddk5hbey2jH6BG9mfVdXD/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m1.tb.l8/video/5f1b1481f1001900255ced53 | Exit ticket on SeeSaw | |||||||||||||||||||||||
10 | Module 1 School Day 10 | Module 1: End-of-Module ASSESSMENT | ||||||||||||||||||||||||||||
11 | CDM Module 2 School Day 11 & 12 (About August 25) | MD 1-Measuring length https://app.masteryconnect.com/materials/2627362 MD 3- Estimating lengths https://app.masteryconnect.com/materials/2627378 MD 2- Measuring using 2 units https://app.masteryconnect.com/materials/2627372 MD 4-Differences in lengths https://app.masteryconnect.com/materials/2627384 MD 5-Add/Subtract length https://app.masteryconnect.com/materials/2628484 MD 6-Length on a # line https://app.masteryconnect.com/materials/2628492 | Module 2, Lesson 1 Two Day Lesson with Mastery Connect 2.MD.1 Measure the length of an object by choosing the correct tools Learning Intention We are learning to connect measurement with physical units by copying the same physical unit to measure. Success Criteria We know we are successful when we can use a centimeter cube to mark and measure an object. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Measurement | Math Video | https://drive.google.com/file/d/1AXvaJY15U8hKgL_S6JZ_gNSSufXbXxi4/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m2.ta.l1/video/5f1b1729f1001900255ced95 | Exit ticket on SeeSaw | ABCYA Strolling with my Gnomies FUNBRAIN Measure It Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | Ruler w/ inches and centimeters Centimeter cube (within the base ten set) | ||||||||||||||||||||
12 | Module 2 School Day 13 | Module 2, Lessons 2 and 3 2.MD.1 Measure the length of an object by choosing the correct tools Learning Intention We are learning to connect measurement with physical units by copying the same physical unit to measure. Success Criteria We know we are successful when we can use a centimeter cube or ruler to measure an object. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/an activity/Exit ticket through SeeSaw. Measuring with Emojis | Math Video | https://drive.google.com/file/d/1KcX-73odsU1CzF56N59eH1la4CK2mqkl/view?usp=sharing | https://digital.greatminds.org/insync/teacher/resources/em.g2.m2.ta.l2/video/5f1b1a7ff1001900255cedda https://digital.greatminds.org/insync/teacher/resources/em.g2.m2.ta.l3/video/5f1b1b9af1001900255cede7 | Exit ticket on SeeSaw | BrainPop Jr Nonstandard Measurement ABCya Strolling with my Gnomies Funbrain Measure It SplashLearn Measure Metric Units Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
13 | Module 2 School Day 14 | Module 2, Lessons 4 and 5 2.MD.1 Measure the length of an object by choosing the correct tools 2.MD.3 Estimate lengths using inches, feet, cm, and meters Learning Intention We are learning to measure with centimeter rulers and meter sticks and estimate length with mental benchmarks Success Criteria We know we are successful when we can measure objects with our cm ruler and estimate length with mental benchmarks like our pinky. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Measurement in Inches/Centimeters | Math Video | https://drive.google.com/file/d/1FDiR5oSFURLvazy_EGBmT8Sg9qgMXFcg/view?usp=sharing | Exit ticket on SeeSaw | ABCYA Strolling with my Gnomies FUNBRAIN Measure It Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
14 | Module 2 School Day 15 | Module 2, Lesson 6 2.MD.1 Measure the length of an object by choosing the correct tools 2.MD.2 Measure the length of an object twice, using length units of different lengths for two measurements 2.MD.4 Measure to determine how much longer one object is than another Learning Intention We are learning to measure and compare lengths using centimeters and meters. Success Criteria We know we are successful when we can make comparisons using the different units of measurement | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Measurement of 2 Objects | Math Video | https://drive.google.com/file/d/1vm5E80ORQeQGSfybd-bBxDSnzTTh8fRa/view?usp=sharing | Exit ticket on SeeSaw | TopMarks Measurement in Centimeters SoftSchools Measuring length in Centimeters Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
15 | Module 2 School Day 16 (About September 1st) | Module 2, Lesson 7 2.MD.1 Measure the length of an object by choosing the correct tools 2.MD.2 Measure the length of an object twice, using length units of different lengths for two measurements 2.MD.4 Measure to determine how much longer one object is than another Learning Intention We are learning to measure and estimate length byusing standard units in order to be able to solve real world problems. Success Criteria We know we are successful when we can measure two objects and determine how much longer or shorter one object is than another. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Measuring and Estimation | Math Video | https://drive.google.com/file/d/1_eg2-h8bMFppR7w-is35AUZ5xqlV549G/view?usp=sharing | Exit ticket on SeeSaw | TopMarks Measuring in Centimeters SoftSchools Measuring length in Centimeters Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
