Growth Mindset Lessons, Activities and Videos to use as you lay the groundwork for a Mathematical Mindset connected to The 8 Standards for Mathematical Practice.  Good Group Work-setting norms

Begin launching Guided Math:

For assistance on structuring guided math, click here. Guide to the first 20 days here.

Tech First 10 Days: K-2  | 3-5

🟩 2.NBT.A.1 Understand that the three digits of a three-digit number represents amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

2.NBT.A.1a 100 can be thought of as a bundle of ten tens — called a "hundred."

2.NBT.A.1b The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or 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 numerals, 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 to record the results of comparisons.

🟩 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.

🟩 2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes

🟩 2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

🟩 2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.

🔷 2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

🔷 2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

🟡 2.G.A.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

🟡 2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.