Common core mathematics

March 7-11
Benjamin Olson

2 Step word problems

Q3W4 Wednesday worksheet
Monday, March 7
Standards: 2.OA.1, 2.MD.7, 2.MD.8, and 2.NBT.8
Objective: The objective of this lesson is for students to complete 2 step
word problems using various methods to solve. Students will also need to
demonstrate mastery of the review sections.
Materials:
-Q3 W4 worksheet
-Pencils
-Whiteboards
Instructional:
Students will be asked to quietly join the teacher at the Smartboard
area to begin the lesson. The teacher will signal for attention, wait for
students to respond and begin the lesson.
Teacher says:
We will be solving the first problem under 2 step word problems.
Think back to Friday, what is the very first thing we should do when working
with these word problems? What do we need to do after the numbers are
circled? Once we read the problem what is our next step? Is the equation
addition or subtraction? How do you know? Prove to the teacher it is
addition. When we are ready to solve, what should we do first?
18+14= 32. What method did you choose to use?
What should we do next? 50-32. What method would you like to solve this
equation with? Remember you can use any method youd like to solve these
problems. Just make sure you solve two equations in each problem. What is
the final answer?
The teacher will read the directions for the remaining areas of review.
Once students have solved the equation with the teacher, the teacher
will CFU by asking students to grab your whiteboard, come up to the
Smartboard and solve the next problem on your own. If you prove you can
solve the equation, you may head back to your desk to continue working. If
you made a mistake, I will work with you to solve the equation. You will need
to show me you can solve 2 step word problems before you head back to
your desks. If students are struggling on any area of the worksheet, the
teacher will provide differentiated instruction at the teacher table.
Evaluation: Students will be evaluated on their accuracy regarding 2
step word problems, counting money, writing digital time, drawing hands on
clocks, and mentally adding and subtracting 10.

Common core mathematics

March 7-11
Benjamin Olson

2 Step word problems

Q3W4 Thursday worksheet
Tuesday, March 8
Standards: 2.OA.1, 2.MD.7, 2.MD.8, and 2.NBT.8
Objective: The objective of this lesson is for students to complete 2
step word problems using various methods to solve. Students will also
need to demonstrate mastery of the review sections.
Materials:
-Q3 W4 worksheet
-Pencils
-Whiteboards
Instructional:
Students will be instructed to quietly and quickly join the teacher
at the Smartboard for a brief review of the concepts. The teacher will
look at the first couple of 2 step word problems. The teacher will elicit
student responses based on questioning the steps in which to solve the
equation and the method the students would use. The teacher will read
the directions to students for each section. The students will complete
the worksheet independently at their desks. The teacher will provide
differentiated support to any student who needs support.
Once students have completed the assignment, they will need
to complete homelink 8.1, work on Reflex Math, and compose different
math fact triangles with an elbow partner.
Evaluation:
Students will be evaluated on mastery of the review equations.
Students will be assessed on their 2 step equations by showing the
teacher which methods they used, how they used that method to solve
two equations, and the correct answer.

Common core mathematics

March 7-11
Benjamin Olson

2 Step word problems

Q3W4 Friday worksheet
Wednesday, March 9
Standards: 2.OA.1, 2.MD.7, 2.MD.8, and 2.NBT.8
Objective: The objective of this lesson is for students to complete 2
step word problems using various methods to solve. Students will also
need to demonstrate mastery of the review sections.
Materials:
-Q3 W4 worksheet
-Pencils
-Whiteboards
-Privacy shields
Instructional: Students will be instructed to quietly join me at the
Smartboard for instruction. The teacher will read the directions of the
assessment to students. The teacher will call up individual students to
retrieve privacy shields for their entire group. The teacher will give
clear and explicit instructions regarding the assessment
Once the test has been passed out, please put your name on top. Do
not begin the test. I will be reading the four word problem questions to
you. It will help you to comprehend the problems and get the right
answer. Can anyone remind me what not to do? So am I going to work
on the backside when Mr. Olson is reading the word problems? Please
follow along with me. If you complete the equation quickly you may
draw below the fourth question.
(The teacher will read the word problem equations to the entire class,
then let students work on the back of the test without reading the
equations.)
Once students have completed the assessment they will be able to:
Work on the Homelink (8.1 or 8.3)
Read
Color in their journal
Evaluation:

