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another logic type problem solving.

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weekly quiz over review of topics 1-10.

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Word Problems with money and regrouping.

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Quiz for weekly review of topics 1-9

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2-digit subtraction with regrouping.

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Objectives:

1. Learning and practising regrouping

2. Print examples of regrouping in student math journals

3. Learn term names: minuend take away subtrahend equals difference/answer (for subtraction) and addend plus addend equals sum/answer (for addition)

Materials for each group of 4-6 students:

1. twenty groups of 10 popsicle sticks or toothpicks gathered with an elastic, plus 10-20 loose popsicle sticks (students can count out sets of 10 on their desks and you can help them wrap the elastics around them)

2. index cards with numerals 0-9 on them, one number on each card, as well as cards printed with "+" , "-", "Ones", "Tens", and "Hundreds", PLUS SOME BLANK INDEX CARDS (for the answers).

3. math journals for each student

4. pencils and erasers for each student

5. Chalkboard or Chartboard showing an example of one addition question plus one subtraction question, heading up the columns with "Hundreds", "Tens" and "Ones". The title above the two questions says "Regrouping".

6. Marker for each group (to write the numerals needed for the answer cards)

1. Each group of students finds an area to sit in a group, either in a gathering of their 4-6 desks or on the floor somewhere. Teacher gives each group ten numeral cards 0-9, plus cards with "+", "-", "Ones", "Tens" and "Hundreds", plus some blank index cards. Also give twenty bunches of 10 popsicle sticks gathered with elastics, plus 10-20 loose popsicle sticks. They each have their pencils and erasers and math journals with them.

2. Teacher tells students, "We are going to practise regrouping. First we'll 'make' the number with the cards, then we'll 'make' the number with the popsicle sticks. We'll learn how to 'regroup' the digits so that we can add or subtract the numbers really easily."(Teacher info: I mix the grades in the groups, so that all groups comprise of both grades; the grade 2's LOVE to help the grade 1's master this. Grade 1's just have to add or subtract to 100, Grade 2's up to 200.)

3. Teacher then calls all students together in a learning circle and tells them that we're going to do the first few questions together. Work with the students as a group for a few minutes until they 'get' the idea.

4. Put down a card that says "Ones". Tell students that only numbers with one digit can go under this card. Have them tell you all the numbers with one digit (1, 2, 3, 4, 5, 6, 7, 8, 9). Tell students that therefore only up to 9 popsicle sticks can STAY** under this column. Once you have 10 popsicle sticks, you need to regroup them into a group of 10 with an elastic around them and move them into another group.

5. Put down the "Tens" card to the left of the "Ones" card. Tell students that only up to 9 groups of ten popsicle sticks can STAY** there (**This is important because when you regroup later you will have to add 10 to a number in the Ones column so you may have 13 popsicle sticks in the Ones column for a minute or too**). Once you get 10 groups of 10 popsicle sticks, (100, count by 10's so they see that it's 100) they have to go into a new column "Hundreds". Put that card to the left of the "Tens".

6. Ask a student to give you a two digit number (43). Teacher puts down the card 4, then the card 3. Ask for another number (21). Teacher puts down the card 2, then the card 1. Line them up above each other, in tens and ones and hundreds columns. Put the card "+" in front of the 21.

7. Get students to help you put the correct number of popsicle sticks on each number card. Example: 3 popsicle sticks go on the "3" card. 4 groups of 10 popsicle sticks go on the "4" card EQUALING 43. Ask students what number this makes. Have them count the popsicle sticks to make sure it's correct...10, 20, 30, 40, 41, 42, 43.

8. Do the same for 21....10, 20, 21. Popsicle sticks sit on top of each numeral card. Example 2 groups of 10 sit on the 2 and 1 single popsicle stick sits on the 1 card.

9. Now tell students we're going to ADD 43 and 21. Put down two blank index cards where the answer will go and tell students this is the answer. We don't know it yet. It's blank or unknown. Tell them we always start with the ones. 3 ones and 1 one is 4 ones, so gather up the 1 and the 3 and put the 4 popsicle sticks on the blank card in the "Ones" column. Now have them help you 'add' the 4 groups of 10 (40) and the 2 groups of 10 (20), counting by 10's....so they get the answer 6 groups. Put the 6 groups on the card in the "Tens" column. Ask them what the answer is. See if they can count by 10's and add the 1's to get 64. When they 'get' the answer, print the numerals on each card "6" and "4". Show them how to print the question and answer in their math journals.I've done this with quite a few grade 1 and 2 mixed classes. They always 'get' it and it's super for getting them to understand that the '4' in '40' is really '4 groups of 10' and when you get '100', it's really 1 group of 10 bunches of 10's.This lesson is a great one to do before you start working with the hundreds flats.After they understand the regrouping concept, you can do this same lesson with unit cubes (1's), ten rods (10's) and hundred flats (100), switching 10 single unit cubes for the ten rods and switching the ten rods for the hundreds flats when you regroup. It makes regrouping so easy to understand when you see it done like this.

10. Do a subtraction question with them before you send them into their groups to work. Try 51 - 29 Have students put the 5 groups of 10 on the "5", the 1 single on the "1", the 2 groups of 10 on the "2" and the 9 singles on the "9. Ask them if they can take 9 away from the 1. No, of course not. Tell them that you need to "regroup" the popsicle sticks so that you can take away the 9. Take one of the group from the numeral "5" , undo the elastic and put the 10 popsicle sticks with the 1 so you now have 11. Can we take 9 from 11 now? Yes. Put the "2" in the "Ones" column on the blank answer card. Now we have 40 take away 20. Have them count the 4 groups and 2 groups of 10, so you take away 2 groups from 4 groups and you get 2 groups. Put the 2 groups of 10 on the "Tens" answer card. Have them count the answer and tell you what the numerals will be "2" and "2". Print the answer on the blank answer cards. On the whiteboard, show them how you cross off the "51" and write '4 and 11' above it so students can see you "regrouped" the "51" into '4 groups of 10 and 11′ which still add up to '51'. They can see how they got '2' when they took away the 9 from the 11, and then they can see how they got '2 groups of 10' when they took '2 groups of 10' away from the '4 groups of 10' which was regrouped into '4 groups of 10 and 11'.

