Overview

Module 7 : Problem Solving with Length, Money, and Data

Students practice addition and subtraction strategies within 100 and problem-solving skills as they learn to work with various types of units within the contexts of length, money, and data. Students represent categorical and measurement data using picture graphs, bar graphs, and line plots. They revisit measuring and estimating length from Module 2, though now using both metric and customary units.

Topic A: Problem Solving with Categorical Data

Topic B: Problem Solving with Coins and Bills

Topic C: Creating an Inch Ruler

Topic D: Measuring and Estimating Length Using Customary and Metric Units

Topic E: Problem Solving with Customary and Metric Units

Topic F: Displaying Measurement Data

Advanced Preparation

- Quarters, Dimes, Nickels, Pennies
- Play Money Dollar Bills
- 1 Inch Tiles
- Centimeter Cubes

Module 8: Time, Shapes, and Fractions as Equal Parts of Shapes

In Module 8, students extend their understanding of part–whole relationships through the lens of geometry. As students compose and decompose shapes, they begin to develop an understanding of unit fractions as equal parts of a whole.

Topic A: Attributes of Geometric Shapes

Topic B: Composite Shapes and Fraction Concepts

Topic C: Halves, Thirds, and Fourths of Circles and Rectangles

Topic D: Application of Fractions to Tell Time

Advanced Preparation

- Toothpicks
- GeoBoards
- Rubber Bands
- 12-inch long × 2-inch wide strip of tag board or sentence strip (per student)
- 12-inch ruler
- Yardsticks
- Centimeter ruler
- Uncooked spaghetti at varying lengths
- Straightedge
- Pattern Blocks
- Large Instructional Clock w/Gears
- Brad Fasteners

2017-2018 Math Schedule of Assessed Standards (SAS)

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here (Modules 5 & 6 are currently unavailable)

Week 1: April 16

Notes:

Topic A, Working with Money, assumes that students have some knowledge about the coins from first grade and briefly reviews naming the coins and counting in the fluency activities in the lessons in Topic A. Consider providing additional opportunities to practice identifying coins and finding their total value throughout the topic. The final lesson (Lesson 5) in Topic A provides practice and working with money data as a segue to "problem solving with coins and bills" in Topic B.

Lessons 1 & 2 Combine

Lessons 1 & 2 share focus standard 2.MD.10 and have been combined as a pacing consideration. Lesson 2 guides students through creating a picture graph using the data from the tables created in Lesson 1. Follow Lesson 1 Concept Development to create Chart 3, Animal Classification. Include tallies and numbers in the table. Then guide students to organize the information into a picture graph as described in Lesson 2, Part 1 Concept Development. If time permits, work through the Lesson 2 Problem Set and assign Lesson 2 Exit Ticket.

Lessons 3 & 4 Combine

Lessons 3 & 4 share focus standard 2.MD.10 and have been combined as a pacing consideration. Lesson 3 follows the same procedure and uses the same data as in Lesson 2 to draw and label a bar graph. Begin with the Concept Development from Lesson 3, guiding students through creating a bar graph using the data from the Animal Classification table from Lessons 1 and 2. Complete the bar graph using the table, Our Birthdays from Lesson 4 Part 1 Concept Development. If time permits, work through Problem Set from Lesson 4 and assign Lesson 4 Exit Ticket.

Lesson 5

MP.6, attend to precision, is highlighted in the Concept Development as students use information from a table to create a graph. Direct students attention to notice the graph in Activity Sheet 1 is vertical and the graph in Activity Sheet 2 is horizontal. Circulate to make sure that students are labeling the graph accurately. Activity Sheet 3 can serve as an extension for students working above grade level.

Week 2: April 23

Assessment:

Biweekly #1: Lesson 6 Exit Ticket

Standards Addressed in Lessons

Topic B

2.NBT.5

2.MD.8

2.NBT.2

2.NBT.6

Notes:

Lesson 6

Create, display and reference an anchor chart that reviews the different coin values. MP.4, model with mathematics, is highlighted in Part 2 of the Concept Development as students count mixed groups of coins starting with the largest value coin and represent the total value as an addition number sentence. Encourage students who struggle with skip counting to use this as a strategy to find the value of combinations of coins. *Use this exit ticket to assess students' ability to recognize the value of coins and count up to find their total.