16 | Module 2 School Day 17 | Module 2, Lesson 9 2.MD.5 Use addition/subtraction w/in 100 to solve word problems using drawings. 2.MD.6 Represent whole numbers as lengths on a number line with equally spaced points. Learning Intention We are learning to measure and estimate length by using standard units in order to be able to solve real world problems. Success Criteria We know we are successful when we can use tape diagrams to represent and compare lengths. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Comparing Lengths | Math Video | https://drive.google.com/file/d/1kPcYiGUZrXVtxdI2CGvo-oWd7_CPqJam/view?usp=sharing | Exit ticket on SeeSaw | TopMarks Measuring in Centimeters SoftSchools Measuring length in Centimeters Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | Number Line-laminated | ||||||||||||||||||||||
17 | Module 2 School Day 18 | Module 2, Lesson 10 2.MD.5 Use addition/subtraction w/in 100 to solve word problems using drawings. 2.MD.6 Represent whole numbers as lengths on a number line with equally spaced points. Learning Intention We are learning to use our understanding of measurement to solve word problems that will help us with real life situations. Success Criteria We know we are successful when we can use the RDW process to solve a real life problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Adding on a Number Line | Math Video | https://drive.google.com/file/d/1N7L8fA2Z-FxlJf6tJtd7YEc8B-tzkS-C/view?usp=sharing | Exit ticket on SeeSaw | ABCYA Strolling with my Gnomies FUNBRAIN Measure It Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
18 | Module 2 School Day 19 | Module 2, End of Module Assessment | Module 2 ASSESSMENT | Assessment in SeeSaw | ||||||||||||||||||||||||||
19 | CDM Module 3 School Day 20 & 21 | NBT.1 Understanding Place Value https://app.masteryconnect.com/materials/2627253 NBT.2 Place Value Patterns https://app.masteryconnect.com/materials/2627266 NBT.3 Place Value w/in 1,000 https://app.masteryconnect.com/materials/2627278 | Module 3, Lesson 1 Two Day Lesson with Mastery Connect 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Learning Intention We are learning to understand the place value of each digit in a number in order to understand the structure and regularity of the base ten number system. Success Criteria We know we are successful when we can label a place value chart with correct value headings and identify the value of a digit using ones, tens and hundreds. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Base Ten Numbers | Math Video | https://drive.google.com/file/d/1eSC6T5G5AI0p2scszsQcb849BYBRkexn/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | Base Ten Blocks: Ones (cubes), Tens (longs), Hundreds (flat) | |||||||||||||||||||||
20 | Module 3 School Day 22 | Module 3, Lesson 2 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. Learning Intention We are learning to count up and down between 100 and 220 using ones and tens in order to understand the base ten number system. Success Criteria We know we are successful when we can count up by tens and ones using bundles and numbers. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Subtracting Tens | Math Video | https://drive.google.com/file/d/1uVNWB4-rxfiPI7MjnPzTTompEKsmTpk_/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
21 | Module 3 School Day 23 | Module 3, Lesson 3 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. Learning Intention We are learning to count up and down between 90 and 1000 using ones, tens, and hundreds in order to understand the base ten number system. Success Criteria We know we are successful when we can decide and explain how to count up using ones and tens. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Place Value Basketball to 1,000 | Math Video | https://drive.google.com/file/d/16tQvMqs4d2TwCrrvem80GWL4AQdxIjsL/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
22 | Module 3 School Day 24 | Module 3, Lesson 4 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to read and write numbers to 1,000 so we can understand and represent numbers in different forms. Success Criteria We know we are successful when we can read and write numbers to 1000 using base-ten numerals, number names, expanded form and unit form. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Place Value Matching Tens and Ones | Math Video | https://drive.google.com/file/d/1spj3cliBcrvKIbdP6iKb2ga8w74p8j69/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
23 | Module 3 School Day 25 | Module 3, Lesson 5 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to read and write numbers to 1000 so we can understand and represent numbers in different forms. Success Criteria We know we are successful when we can read and write numbers to 1000 using base-ten numerals, number names, expanded form and unit form. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Ways to Make a Number | https://www.youtube.com/watch?v=grUG6Gz-zDg | https://drive.google.com/file/d/1fjWOrlDk1EQDc3j1lSgac-vL9L7xMTfU/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