Students will be evaluated on how well they have comprehended 2

step word problems. Students will be assessed on accuracy of the
review problems as well.
19-23- High
14-19-Middle
0-13- Low, reteach methods

Common core mathematics

March 7-11
Benjamin Olson
Q3W5
Monday page
Thursday, March 10
Length
Standards: 2.MD.2, 2.NBT.3, 2.NBT.7, 2.NBT.4, 2.OA.3
Objective: Students will complete estimation problems based on the
length of the object. Students will be introduced to this concept and
complete the equations with the teacher. Students will review place
value, addition of three digit numerals, subtraction of three digit
numerals, comparing numerals using <>=, and review odd/even
numbers.
Materials:
Anchor chart of the number, expanded form, and model
Pencils
Q3W5 worksheet
Whiteboards
Ruler, meter stick, tape measure
Instructional:
Students will be called on to quietly join the teacher at the
Smartboad. Students will be asked to bring nothing with them for now.
Students will work with the teacher to estimate lengths of different
objects
Lets read the directions. Estimate how long the object is. Circle the
answer that gives the best estimate.

Fork- 7 inches, so look at my ruler. This is 7 inches. Or would the fork

be closer to 7 feet? Thats taller than me! Which one makes the most
sense here?
Flag pole-, think of the flagpole in front of Jefferson. Is that less than a
foot tall? No way. So it must be about 10 feet (actually much taller)
CFU- Give me a thumbs up if youd like me to do another estimate
problem, if not, move down the paper.
We see that we need to have a ruler for the next equation (Take
worksheet and measure it with students, show CM and IN are needed
to answer the questions).
Next, please take a look at the anchor chart. We have 4 boxes
here. With different forms of the same number. We have the number in
word form here, the number in numeral form, expanded for, (addition)
and the model of the number. Can anyone help me solve the equation
here? We have one hundred thirty-three as a word. Who can tell me
the number? Expanded form? Model?
Review addition. Start with the ones, if the number is larger than
9, what di I do? (Repeat Q/A for tens and hundreds places)
Review subtraction. Start with the ones, can I take away 0 from
6? No way, what do I do? Do I need to steal from my neighbor with any
other numbers?
These problems look intimidating but you all are able to break
down these big problems by subtracting the ones, looking to see if you
need to steal from your neighbor, subtracting your tens, taking from
your neighbor, and then subtracting the hundreds place numbers.
For comparing numbers, remember, the alligator always eats the
bigger number! If the numbers are the same, what do I do?
Who can tell me an odd number? Is this group odd or even? Look
at the number in the tens place (if group is larger than 10)
Evaluation:
Students will be evaluated on how well they have comprehended
the estimated length problems. Students will be informally assessed
by CFU, prompting questions, and explaining answers. Students will be
formally assessed on the backside of the worksheet, which includes the
review equations.

Common core mathematics

March 7-11
Benjamin Olson
Q3W5

Tuesday page
Friday, March 11
Length
Standards: 2.MD.2, 2.NBT.3, 2.NBT.7, 2.NBT.4, 2.OA.3
Objective: Students will complete estimation problems based on the
length of the object. Students will be asked to show they have
mastered the objective by being called upon to complete equations.
Students will review place value, addition of three digit numerals,
subtraction of three digit numerals, comparing numerals using <>=,
and review odd/even numbers.
Materials:
Anchor chart of the number, expanded form, and model
Pencils
Q3W5 worksheet
Whiteboards
Ruler, meter stick, tape measure
Instructional:
Students will be instructed to bring up a whiteboard and join me
at the Smartboard. The teacher will read the instructions for the first
section of the worksheet. Students will be asked to complete similar
estimation length equations with an elbow buddy. The teacher will call
upon students to come up and circle the correct estimation for the 10
estimation problems. The teacher will read the remainder of the
questions presented on the worksheet. The teacher will CFU by
stopping after each section and asking students how do we feel here?
Do we have it or can I show you an example? The teacher will
differentiate by setting up a help area at the teacher table, to improve
student learning of the concepts, show examples, and prompt students
to work as a small group to complete their mathematics worksheet.
Evaluation:
The teacher will informally assess progress by checking for accuracy
during whole group and independent work time. Students will be
assessed formally on their accuracy regarding the review questions.