Lesson 7

MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development as students find the total value of a group of coins in the context of simple addition or subtraction word problems. Support students with attending to the meaning of the quantities and how they are represented in their drawings and number sentences.

Lesson 8

Similar to Lesson 7, MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development as students find the total value of a group of bills within $100, again in the context of addition and subtraction word problems. Support students with attending to the meaning of the quantities and how they are represented in their models and number sentences.

Lesson 9

MP.6, attend to precision, is highlighted in Part 2 of the Concept Development as students manipulate different combinations of coins in the context of word problems to make the same value. Encourage students to make fair trades as a way to ensure that their coin values remain the same. Invite students working above grade level to create equivalent combinations using the least amount of coins.

Week 3: April 30

Assessment:

Mid-Module Assessment

Administer after Lesson 13.

Standards Addressed in Lessons

Topic B

2.NBT.5

2.MD.8

2.NBT.2

2.NBT.6

Standards in Assessment

Mid-Module:

2.NBT.5

2.MD.8

2.MD.10

Notes:

Lesson 10

MP.2, reason abstractly and quantitatively, is highlighted in Part 3 of the Concept Development as students create different combinations of coins to make the same total value, focusing on using the fewest amount of coins. Support students as they decompose numbers to show the parts they can make with coins of higher value.

Lesson 11 & 12 Combine

Lessons 11 & 12 share focus standard 2.MD.8 and have been combined as a pacing consideration. Teach the components of Lesson 11 including Part 1 of the Concept Development. Continue with the Application Problem, Part 1 and Part 3 of Lesson 12. Assign Lesson 12 Problem Set and Exit Ticket.

Lesson 13

MP.1, make sense of problems and persevere in solving them, is highlighted in the Concept Development as students solve two-step addition and subtraction word problems with the unknown in various positions. Encourage students to use their drawings/models to determine what they are trying to find (part or whole) for each problem before solving.

Administer Mid-Module Assessment after Lesson 13.

Week 4: May 7

Notes:

Lessons 14 & 15 Combine

Lessons 14 & 15 share focus standard 2.MD.1 and have been combined as a pacing consideration. Teach the components of Lesson 14 including the Concept Development. Guide students to use the mark and move forward strategy to create inch rulers as described in the Concept Development of Lesson 15. Allow those who complete their rulers early to explore measuring objects around the room. Assign Lesson 15 Problem Set and Exit Ticket. *Use this exit ticket to assess students' ability to measure lengths using inch rulers.

Lesson 16

The Concept Development is designed for students to work in centers. Therefore, advanced preparation of materials and clear communication of expectations as students rotate through each center is important. Additionally, MP.5, use appropriate tools strategically, is highlighted in Center 3: Choose the Units to Measure Objects. Provide objects with significantly different lengths and support students in determining the most efficient measuring unit for each object. Students will need to keep and refer to their Recording Sheets in Lesson 17.

Lesson 17

MP.6, attend to precision, is highlighted in Part 2 of the Concept Development as students use mental benchmarks to estimate lengths and check estimations with measurement tools. Support students with thinking about which benchmark is closest in length to the object being compared.

Lesson 18

MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development as students measure the same objects twice, using both metric and customary units. Guide students to understand that when measuring with a smaller unit, more iterations of that unit are needed to measure the same object than when measuring with a larger unit.

Standards Addressed in Lessons

Topic C

2.MD.1

Topic D

2.MD.1

2.MD.2

2.MD.3

2.MD.4

Week 5: May 14

Standards Addressed in Lessons

Topic D

2.MD.1

2.MD.2

2.MD.3

2.MD.4

Topic E

2.MD.5

2.MD.6

2.NBT.2

2.NBT.4

2.NBT.5

Notes:

Lesson 19

MP.5, use appropriate tools strategically, is highlighted in the Concept Development as students are asked to determine what tool they should use to measure the lengths of objects around the room. Facilitate brief discussions about why the chosen tool is the most efficient for measuring each object. Encourage the use of multiple solution strategies for students to compare different lengths using addition and subtraction.