24 | Module 3 School Day 26 | Module 3, Lesson 6 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to write base ten numbers in expanded form so we can see the designated values of the numbers. Success Criteria We know we are successful when we can write numbers in expanded form showing their value and in standard form from their individual values in expanded form. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Numbers in Different Forms | Math Video | https://drive.google.com/file/d/1_RNa0DKexIJc-qflrGRscWmSilwiDMeG/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
25 | Module 3 School Day 27 | Module 3, Lesson 7 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to write and read base ten numbers in all forms so we can relate them to one another. Success Criteria We know we are successful when we can read and write numbers in all forms. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Numbers in Different Forms | Math Video | https://drive.google.com/file/d/1ve79ofdufHbc0rEi-Ztts0b4edKzXvsk/view?usp=sharing | Exit ticket on SeeSaw | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
26 | REVIEW LESSON that must be mastered. | Module 3, Lesson 4+ Power Standard - Must Be Mastered 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to read and write numbers to 1,000 so we can understand and represent numbers in different forms. Success Criteria We know we are successful when we can read and write numbers to 1000 using base-ten numerals, number names, expanded form and unit form. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same at Required Video | https://app.seesaw.me/pages/shared_activity?share_token=NganMfWxSe-7zP0o0oVxDA&prompt_id=prompt.4c4a4c56-68fb-43f7-8334-981a92f6c215 | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
27 | Module 3 School Day 28 | REVIEW LESSON that must be mastered. | Module 3, Lesson 5+ Power Standard - Must Be Mastered 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to read and write numbers to 1000 so we can understand and represent numbers in different forms. Success Criteria We know we are successful when we can read and write numbers to 1000 using base-ten numerals, number names, expanded form and unit form." | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same at Required Video | Base 10 Numbers | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
28 | Module 3 School Day 29 | REVIEW LESSON that must be mastered. | Module 3, Lesson 6+ Power Standard - Must Be Mastered 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to write base ten numbers in expanded form so we can see the designated values of the numbers. Success Criteria We know we are successful when we can write numbers in expanded form showing their value and in standard form from their individual values in expanded form." | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same at Required Video | Place Value Matching | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
29 | Module 3 School Day 30 | Grade EXIT TICKET for TylerSIS | Module 3, Lesson 7+ Power Standard - Must Be Mastered 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. Learning Intention We are learning to write and read base ten numbers in all forms so we can relate them to one another. Success Criteria We know we are successful when we can read and write numbers in all forms." | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Math Video | Same at Required Video | Modeling Numbers to 1,000 | ABCya Place Value Hockey ABCya Base Ten Fun YouTube Number Rock Place Value Song Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
30 | Module 3 School Day 31 | Module 3, Lesson 8 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. Learning Intention We are learning to understand the place value of each digit in a number in order to understand the structure and regularity of the base ten number system. Success Criteria We know we are successful when we can count by 2s, 5s, 10s, and 100s within 1000. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Skip Counting Practice 2,5 | Math Video | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||||
31 | Module 3 School Day 32 | Module 3, Lesson 9 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. Learning Intention We are learning to understand the place value of each digit in a number in order to understand the structure and regularity of the base ten number system. Success Criteria We know we are successful when we can count by 2s, 5s, 10s, and 100s within 1000. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Skip Counting by 2,5,10 | Math Video | https://drive.google.com/file/d/1qkD3iYwcA7Xw4bSAAp5mMFTBdCZHPsSM/view?usp=sharing | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
32 | Module 3 School Day 33 | Take as a grade. | Module 3 **Mid Module Assessment 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.2 Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns. 2.NBT.3 Read and write numbers within 1000 using base-ten numerals, number names, expanded form, and unit form. LI: We are learning to write and read base ten numbers in all forms so we can relate them to one another. SC: We know we are successful when we can read and write numbers in all forms. | Mid Module Assessment | Use Great Minds Video(s) | |||||||||||||||||||||||||
