Math: Introducing Joining and Separating Equal Groups

Suggested Time Frame: 15 Instructional Days

        

Focus TEKS

Joining and Separating Equal Groups

  • 2.6 The student applies mathematical process standards to connect repeated addition and subtraction to multiplication and division situations that involve equal groupings and shares.
    • 2.6A model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined
    • 2.6B model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets

Analyzing Numbers

  • 2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the number
Numeracy TEKS

Counting Patterns (Suggested: 3 days)

  • RRISD 2.7B Skip count forward and backward by ten and one hundred from any given number up to 1,000

Building Fluency with Addition and Subtraction within 20 (Suggested: 3 days)

  • 2.4A recall basic facts to add and subtract within 20 with automaticity

Developing Strategies for Adding and Subtracting 2-Digit Numbers (Suggested: 7 days)

  • 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations
Spiral Review TEKS

Measuring Length (Suggested: 13 days)

  • 2.9A find the length of objects using concrete models for standard units of length
  • 2.9B describe the inverse relationship between the size of the unit and the number of units needed to equal the length of an object
  • 2.9C represent whole numbers as distances from any given location on a number line
  • 2.9D determine the length of an object to the nearest marked unit using rulers, yardsticks, meter sticks, or measuring tapes
  • 2.9E determine a solution to a problem involving length, including estimating lengths

Counting Quantities (Suggested: 2 days, using both numeracy and spiral review time)

  • RRISD 2.1 organize and count a collection of objects and create a recording of how the objects were counted
    • 2.1C  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    • 2.1E  create and use representations to organize, record, and communicate mathematical ideas;
  • Counting Coins (Make this the focus on 1 day of Counting Collections)

    • 2.5A determine the value of a collection of coins up to one dollar
      • 2.5B use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins

Telling Time (Ongoing)

  • 2.9G read and write time to the nearest one-minute increment using analog and digital clocks and distinguish between a.m. and p.m.