Lesson 20

MP.1, make sense of problems and persevere in solving them, is highlighted in the Concept Development as students use drawings to compare lengths and write equations with an unknown to represent problems. Encourage students to use their drawings/models to determine what they are trying to find for each problem before solving.

Lesson 21

MP.2, reason abstractly and quantitatively, is highlighted in the Concept Development as students identify unknown numbers on a number line. Support students with using their understanding of place value and the distance between positions to label points. If you anticipate students will struggle with creating the number lines, consider providing number lines for each problem after the first example.

Lesson 22

MP.6, attend to precision, is highlighted as students discuss representing subtraction on a number line. Guide students to recognize that adding on a number line moves from left to right while subtracting moves from right to left. If students struggle with representing two-digit sums and differences on a number line, consider using Problem 3 as an extension activity.

Week 6: May 21

Module

Notes:

Lesson 23

This lesson might be time consuming because it involves data collection from the entire class. Consider prioritizing How Many More Hundreds fluency activity as it prepares students for the lesson. Administer the Sprint at another time. Additionally, MP.5, use appropriate tools strategically, is highlighted in the Concept Development as students discuss how to ensure that their measurements are accurate. Invite students to recall the rules for measuring from previous lessons. Retain the Recording Sheet for use in Lesson 24.

Lesson 24

MP.4, model with mathematics, is highlighted in Part 3 of the Concept Development as students reorganize shoe measurement data on a line plot. Guide students to create their line plots being sure to sequence numbers from greatest to least, label appropriately, and make sure that each measurement is represented with an X. *Use this exit ticket to assess students' ability to draw a line plot to represent data.

Lesson 25

Similar to lesson 24, MP.4, model with mathematics, is highlighted as students create a line plot to display a given set of data. Consider students' performance from Lesson 24 Exit Ticket to determine an appropriate level of support for students as they create their line plots.

Lesson 26 Omit

This lesson has been omitted as a pacing consideration. It has the same objective as Lesson 25. Students are presented with different data sets, which they represent using line plots, then discuss and interpret the data.

Administer End-of-Module Assessment after Lesson 25.

Assessment:

Biweekly #3: Lesson 24 Exit Ticket

End-of-Module Assessment Administer after Lesson 25

Standards Addressed in Lessons

Topic F

2.MD.6

2.MD.9

2.MD.1

2.MD.5

Standards in Assessment

End-of-Module

2.NBT.5

2.MD.1

2.MD.2

2.MD.3

2.MD.4

2.MD.5

2.MD.6

2.MD.8

2.MD.9

2.MD.10

Week 7: May 28

Module

Notes:

Lesson 1

Guide students to use precise language as they describe various two-dimensional shapes. Encourage students to attend to a shape’s defining attributes in order to describe the difference between shapes, including the number of sides, corners and angles, whether the sides are straight or curved, and whether the shape is open or closed. Retain Charts 1 - 4 for use in Lesson 2.

Lesson 2

MP.7, look for and make use of structure, is highlighted in the Concept Development as students build various polygons and name them based on attributes. Students are introduced to the terms polygon and quadrilateral as well as pentagon and hexagon. Support student understanding and use of each term while still focusing on the shared attributes.

Lesson 3

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students use a ruler to draw straight lines to create their own shapes and take turns naming and analyzing shapes according to their attributes. Encourage students to again use precise language when describing the shapes. Invite them to refer to the anchor charts from the previous lessons as needed.

Standards Addressed in Lessons

Topic A

2.G.1

2.MD.1

Week 8: June 4

Module

Notes:

Lesson 4

MP.6, attend to precision, is highlighted as students use rulers to draw and identify trapezoids and parallelograms. Keeping a ruler straight and still while drawing might be challenging for some. Consider providing a scaffold like allowing these students to work with a partner to reduce frustration and to keep the focus of the lesson and conversation on recognizing parallel sides and square corners and naming quadrilaterals based on shared attributes.