33 | Module 3 School Day 34 | Module 3, Lesson 11 2.NBT.A Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; 100 can be thought of as a bundle of ten tens—called a “hundred.” Learning Intention We are learning to count the total value of ones, tens, and hundreds with place value disks in order for us to see and show the place values as we count up and down. Success Criteria We know we are successful when we can tell the difference in values of disks on a chart. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Place Value 3 Digits | Math Video | https://drive.google.com/file/d/11IgsaAP9OUL4D8tiHFhCodoveA6zrDH4/view?usp=sharing | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
34 | Module 3 School Day 35 | Module 3, Lesson 12 2.NBT.A Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; 100 can be thought of as a bundle of ten tens—called a “hundred.” Learning Intention We are learning to understand the place value of each digit in a number in order to understand the structure and regularity of the base ten number system. Success Criteria We know we are successful when we can bundle a 10 and exchange for the next place value. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Making the Next Ten | Math Video | https://drive.google.com/file/d/1hil4gwnaavBLEGYxT30YFSD0JJ4lBxgD/view?usp=sharing | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
35 | Module 3 School Day 36 | Module 3, Lesson 13 2.NBT.A Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; 100 can be thought of as a bundle of ten tens—called a “hundred.” Learning Intention We are learning to read and write numbers within 1,000 by modeling with place value disks so that we better understand the values of the digits. Success Criteria We know we are successful when we can represent 3 digit numbers using place value disks in place of the numbers and draw a number line showing how we count up. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Modeling Numbers to 1,000 | Math Video | https://drive.google.com/file/d/1ZlVg7hVeYo51tUR3zMkYX2WbD_sC5k5O/view?usp=sharing | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
36 | Module 3 School Day 37 About October 1st | Take the exit ticket as a grade. | Module 3, Lesson 14 2.NBT.A Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; 100 can be thought of as a bundle of ten tens—called a “hundred.” Learning Intention We are learning to read and write numbers to 1,000 so we can understand and represent numbers in different forms. Success Criteria We know we are successful when we can read and write numbers to 1000 using base-ten numerals, number names, expanded form and unit form. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Writing Numbers in Different Forms | Math Video | https://drive.google.com/file/d/1UoIlLJtMk5eOnhzSCKVwmoGZegn0mypi/view?usp=sharing | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
37 | Module 3 School Day 38 | Module 3, Lesson 15 2.NBT.A Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; 100 can be thought of as a bundle of ten tens—called a “hundred.” Learning Intention We are learning to compose a hundred so we can know how to deal with a situation that has more than 9 groups of ten in real life. Success Criteria We know we are successful when we can solve a real world problem and explain our reasoning. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw. Measurement Word Problem | Math Video | Exit ticket on SeeSaw | SplashLearn Represent 3 digit Numbers SplashLearn Expanded Form ABCya Counting Money Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||||
38 | Module 3 School Day 39 | Module 3, Lesson 16 2.NBT.3, 2.NBT.4 Learning Intention We are learning to Compare Two Three-Digit Numbers Using <, >, and = Success Criteria We know we are successful when we can tell which number is greater than the other or if they are equal. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Exit ticket on SeeSaw | Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
39 | Module 3 School Day 40 | Module 3, Lesson 17 2.NBT.3, 2.NBT.4 Learning Intention We are learning to compare two three-digit numbers using <, >, and = when there are more than 9 ones or 9 tens. Success Criteria We know we are successful when we can tell which number is greater or if they are equal and order a list of numbers. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Exit ticket on SeeSaw | Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
40 | Module 3 School Day 41 | Module 3, Lesson 18 2.NBT.3, 2.NBT.4 Learning Intention We are learning to Order numbers in different forms. Success Criteria We know we are successful when we can find 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less than a number. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Exit ticket on SeeSaw | Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
41 | Module 3 School Day 42 | Module 3, Lesson 19 2.NBT.A.1 | 2.NBT.A.2 | 2.NBT.B.8 Learning Intention We are learning to model and use language to tell about 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less. Success Criteria We know we are successful when we can model and describe 1 more, 1 less, 100 more, and 100 less with place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Exit ticket on SeeSaw | Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | Place Value Disks Template | ||||||||||||||||||||||
