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learner goals and tasks to demonstrate
learner goals and tasks to demonstrate
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Learning Goal: The student will understand the place value of three-digit numbers.
Learning Goal: The student will understand the place value of three-digit numbers.
The student demonstrates understanding of the grade level B.E.S.T. benchmarks.
The student demonstrates understanding of the grade level B.E.S.T. benchmarks.
MA.2.AR.3.1: Represent an even number using two equal groups or two equal addends. Represent an odd number using two equal groups with one left over or two equal addends plus 1.(Lessons 3-1 & 3-2)
MA.2.AR.3.2: Use repeated addition to find the total number of objects in a collection of equal groups. Represent the total number of objects using rectangular arrays and equations. plus 1. (Lessons 3-3 & 3-4)
unit 3 family letter
unit 3 family letter
3.1 Explore even and odd numbers
3.1 Explore even and odd numbers
recognize even or odd numbers by using skip counting, arrays and patterns in the ones place
3.2 explore even and odd numbers with addition patterns
3.2 explore even and odd numbers with addition patterns
The number 8 is even because it can be represented as two equal groups of 4 or as the expression 4 + 4. Example: The number 9 is odd because it can be represented as two equal groups with one left over or as the expression 4 + 4 + 1.
3.3 patterns with arrays (2 days)
3.3 patterns with arrays (2 days)
Make the connection that the idea of repeated addition is a way to represent equal groups
3.4 connect addition and arrays
3.4 connect addition and arrays
rows and columns reinforce the number of groups and the number of objects in each group
unit 3 fluency workshop
unit 3 fluency workshop
Use Doubles
MA.1.NSO.2.1: Recall addition facts with sums to 10 and related subtraction facts with automaticity.
MA.2.NSO.2.1: Recall addition facts with sums to 20 and related subtraction facts with automaticity.
MA.2.NSO.2.3: Add two whole numbers with sums up to 100 with procedural reliability. Subtract a whole number from a whole number, each no larger than 100, with procedural reliability.
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