Lesson 5 Omit

This lesson has been omitted as a pacing consideration. Students focus on the square and build a cube. Allow students to construct a cube as a challenge activity to be completed in class or at home. Briefly discuss the features of the cube with students.

Lesson 6 Omit

This lesson has been omitted as a pacing consideration. In Lesson 6, students discover that a tangram puzzle is composed of many smaller two-dimensional shapes and explore the variety of ways they can compose new shapes by repositioning the pieces.

Lessons 7 & 8 Combine

Lessons 7 & 8 share an objective and focus standard 2.G.3 and have been combined as a pacing consideration. Adjust Part 1 of the Concept Development from lesson 7 and model using tangrams to compose and describe shapes as halves. Follow Part 2: Using Pattern Blocks to Create Composite Shapes Described as Halves, Thirds, and Fourths of the Concept Development from lesson 7. Continue with the Concept Development from Lesson 8, which engages partnerships in composing shapes from equal parts using pattern blocks. Assign Lesson 8 Exit Ticket.

Administer Mid-Module Assessment after Lesson 7/8.

Lessons 9 & 10 Combine

Lessons 9 & 10 share an objective and focus standard 2.G.3 and have been combined as a pacing consideration. Consider moving the fluency activities to another part of the day to increase time for the Concept Development. Start with Lesson 9 and continue through Lesson 10 Concept Development guiding students through partitioning rectangles and circles into halves, thirds, and fourths. If time permits, assign Lesson 10 Problem Set. Assign Lesson 10 Exit Ticket.

Assessment:

Mid-Module Assessment

Administer after Lesson 7/8

Standards Addressed in Lessons

Topic B

2.G.3

2.G.1

Topic C

2.G.3

2.G.1

Standards in Assessment

Mid-Module

2.G.1

2.G.3

Week 9: June 11

Assessment:

End-of-Module Assessment

Administer after Lesson 14

ANet

Standards Addressed in Lessons

Topic C

2.G.3

2.G.1

Topic D

2.MD.7

2.G.3

2.NBT.2

2.NBT.5

2.NBT.6

Standards in Assessment

End-of-Module

2.MD.7

2.G.1

2.G.3

ANet

Major

2.MD.2

2.MD.6

Supporting

2.MD.7

2.MD.8

2.MD.9

2.MD,10

Additional

2.G.1

2.G.3

Review

2.MD.1

2.MD.3

2.MD.4

2.MD.5

Notes:

Lesson 11

Prior to the start of the lesson, create, display and reference an anchor chart that shows rectangles and circles partitioned into halves, thirds and fourths to capture the learning from Lesson 10. Use words half, third, and fourth to label each part to be consistent with the template provided in the lesson. Additionally, MP. 7, look for and make use of structure, is highlighted as students use one part to draw a whole. Guide them to recognize that all the parts are needed to make the whole.

Lesson 12 Omit

This lesson has been omitted as a pacing consideration. Students continue to explore the concept that equal parts of a rectangle can have different shapes. Previous lessons build students understanding that halves, thirds, and fourths are determined by the number of equal parts not by the orientation of the line.

Lesson 13

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in Part 2 of the Concept Development as students make paper clocks and discuss partitioning the clock in halves and then fourths. Encourage students to use what they've learned about partitioning shapes into equal parts to describe the clock in preparation for telling time to the half and quarter hour. Consider creating and displaying an anchor chart with the features of an analog clock for students to reference as they practice telling time to the nearest half and quarter hour. Students will use their paper clocks in Lesson 14.

Lesson 14

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students use skip-counting by fives to tell time to the nearest 5 minutes. Support students with using what they learned about fractions and the minutes to start at quarter past or 15, half past, or 30, quarter to or 45 and counting by 5 from there.

Administer End-of-Module Assessment after Lesson 14.

Lesson 15 Omit

This lesson has been omitted as a pacing consideration. It continues the same process of counting numbers on the clock face for the minute, and adds the complexity of a.m and p.m. Consider offering this as an extension for students.

Lesson 16 Omit

This lesson has been omitted as a pacing consideration. Students solve problems involving time intervals, where given two times, they must calculate how much time has passed between them. This previews the work of 3rd grade.