Unit 5. How Many Floors? How Many Rooms? Growing Patterns: Ratio and Equal Groups. Common Core
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1 Unit 5 How Many Floors? How Many Rooms? INVESTIG ATION 1 Growing Patterns: Ratio and Equal Groups Common Core Mathematical Practices (MP) Domains Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) Geometry (G) Day Session Common Core Adaptation Common Core Standards How Many Floors? How Many Rooms? Teaching Note Preparing Subtraction Facts Related to the Plus 10 Combinations Make copies and cut apart C48 C49, Subtraction Cards, Set 6 and C50, Practicing with Subtraction Cards (1 per student). Introduce this set of facts at the end of Session 1.1. If you feel that your students need an in-depth introduction to this unit s cards, Unit 2, Session 1.1A provides a model for introducing and working with sets of subtraction cards. Teaching Note Introducing Subtraction Facts Review the Plus 10 Combinations and related subtraction facts: = = = = = = 10 Ask students to explain how each set of 3 facts is related. Explain that the next set of subtraction facts are related to the Plus 10 Combinations. Distribute C48 C49, Subtraction Cards: Set 6, copied and cut apart (1 set per student). Students review the cards and file them in the appropriate envelope based on ones they know/ do not yet know. They select 6 facts that they need to work on, record these on C50 and practice them for homework. These facts are assessed in Session 2.5 as part of the End-of- Unit Assessment. MP4, MP7 2.OA.2, 2.OA.4, 2.NBT.2, 2.NBT.5, 2.MD.8 Session Follow-up Daily Practice Family Letter: Make and send home copies of C46 C47, Family Letter, as a replacement for M1 M2, Family Letter. Homework: Students work on the subtraction facts they recorded on C50. CC40 Unit 5 How Many Floors? How Many Rooms?
2 INVESTIG ATION 1 Growing Patterns: Ratio and Equal Groups, continued Day Session Common Core Adaptation Common Core Standards Using Tables to Record MP4, MP7 CLASSROOM ROUTINES Today s Number: 68 Using Strips and Singles ACTIVITY Introducing Tables When you introduce Today s Number, record the target number using expanded form, 68 = Teaching Note Subtraction Facts related to Plus 10 Combinations In this unit, students should continue to practice the subtraction facts in their working on piles. This practice can be assigned as additional homework or during a Math Workshop activity. By using copies of C50, Practicing with Subtraction Cards, you can individualize this practice according to student needs at any time during this unit. These subtraction facts are assessed in Session 2.5 as part of the End-of-Unit Assessment. 2.OA.4, 2.NBT.2, 2.NBT.3, 2.NBT Comparing Tables MP4, MP7 2.OA.4, 2.NBT.2, 2.NBT.5, 2.MD Assessment: Understanding Tables Ratio Relationships with Pattern Blocks CLASSROOM ROUTINES Quick Images: Strips and Singles SESSION FOLLOW-UP Daily Practice After students determine the total number of squares, record that number using expanded form, 56 = Homework: Students solve addition and subtraction problems with unknown starts on Student Activity Book pages 34B 34C or C51 C52 (Cube Buildings). MP4, MP7 2.OA.4, 2.NBT.2, 2.NBT.5, 2.NBT.6 MP2, MP4, MP7 2.OA.1, 2.NBT.2, 2.NBT.3, 2.NBT.5, 2.G Ratio Relationships with Pattern Blocks, continued MP4, MP7 2.NBT.2, 2.NBT.5, 2.G.1 Instructional Plan CC41
3 INVESTIG ATION 2 Repeating Patterns and Number Sequences Day Session Common Core Adaptation Common Core Standards Cube Train Patterns MP2, MP7 2.NBT.2, 2.MD Counting by 2s MP3, MP7 2.OA.3, 2.NBT.2, 2.NBT.5, 2.MD Counting by 3s MP2, MP3, MP7 SESSION FOLLOW-UP Daily Practice How Is Red-Blue-Brown- Green Like Yellow-Black- White-Orange? Homework: Students represent a set of data on a bar graph and then answer questions about the data on Student Activity Book pages 47A-47B or C53-C54 (Transportation Data). 2.NBT.2, 2.NBT.5, 2.MD.8, 2.MD.10 MP2, MP3, MP7 2.NBT.2, 2.MD End-of-Unit Assessment MP2, MP7 2.NBT.2 ASSESSMENT ACTIVITY As part of the End-of-Unit Assessment, include C55 to assess End-of-Unit Assessment the subtraction facts related to plus 10 combinations. You may want to give this part of the assessment to 5 6 students at a time so you can observe how fluently they complete this assessment sheet. Then record information on C56, Assessment Checklist. Consider the following as you observe students and examine their work: Do students accurately and efficiently solve all the problems in a reasonable amount of time? CC42 Unit 5 How Many Floors? How Many Rooms?