Common core mathematics

March 14
Benjamin Olson
Q3W5

Wednesday page
Monday, March 14
Length
Standards: 2.MD.2, 2.NBT.3, 2.NBT.7, 2.NBT.4, 2.OA.3
Objective: Students will complete estimation problems based on the
length of the object. Students will be asked to show they have
mastered the objective by being called upon to complete equations.
Students will review place value, addition of three digit numerals,
subtraction of three digit numerals, comparing numerals using <>=,
and review odd/even numbers.
Materials:
Anchor chart of the number, expanded form, and model
Pencils
Q3W5 worksheet
Whiteboards
Ruler, meter stick, tape measure

Instructional:
Students will be instructed to join the teacher at the Smartboard.
The teacher will read the directions to each section, then the teacher
will go back and CFU by asking students to solve one equation in each
section. Students will be held accountable for their learning by proving
mastery of each section. The teacher will call on students of various
mathematical levels to prove the objective has been reached. The
teacher will differentiate by setting up a help area to assist any student
needing extra coaching in any section of the worksheet. Students will
work independently, unless they need extra support on an equation in
which case they will join me at the teacher table.
Once students have completed the worksheet, they will work on:
Homelink (if needed)
Reflex Math
Finish Math boxes
Math games
Evaluation:
The teacher will informally assess progress by checking for accuracy
during whole group and independent work time. Students will be
assessed formally on their accuracy regarding the review questions.

Common core mathematics

March 15
Benjamin Olson
Q3W5
Thursday page
Tuesday, March 15
Length
Standards: 2.MD.2, 2.NBT.3, 2.NBT.7, 2.NBT.4, 2.OA.3
Objective: Students will complete estimation problems based on the
length of the object. Students will review place value, addition of three
digit numerals, subtraction of three digit numerals, comparing
numerals using <>=, and review odd/even numbers.
Materials:
Anchor chart of the number, expanded form, and model
Pencils
Q3W5 worksheet
Whiteboards
Ruler, meter stick, tape measure
Instructional:
Students will be instructed to join the teacher at the Smartboard.
The teacher will read the directions to each section, then the teacher
will go back and CFU by asking students to solve one equation in each
section. Students will be held accountable for their learning by proving
mastery of each section. The teacher will call on students of various
mathematical levels to prove the objective has been reached. The
teacher will differentiate by setting up a help area to assist any student
needing extra coaching in any section of the worksheet. Students will
work independently, unless they need extra support on an equation in
which case they will join me at the teacher table.
Once students have completed the worksheet, they will work on:
Homelink (if needed)
Reflex Math
Finish Math boxes
Math games
Evaluation: Students will be evaluated on their accuracy regarding the
entire worksheet. Students will need to bring their CC worksheet to
the teacher once they have completed the WS to check for accuracy.
The teacher will explain and prompt students to complete their
worksheet if there are errors.

Common core mathematics

March 15
Benjamin Olson
Q3W5
Thursday page
Tuesday, March 15
Length
Standards: 2.MD.2, 2.NBT.3, 2.NBT.7, 2.NBT.4, 2.OA.3
Objective: Students will complete estimation problems based on the
length of the object. Students will compose problems regarding place
value, addition of three digit numerals, subtraction of three digit
numerals, comparing numerals using <>=, and review odd/even
numbers.
Materials:
Anchor chart of the number, expanded form, and model
Pencils
Q3W5 worksheet
Whiteboards
Ruler, meter stick, tape measure
Privacy Shields
Instructional:
Students will be instructed to join the teacher at the Smartboard.
The teacher will read off the directions to each section and prompt
student minds to brainstorm before the assessment.
Students will be instructed to get a privacy shield quickly and
quietly.
Students will listen to the following activities they may complete
once their test is complete:
Homelink
Reflex
Math boxes (If needed)
Math facts
Read
Journal
Evaluation: Students will be evaluated on their accuracy regarding
the assessment.
27-34-high

21-26-middle
0-20-low

Omit CC math to Dee Tiedeman