Topic+Eight

= Topic Eight: Adding Two-Digit Numbers = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __**Transfer:**__

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. || MA.7.a.Know the relationships of time, including seconds in a minute, minutes in an hour, hours in a day, days in a week, a month, and a year; and weeks in a month and a year.
 * Standards for Mathematical Practices**
 * __**Established Goals:**__
 * 2.MD.C.7-**Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.


 * 2.MD.C.8-**Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. //Example: If you have 2 dimes and 3 pennies, how many cents do you have?//


 * Student I Can Statements:**
 * I can understand how to tell time.
 * I can tell time to five minutes.
 * I can use a.m. and p.m. in the right ways.
 * I can count money.
 * I can count money to help me solve word problems.


 * Prerequisite Standards: **


 * 1.MD.B.3-**Tell and write time in hours and half-hours using analog and digital clocks.


 * 1.MD.MA.5**.-Identify the values of all U.S. coins and know their comparative values (e.g., a dime is of greater value than a nickel). Find equivalent values (e.g., a nickel is equivalent to 5 pennies). Use appropriate notation (e.g., 69¢). Use the values of coins in the solutions of problems. ||
 * __**Big Ideas:**__


 * Number Uses, Classification, and Representation-**Numbers can be used for different purposes, and numbers can be classified and represented in different ways.


 * The Base-Ten Numeration System-**The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.


 * Equivalence-**Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.


 * Comparison and Relationships-**Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.


 * Measurement-**Some attributes of objects are measurable and can be quantified using unit amounts.


 * Practice, Processes, and Proficiencies-**Mathematics content and processes can be applied to solve problems. || __**Essential Questions:**__
 * How can you solve problems about counting money or telling time to the nearest 5 minutes? ||
 * __**Students will know...**__
 * Each kind of coin has a specific value unrelated to its physical size.
 * Money is measurable and the value of coins can be quantified using cent amounts.
 * Money is measurable and can be quantified using dollar and cent amounts. Each kind of bill has a specific value. You can count to find the total value of a group of dollar bills.
 * Each kind of bill has a specific value, and the value of the bills can be used to solve problems about money. Word problems about money can often be solved by adding and subtracting.
 * Good math thinkers know how to think about words and numbers to solve problems.
 * Time can be told to the nearest 5 minutes. time can be expressed using different units that are related to each other.
 * Time can be described before and after the hour in different ways.
 * Certain time periods can be described using the abbreviations a.m. or p.m.

__**Vocabulary:**__ dime nickel penny quarter half-dollar cents greatest value least value dollar dollar signs dollar bills tally marks quarter past half past quarter to a.m. p.m. || __**Students will be skilled at...**__ Identify coins and skip count by like coins (connects to 2.NBT.2). Count money by combinations of coins through 1 dollar.
 * Solve problems with coins.
 * Solve problems with dollar bills and coins that model 100 cents.
 * Solve problems with dollar bills.
 * Reason about values of coins and dollar bills, and find different ways to make the same total value.
 * Tell time to the nearest five minutes.
 * Say the time in different ways.
 * Tell time and use reasoning to state if the event is happening in the a.m. or p.m. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__



Count money by combinations of coins and bills through 5 dollars. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? || **Other Evidence:**

Task 1: Student Resource:

Task 2: Student Resource:

Task 3: Student Resource:

Task 4: ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__
 * 8-1**-Solve Problems with Coins


 * 8-2**-Continue to Solve Problems with Coins


 * 8-3**-Solve Problems with Dollar Bills


 * 8-4-**Continue to Solve Problems with Dollar Bills


 * 8-5-**Math Practices and Problem Solving; Reasoning


 * 8-6-**Tell Time to Five Minutes


 * 8-7-**Tell Time Before and After the Hour


 * 8-8-**AM and PM ||
 * **Resources:**


 * Print Resources:**

Making Money Game
 * Online:**

Optional: Provide students with manipulative money to make amounts
 * Games:**
 * Make An Amount **
 * Draw a picture or make an amount of money for students to count. Ask students to identify the amount. Have students think-pair-share the amount of money that they made.
 * After sharing how students counted the money, give students an amount of money to make with manipulatives or drawings. (Numbers in circles can represent coins. For example, a nickel could be represented with a 5 in a circle. Bills can be represented with a number in a rectangle.)
 * Have students share how they made the amount. Record their ideas on a piece of chart paper. Be sure to highlight that there are different ways to make monetary values.
 * Repeat this activity a few times with the class.


 * I’ve Got It You Guess It **
 * Teacher shares with class a clue about the amount of money they have. For example, I have 5 $10 bills.
 * Students guess what amount the teacher might have.
 * If no correct guesses are made, the teacher gives another clue about the money that they have. Repeat until students correctly guess the amount of money the teacher has. Once correctly identified, students are to make that amount of money in another way.


 * I Made It Up **
 * Students write an amount of money on an index card (repeat three times).
 * Students write three ways to make that amount of money.
 * With a partner students share the amount of money that they have.
 * Partners describe a way to make that amount of money.
 * Students take turns trying to identify the ways their partners made different amounts. ||