42 | Module 3 School Day 43 | Module 3, Lesson 21 2.NBT.A.1 | 2.NBT.A.2 | 2.NBT.B.8 Learning Intention We are learning to complete a pattern counting up and down. Success Criteria We know we are successful when we can use place value disks to support counting up and down by ones, tens, or hundreds. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Exit ticket on SeeSaw | Kahoot Quizziz Flipgrid Moby Max Pear Deck Screencastify | Unlabeled Hundreds Place Value | ||||||||||||||||||||||
43 | Module 3 School Day 44 | Review for Module 3 Assessment NBT.1,2,3 | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Jeopardy Review Game | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | Chart Template | ||||||||||||||||||||||
44 | Module 3 School Day 45 | Take as a grade. Assessment on a Seesaw link. | End of Module 3 Assessment | Assessment | Use Great Minds Video(s) | Assessment in Seesaw | Flipgrid Moby Max Pear Deck Screencastify | Chart Template | ||||||||||||||||||||||
45 | Module 3 School Day 46 | ReTeach Important Concepts students still need to master. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Create your own tailored to your class | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
46 | CDM Module 4 School Day 47 About October 19th | NBT.5 https://app.masteryconnect.com/materials/2627301 | Module 4 Lesson 1 2.NBT.B.5 |2.NBT.B.8 Learning Intention We are learning to Relate 1 more, 1 less, 10 more, and 10 less to addition and subtraction of 1 and 10. Success Criteria We know we are successful when we can complete a pattern. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
47 | Module 4 School Day 48 | NBT.8 https://app.masteryconnect.com/materials/2627327 | Module 4 Lesson 2 2.NBT.B.5 |2.NBT.B.8 Learning Intention We are learning to Add and subtract multiples of 10 including counting on to subtract. Success Criteria We know we are successful when we can fill in a missing number to make a true statement. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
48 | Module 4 School Day 49 | Module 4 Lesson 3 2.NBT.B.5 |2.NBT.B.8 |2.NBT.B.9 Learning Intention We are learning to Add and subtract multiples of 10 and some ones within 100. Success Criteria We know we are successful when we can use a strategy to add or subtract within 100. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
49 | Module 4 School Day 50 | Module 4 Lesson 4 2.NBT.B.5 |2.NBT.B.8 |2.NBT.B.9 Learning Intention We are learning to Add and subtract multiples of 10 and some ones within 100. Success Criteria We know we are successful when we can use a strategy to add or subtract within 100. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
50 | Module 4 School Day 51 | Module 4 Lesson 5 2.NBT.B.5 |2.NBT.B.9 |2.OA.A.1 Learning Intention We are learning to Solve one- and two-step word problems within 100 using strategies based on place value. Success Criteria We know we are successful when we can solve a word problem and show the strategy we used. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
51 | Module 4 School Day 52 | NBT.7 https://app.masteryconnect.com/materials/2627315 | Module 4 Lesson 6 2.NBT.B.7 Learning Intention We are learning to Use manipulatives to represent the composition of 10 ones as 1 ten with two-digit addends. Success Criteria We know we are successful when we can solve addition problems mentally or with place value disks and compose a ten. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
52 | Module 4 School Day 53 | Module 4 Lesson 7 2.NBT.B.7 |2.NBT.B.9 Learning Intention We are learning to Relate addition using manipulatives to a written vertical method. Success Criteria We know we are successful when we can solve 2 digit addition problems vertically composing a new ten. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
53 | Module 4 School Day 54 About November 1st | Module 4 Lesson 8 2.NBT.B.7 |2.NBT.B.9 Learning Intention We are learning to Use math drawings to represent the composition and relate drawings to a written method. Success Criteria We know we are successful when we can find the mistake in given addition problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
54 | Module 4 School Day 55 | Module 4 Lesson 9 2.NBT.B.7 |2.NBT.B.9 Learning Intention We are learning to Use math drawings to represent the composition when adding a two-digit to a three-digit addend. Success Criteria We know we are successful when we can write a number sentence for a given problem and complete one of our own using a place value chart. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
55 | Module 4 School Day 56 | Module 4 Lesson 10 2.NBT.B.7 |2.NBT.B.9 Learning Intention We are learning to use math drawings to represent the composition when adding a two-digit to a three-digit addend. Success Criteria We know we are successful when we can add numbers and show how we bundled them. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
56 | Module 4 School Day 57 | Module 4 Lesson 11 2.NBT.7 Learning Intention We are learning to represent subtraction with and without the decomposition of 1 ten as 10 ones with manipulatives. Success Criteria We know we are successful when we can fill in the missing number on a number bond. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