4 Name How Many Floors? How Many Rooms? Date Family Letter About the Mathematics in This Unit (page 1 of 2) Dear Family, Our class is beginning a new mathematics unit called How Many Floors? How Many Rooms? In this unit, students describe and represent ratios, use tables to represent and predict change, and work with numeric sequences as they construct, describe, and extend patterns. Throughout this unit, we will be working toward the following goals: Benchmarks/Goals Explain what the numbers in a table represent in a constant ratio situation (involving ratios of 1:2, 1:3, 1:4, 1:5, and 1:6). Total Number of Floors Examples Total Number of Rooms I see that there are 3 rooms on each floor. When there is another floor, you always add 3. It s a counting-by-3s pattern. (continued) Unit 5 Session 1.1 C46 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
5 Name How Many Floors? How Many Rooms? Date Family Letter About the Mathematics in This Unit (page 2 of 2) Benchmarks/Goals Complete and extend a table to match a situation involving a constant ratio. Total Number of Floors ExampleS Total Number of Rooms ? 5? If each floor has 5 rooms, how many rooms would there be if there were 6 floors? Extend a repeating pattern and determine what element of the pattern will be in a particular position (e.g., the 16th position) if the pattern keeps going If this pattern continues, what color will the 12th square be? What color will the 15th square be? Demonstrate fluency with subtraction facts related to the Plus 10 Combinations = = = = 10 More information and activities about this unit will be coming home with your child in the next few days. Unit 5 Session 1.1 C47 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
6 Name How Many Floors? How Many Rooms? Date Subtraction Cards: Set 6 (page 1 of 2) Unit 5 Session 1.1 C48 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
7 Name How Many Floors? How Many Rooms? Date Subtraction Cards: Set 6 (page 2 of 2) Unit 5 Session 1.1 C49 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
8 Name How Many Floors? How Many Rooms? Date Practicing with Subtraction Cards Choose 6 Subtraction Card problems from your working on pile, and write these on the blank cards below. Practice these subtraction facts. = = Addition Addition = = Addition Addition = = Addition Addition Unit 5 Session 1.2 C50 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
9 Name How Many Floors? How Many Rooms? Date Homework Cube Buildings (page 1 of 2) Solve each problem. Show your work. Write an equation. note Students solve addition and subtraction story problems where the starting amount is unknown. 1. a. Jake made the first part of a cube building. He then added on 25 cubes. Now his building has 50 cubes. How many cubes did Jake start with? b. Jake takes 12 cubes from Kira s building. Now her building has 45 cubes. How many cubes did Kira s building start with? Unit 5 Session 1.5 C51 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
10 Name How Many Floors? How Many Rooms? Date Homework Cube Buildings (page 2 of 2) Solve each problem. Show your work. Write an equation. 2. Kira built a cube building. She decided to take off 22 cubes. When she recounted, her building only had 14 cubes. How many cubes did Kira start with? 3. Kira and Jake decided to make a cube building together. Kira built the first part of the building and then Jake added on 42 cubes. When they finished, they counted 60 cubes in all. How many cubes were in Kira s part of the building? Unit 5 Session 1.5 C52 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
11 Name How Many Floors? How Many Rooms? Date Homework Transportation Data (page 1 of 2) Mr. Brown s 2nd-grade class took a survey about how students got to school each morning. This is what they found out: Bike: 5 students Car: 8 students Bus: 12 students Walk: 4 students note Students represent a set of data on a bar graph and then answer questions about the data. 1. Make a bar graph that shows the data from Mr. Brown s class. How Students Get to School Number of Students Unit 5 Session 2.3 C53 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
12 Name How Many Floors? How Many Rooms? Date Homework Transportation Data (page 2 of 2) 2. What could be the title of this graph? 3. Do more students ride the bus or ride their bikes? 4. How many more students come by car than walk? 5. How many students responded to this survey? 6. Write two facts about this data set. Unit 5 Session 2.3 C54 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
13 Name How Many Floors? How Many Rooms? Date End-of-Unit Assessment (page 5 of 5) Subtraction Facts Related to Plus 10 Combinations = = 16 6 = 17 7 = = 14 4 = = 11 1 = = = 12 2 = = 13 3 = 15 5 = = Unit 5 Session 2.5 C55 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
14 Assessment Checklist: Subtraction Facts Related to Plus 10 Combinations Student Unit 5 Session 2.5 C56 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