11. Have students go back to their groups and either have them do a few questions you write on the chalkboard or chartboard, or call them out one at a time, orally, then taking up each question before giving out a new one. Students now explain to you how they got the answer, explaining how they regrouped their popsicle sticks to you.

12. I start out with adding questions, then go to subtraction questions, keeping them simple for a bit, until I see that they understand the concept of regrouping. Then I begin alternating the questions for grades 1 and 2. For example, I'll say, "This is a grade 1 question." The grade 1's control the cards and the regrouping efforts. Grade 2's can help. Then "This is a grade 2 question." The grade 2's are in charge now and work on the "harder" questions but the grade 1's can help them still. I have found that they grasp this concept so well, often the grade 1's can do the harder grade 2 questions (questions over 200) just as easily as the grade 2's.

13. You can show students how to double check their answers for subtraction by adding the subtrahend and the difference (for subtraction). The popsicle sticks are still on the subtrahend and the difference (or answer) (for subtraction). You can also teach them the names of the numbers for addition: add one addend to the other addend to get the sum (answer).

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Popsicle Stick Regrouping Fun - Lesson This

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Objectives: Learning and practising regrouping Print examples of regrouping in student math journals Learn term names: minuend take away subtrahend equals difference/answer (for subtraction) and addend plus addend equals sum/answer (for addition) Materials for each group of 4-6 students: twenty groups of 10 popsicle sticks or toothpicks gathered with an

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This is the pdf format. Hopefully will open for all

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something to think about from Surfing Thru Second Grade

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Aloha friends! I hope this post finds you happy, healthy and progressing well in your new school year. I wanted to share how I have changed up my math time this year to really address all of my students needs.

Like many of you I have a classroom full of kids at all levels. I have some who are receiving SPED services and a few that are on my radar for future services. I also have my high level students who are done with everything in a few minutes and are ready for more. Then I have my right on target kids who don't seem to ever get as much attention in a whole group setting.

Whole group instruction for math is almost laughable in my classroom. I am exhausted when I try to teach whole group. I seem to repeat the same things over and over. Know what I'm talking about?

Math rotations have helped to make my instruction much more meaningful and my students love it.

I start my math time off with a mini lesson on what the standard/objective is for the day and I give the students an example of what we will be doing. (5 minutes)

Then I focus them on the Math Rotation board.

I always start out with my lowest group to make sure we have enough time to go over the concept and that they can have guided practice with me. If they don't finish in our time (15-20 minutes) they can finish at their seats during their Practice Book time. Sometimes I keep them with me and they repeat the lesson with the next group.

I have my math wizards start off with their practice books. We use Go Math and the practice books have pages from the lesson that can be sent home for homework our used in class.

When they are finished with the practice book page they turn it in and work on a math enrichment project or fun math pages that they have in their desk.

Students at centers have a choice of 6 different buckets. Each one is filled with lots of activities at varying levels.

Each tub also has a particular skill such as measurement, basic facts, place value, etc...

I have them work alone at each center. They have a simple menu that keeps them from repeating a center until they have gone to each one. Click { HERE} to download.

After center activities they head to computers. Last year I received a grant from Reflex Math and it was wonderful!! My kids loved it and they mastered their facts so quickly! One of the third grade teachers even told me how happy she was that so many students came in knowing their facts by heart.

My principal gave our 2nd grade team the funds to continue it this year.

Our district also has a subscription to IXL. Once students earn a green light on Reflex they can go to IXL. Most of my students never leave the Reflex site.

This system is the only way I can meet with each and every student to see how they are doing and what they need work on. Plus the students are on task and actively engaged the whole hour and 20 minutes!

Many people say they get bored teaching the same lesson 4 times. When I teach whole group I seem to go over it a lot more than that. By the time my wizards get to me I really don't have to do much more than a simple review since they have already done their practice book.

Everyone gets what they need and more. I have enrichment for my wizards and remedial work for sweet and lows.

Do you have rotations or centers in your classroom? How is your system the same or different? I am always looking for creative and new ideas!

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Aloha friends! I hope this post finds you happy, healthy and progressing well in your new school year. I wanted to share how I have changed up my math time this year to really address all of my students needs. Like many of you I have a classroom full of kids at all levels.

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Understanding Subtraction Strategies

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hsamuelson2013@gmail.com

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more math tasks at K-5 Math teaching resources

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more math tasks at K-5 Math teaching resources

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2nd grade math word problem worksheets - free and printable | K5 Learning

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Free 2nd grade word problem worksheets. Also number charts, addition, subtraction, telling time, counting money and much more. No advertisements and no login required.

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2nd grade number activities

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Represent and solve problems involving addition and subtraction

2.OA.A.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication

2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

NUMBER AND OPERATIONS IN BASE TEN

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens - called a "hundred."
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2 Count within 1000; skip count by 5s,10s, and 100s.

2.NBT.A.3 Read and write numbers to 1000 using base-ten notation, number names, and expanded form.

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols.

Use place value understanding and properties of operations to add and subtract

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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Represent and solve problems involving addition and subtraction 2.OA.A.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

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Understanding Addition Strategies

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Understanding Addition and Subtraction

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Gerald the Giraffe