57 | Module 4 School Day 58 | Module 4 Lesson 12 2.NBT.7/2.NBT.9 Learning Intention We are learning to relate manipulative representations to a written method. Success Criteria We know we are successful when we can find and explain a mistake within a subtraction problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
58 | Module 4 School Day 59 | Module 4 Lesson 13 2.NBT.7/2.NBT.9 Learning Intention We are learning to use math drawings to represent subtraction with and without decomposition and relate drawings to a written method. Success Criteria We know we are successful when we can solve 3 digit minus 2 digit subtraction problems vertically and represent them using place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
59 | Module 4 School Day 60 | Module 4 Lesson 14 2.NBT.7/2.NBT.9 Learning Intention We are learning to represent subtraction with and without the decomposition when there is a three-digit minuend. Success Criteria We know we are successful when we can solve a 3digit minus 2 digit subtraction problem vertically and represent it using place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
60 | Module 4 School Day 61 | Module 4 Lesson 15 2.NBT.7/2.NBT.9 Learning Intention We are learning to represent subtraction with and without the decomposition when there is a three-digit minuend. Success Criteria We know we are successful when we can solve a 3digit minus 2 digit subtraction problem vertically and represent it using place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
61 | Module 4 School Day 62 | OA.1 https://app.masteryconnect.com/materials/2627001 | Module 4 Lesson 16 2.NBT.7/2.NBT.9/OA.1 Learning Intention We are learning to solve one- and two-step word problems within 100 using strategies based on place value. Success Criteria We know we are successful when we can solve a subtration word problem and represent using place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
62 | Module 4 School Day 63 | Module 4 Mid Module Assessment 2.NBT.5/2.NBT.7/2.NBT.9, OA.1 Learning Intention We are learning to add and subtract within 1,000. Success Criteria We know we are successful when we can solve a 3digit minus 2 digit addition and subtraction problems. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||||
63 | Module 4 School Day 64 | Module 4 Lesson 17 2.NBT.7/2.NBT.8 Learning Intention We are learning to use mental strategies to relate compositions of 10 tens as 1 hundred to 10 ones as 1 ten. Success Criteria We know we are successful when we can solve addition problems mentally. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
64 | Module 4 School Day 65 | Module 4 Lesson 18 2.NBT.7 LI: Today we are Learning to Use manipulatives to represent additions with two compositions. SC: We will be successful when we can add 2 digit numbers and represent with place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
65 | Module 4 School Day 66 | Module 4 Lesson 19 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to Relate manipulative representations to a written method. SC: We will be successful when we can solve problems using any method chosen. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
66 | Module 4 School Day 67 | Module 4 Lesson 20 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to Use math drawings to represent additions with up to two compositions and relate drawings to a written method. SC: We will be successful when we can solve an addition problem vertically, drawing chips on the place value chart and bundle, when needed. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
67 | Module 4 School Day 68 | Module 4 Lesson 21 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to Use math drawings to represent additions with up to two compositions and relate drawings to a written method. SC: We will be successful when we can solve an addition problem vertically, drawing chips on the place value chart and bundle, when needed. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
68 | Module 4 School Day 69 | Module 4 Lesson 22 2.NBT.B.6 |2.NBT.B.9 LI: Today we are Learning to Solve additions with up to four addends with totals within 200 with and without two compositions of larger units. SC: We will be successful when we can Look to make 10 ones or 10 tens to solve the following problems using place value strategies. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
69 | Module 4 School Day 70 | Module 4 Lesson 23 2.NBT.B.7 LI: Today we are Learning to Use number bonds to break apart three-digit minuends and subtract from the hundred. SC: We will be successful when we can Solve using number bonds to subtract from 100. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
70 | Module 4 School Day 71 | Module 4 Lesson 24 2.NBT.B.7 LI: Today we are Learning to use manipulatives to represent subtraction with decomposing a hundred and a ten. SC: We will be successful when we can change 1 hundred for 10 tens and 1 ten for 10 ones when needed. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||||
71 | Module 4 School Day 72 | Module 4 Lesson 25 2.NBT.B.7 LI: Today we are Learning to Use manipulatives to represent subtraction with decompositions of 1 hundred as 10 tens and 1 ten as 10 ones. SC: We will be successful when we can solve a subtraction problem and change 1 hundred for 10 tens and change 1 ten for 10 ones when necessary. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