15 Nombre Cuántos pisos? Cuántos cuartos? Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 1 de 2) Estimada familia: Nuestra clase está empezando una nueva unidad de Matemáticas llamada Cuántos pisos? Cuántos cuartos? En esta unidad, los niños describen y representan razones, usan tablas para representar y predecir cambios y trabajan con secuencias numéricas mientras construyen, describen y amplían patrones. A lo largo de esta unidad los niños trabajarán para lograr los siguientes objetivos: PUNTOS DE REFERENCIA/OBJETIVOS Explicar qué representan los números de una tabla en una situación de razón constante (con razones de 1:2, 1:3, 1:4, 1:5 y 1:6). Número total de pisos EJEMPLOS Número total de cuartos Veo que hay 3 cuartos en cada piso. Cuando hay otro piso, siempre sumas 3. Es un patrón de contar de 3 en 3. (continúa) Unidad 5 Sesión 1.1 C46 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
16 Nombre Cuántos pisos? Cuántos cuartos? Fecha Carta a la familia HOGAR Sobre las Matemáticas de esta unidad (página 2 de 2) PUNTOS DE REFERENCIA/OBJETIVOS Completar y ampliar una tabla para que corresponda con una situación de razón constante. Número total de pisos EJEMPLOS Número total de cuartos ? 5? Si cada piso tiene 5 cuartos, cuántos cuartos habría si hubiera 6 pisos? Ampliar un patrón que se repite y determinar qué elemento del patrón estará en una posición particular (p. ej.: la posición 16) si el patrón continúa Si el patrón continúa, de qué color será el cuadrado 12? De qué color será el cuadrado 15? Obtener habilidad en el manejo de operaciones de resta relacionadas con combinaciones de más = = = = 10 En los próximos días su hijo/a le llevará más información y actividades sobre esta unidad. Unidad 5 Sesión 1.1 C47 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
17 Nombre Cuántos pisos? Cuántos cuartos? Fecha Tarjetas de resta: Grupo 6 (página 1 de 2) Unidad 5 Sesión 1.1 C48 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
18 Nombre Cuántos pisos? Cuántos cuartos? Fecha Tarjetas de resta: Grupo 6 (página 2 de 2) Unidad 5 Sesión 1.1 C49 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
19 Nombre Cuántos pisos? Cuántos cuartos? Fecha Practicar con tarjetas de resta Escoge 6 problemas de tarjetas de resta de la pila con la cual estás trabajando y escríbelos en las tarjetas en blanco de abajo. Practica estas operaciones de resta. = = Pista para la suma: Pista para la suma: = = Pista para la suma: Pista para la suma: = = Pista para la suma: Pista para la suma: Unidad 5 Sesión 1.2 C50 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
20 Nombre Cuántos pisos? Cuántos cuartos? Edificios de cubos (página 1 de 2) Resuelve cada problema. Muestra tu trabajo. Escribe una ecuación. Fecha Tarea nota Los niños resuelven problemas-cuento de suma y de resta en los que no se conoce la cantidad inicial. 1. a. Jake hizo la primera parte de un edificio de cubos. Luego le añadió 25 cubos más. Ahora el edificio tiene 50 cubos. Con cuántos cubos comenzó Jake? b. Jake toma 12 cubos del edificio de Kira. Ahora el edificio de Kira tiene 45 cubos. Cuántos cubos tenía el edificio de Kira al comenzar? Unidad 5 Sesión 1.5 C51 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
21 Nombre Cuántos pisos? Cuántos cuartos? Fecha Tarea Edificios de cubos (página 2 de 2) Resuelve cada problema. Muestra tu trabajo. Escribe una ecuación. 2. Kira hizo un edificio de cubos. Decidió quitar 22 cubos. Cuando volvió a contar, su edificio solo tenía 14 cubos. Con cuántos cubos comenzó Kira? 3. Kira y Jake decidieron hacer juntos un edificio de cubos. Kira hizo la primera parte del edificio y luego Jake le añadió 42 cubos. Cuando terminaron, contaron 60 cubos en total. Cuántos cubos había en la parte del edificio que hizo Kira? Unidad 5 Sesión 1.5 C52 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
22 Nombre Cuántos pisos? Cuántos cuartos? Datos de transporte (página 1 de 2) Fecha La clase de segundo grado del Sr. Brown hizo una encuesta sobre cómo llegaban los niños a la escuela cada mañana. Esto es lo que descubrieron: En bicicleta: 5 niños En carro: 8 niños En autobús: 12 niños A pie: 4 niños Tarea nota Los niños representan un conjunto de datos en una gráfica de barras y luego responden a preguntas sobre los datos. 1. Haz una gráfica de barras que muestre los datos de la clase del Sr. Brown. Cómo llegan los niños a la escuela Número de niños Unidad 5 Sesión 2.3 C53 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
23 Nombre Cuántos pisos? Cuántos cuartos? Fecha Tarea Datos de transporte (página 2 de 2) 2. Cuál podría ser el título de esta gráfica? 3. Hay más niños que llegan en autobús o en bicicleta? 4. Cuántos niños más llegan en carro que andando? 5. Cuántos niños respondieron a esta encuesta? 6. Escribe dos operaciones sobre este grupo de datos. Unidad 5 Sesión 2.3 C54 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
24 Nombre Cuántos pisos? Cuántos cuartos? Fecha Evaluación final de la unidad (página 5 de 5) Operaciones de resta relacionadas con combinaciones de más = = 16 6 = 17 7 = = 14 4 = = 11 1 = = = 12 2 = = 13 3 = 15 5 = = Unidad 5 Sesión 2.5 C55 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
25 Lista de comprobación: Operaciones de resta Relacionadas con combinaciones de más 10 Niño Unidad 5 Sesión 2.5 C56 Pearson Education, Inc., or its affiliates. All Rights Reserved. 2
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