72 | Module 4 School Day 73 About December 1st | Module 4 Lesson 26 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to Use math drawings to represent subtraction with up to two decompositions and relate drawings to a written method. SC: We will be successful when we can solve subtraction and represent using place value disks. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
73 | Module 4 School Day 74 | Module 4 Lesson 27/28 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to Subtract from 200 and from numbers with zeros in the tens place. SC: We will be successful when we can solve subtraction and represent using place value disks | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
74 | Module 4 School Day 75 | Module 4 Lesson 29 2.NBT.B.7 |2.NBT.B.9 LI: Today we are Learning to explain our methods using words and drawings. SC: We will be successful when we can subtract and add up to 3 digits with and without regrouping. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Adding Seesaw subtraction 1 | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
75 | Module 4 School Day 76 | NBT.6 PLACE VALUE ADDING 2 DIGITS | Module 4, Lesson 30 2.NBT.B.7 |2.NBT.B.9 LI: We are learning to use the totals below method/partial products and other strategies to solve word problems. SC: We will be successful when we can use another strategy to represent a word problem. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | |||||||||||||||||||||||
76 | Module 4 School Day 77 | Module 4, Lesson 31 2.NBT.B.7 |2.NBT.B.9 LI: We are learning to solve two-step word problems within 100. SC:We will be successful when we can use addition and subtraction strategies to solve two-step word problems. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
77 | Module 4 School Day 78 & 79 | Module 4 Review 2.NBT.B.6 | 2.NBT.B.7 | 2.NBT.B.8 | 2.NBT.B.9 LI: Today we are Learning to review and master concepts of adding and subtracting up to 1000. SC: We will be successful when we can subtract and add up to 3 digits with and without regrouping. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Same as Required Video | Seesaw Adding/regrouping Seesaw subtraction 2 | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||||
78 | Module 4 School Day 78 & 79 | Module 4 End of Mod Assessment Take two days - review & assess 2.NBT.B.6 | 2.NBT.B.7 | 2.NBT.B.8 | 2.NBT.B.9 | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
79 | CDM Module 5 School Day 80 About December 10th | NBT.8 ADDING/SUBTRACTING 10 OR 100 | Module 5, Lesson 1 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100 SC: We will be successful when we can solve addition problems using the arrow way strategy. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | ||||||||||||||||||||||
80 | Module 5 School Day 81 | Module 5, Lesson 2 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to add and subtract multiples of 100, including counting on to subtract. SC: We will be successful when we can use place value strategies to solve problems. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
81 | Module 5 School Day 82 | Module 5, Lesson 3 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to add multiples of 100 and some tens within 1,000. SC: We will be successful when we can solve addition problems using the arrow way strategy. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
82 | Module 5 School Day 83 | Module 5, Lesson 4 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to Subtract multiples of 100 and some tens within 1,000 SC: We will be successful when we can solve problems using a srategy that makes it simpler. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
83 | Module 5 School Day 84 | Module 5, Lesson 5 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to use the associative property to make a hundred in one addend. SC: We will be successful when we can use number bonds to solve addition problems. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
84 | Module 5 School Day 85 About December 17th | Module 5, Lesson 6 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to use the associative property to subtract from three-digit numbers and verify solutions with addition. SC: We will be successful when we can use tape diagrams to solve subtraction problems. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | Flipgrid Moby Max Pear Deck Screencastify | |||||||||||||||||||||||
85 | Module 5 School Day 86 About January 5th | NBT.7 ADDING/SUBTRACTING WITHIN 1000 | Module 5, Lesson 7 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to share and critique solution strategies for varied addition and subtraction problems within 1,000. SC: We will be successful when we can choose a strategy to solve a problem and explain why we chose it. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity Topic A Quiz | |||||||||||||||||||||||
86 | Module 5 School Day 87 | Module 5, Lesson 8/9 2.NBT.7/2.NBT.9 LI: We are learning to relate manipulative representations to the addition algorithm. SC: We will be successful when we can solve 3 digit addition problmes using a place value chart. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
87 | Module 5 School Day 88 | Module 5, Lesson 10/11 2.NBT.7/2.NBT.9 LI: We are learning to use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm. SC: We will be successful when we can solve a 3 digit addition problem using the vertical method | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
88 | Module 5 School Day 89 | Module 5, Lesson 12 2.NBT.7/2.NBT.9 LI: We are learning to choose and explain solution strategies and record with a written addition method. SC: We will be successful when we can choose an efficient strategy to solve addition problems and explain our choices. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw Topic B Quiz | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
89 | Module 5 School Day 90 | Take for a grade. | Mid-Module 5 Assessment 2.NBT.7/2.NBT.8/2.NBT.9 LI: We are learning strategies for Adding and Subtracting and composing tens and hundreds within 1,000 SC: We will be successful when we can solve addition and subtraction problems using our strategies. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | No video | Seesaw Activity | ||||||||||||||||||||||||
90 | Module 5 School Day 91 | Module 5, Lesson 13 2.NBT.7/2.NBT.9 LI: We are learning to relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method works SC: We will be successful when we can solve subtractoin problems mentally or vertically and check with addition. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
91 | Module 5 School Day 92 | Module 5, Lesson 14 2.NBT.7/2.NBT.9 LI: We are learning to use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. SC: We will be successful when we can solve subtraction using aplace value chart. Then, use addition to check our work. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
92 | Module 5 School Day 93 | Module 5, Lesson 15 2.NBT.7/2.NBT.9 LI: We are learning to use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition to explain why the subtraction method works. SC: We will be successful when we can solve subtraction using aplace value chart. Then, use addition to check our work. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
93 | Module 5 School Day 94 | Module 5, Lesson 16 2.NBT.7/2.NBT.9 LI: We are learning to subtract from multiples of 100 and from numbers with zero in the tens place. SC: We will be successful when we can solve subtraction using aplace value chart. Then, use addition to check our work. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
94 | Module 5 School Day 95 | Module 5, Lesson 17 2.NBT.7/2.NBT.9 LI: We are learning to subtract from multiples of 100 and from numbers with zero in the tens place. SC: We will be successful when we can solve subtraction using aplace value chart. Then, use addition to check our work. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
95 | Module 5 School Day 96 | Module 5, Lesson 18 2.NBT.7/2.NBT.9 LI: We are learning to apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place. SC: We will be successful when we can solve subtraction, then, explain our work. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity Topic C Quiz | ||||||||||||||||||||||||
96 | Module 5 School Day 97 | Module 5, Lesson 19 2.NBT.7/2.NBT.9 LI: We are learning to choose and explain solution strategies and record with a written addition or subtraction method. SC: We will be successful when we can solve an addition and a subtraction problems and explain why we chose the strategy. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
97 | Module 5 School Day 98 | Module 5, Lesson 20 2.NBT.7/2.NBT.9 LI: We are learning to choose and explain solution strategies and record with a written addition or subtraction method. SC: We will be successful when we can solve addition problems using 2 different strategies. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
98 | Module 5 School Day 99 & 100 | Take for a grade. | Module 5 End of Module Assessent Take two days to review and to assess 2.NBT.B.7 |2.NBT.B.8 /2.NBT.9 LI: We are learning to choose and explain solution strategies to solve addition or subtraction problems. SC: We will be successful when we can solve an addition and a subtraction problems and explain why we chose the strategy. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | No video | Same as Required Video | Seesaw Activity | |||||||||||||||||||||||
99 | CDM Module 6 School Day 101 About January 27th | Module 6 Lesson 1 2.OA.C.4 LI: We are learning to use manipulatives to create equal groups. SC: We will be successful when we can put objects into equal groups and regroup objects to make the groups equal | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity | ||||||||||||||||||||||||
100 | Module 6 School Day 102 | OA.3 EQUAL GROUPS | Module 6 Lesson 2 2.OA.C.4 LI: We are learning to use math drawings to represent equal groups, and relate to repeated addition. SC: We are successful when we can draw equal groups and write addition sentences to represent our drawings. | Fluency Vocabulary Application Problem Student Debrief/Discourse Assign Problem Set/activity/Exit ticket through SeeSaw | Use Great Minds Video(s) | Same as Required Video | Seesaw Activity |