Entry # 10 Measurement & Data: Work with money (2.MD)

Personal Objective: This week I spent time looking at the basics of working with money at the 2nd grade level. My goal was to gather visual references that could be used to breakdown and express the many ways pennies, nickels, dimes and quarters can be combined to build different monetary amounts.

Common Core Standard:

2nd Grade: 2.MD

Work with money

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?

Resources/Tips:

https://www.carsondellosa.com/114281--identifying-us-money-chart-grade-k-3-114281/

https://business.wikinut.com/Alt-codes-you-may-need/3ejp39s5/

100 Pennies = 1 Dollar

20 Nickels = 1 Dollar

10 Dimes = 1 Dollar

4 Quarters = 1 Dollar

http://bluebirdplanet.com/education_extras/us_money.html

Activities/Worksheets: 

https://www.greatschools.org/gk/worksheets/money-word-problems-2/

http://www.primarythemepark.com/2016/02/money-activities-for-second-grade/

Reflection: Having an understanding of working with money in its most basic sense is something that can be easily taken for granted as an adult. In reviewing and breaking down this area it wasn't hard to recognize the initial challenges that pennies nickels, dimes and quarters can present to students when exploring the various combinations that can be built with them. I think that clear visual representation and hands on activities are the best ways to teach about how money works. I also love that historical figures like Lincoln, Jefferson, Roosevelt and Washington can be tied into this area of study as students analyze coins. Working with money is a skill that students need to have a firm understanding of because they will without a doubt draw upon for the rest of their lives. 

Entry # 9 Operations & Algebraic Thinking: Represent and solve problems involving addition and subtraction. (1.OA)

Personal Objective: This week I concentrated on how to represent and solve problems involving addition and subtraction at the 1st grade level. My goal was to organize, create and compile visual and tactile approaches that could be used to teach the elements of addition and subtraction to 1st grade students.

Common Core Standard:

1st Grade: 1.OA

Represent and solve problems involving addition and subtraction.

1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Resources/Tips:

Counters

4 chickens plus 2 chickens equals 6 chickens 

4 + 2 = 6

4 chickens minus 3 chickens equals 1 chicken 

4 - 3 = 1

https://www.pinterest.com/pin/560557484849998638/

Ten Frame

Number Line

https://www.twinkl.co.uk/resource/t-n-113-0-20-number-line-display-banner

https://www.instantdisplay.co.uk/number.html

Helpful song and visual

Activities/Worksheets:

https://www.pinterest.com/pin/47780446023764847/


https://www.sparklebox.co.uk/previews/sb12219-number-line-subtraction-worksheets/


https://www.teacherspayteachers.com/Product/Addition-and-Subtraction-Board-Games-509524

Reflection: I really enjoyed taking the time to compile the various techniques that can be taught to students to solve basic addition and subtraction problems. I kept thinking that the multiple approaches I explored in this post would provide a teacher several ways to differentiate instruction to meet students individual needs. I personally like visual and tactile approaches and found using counters, ten frames or number lines offer great assistance to breaking down the problem that needs to be solved. Teaching students to utilize appropriate tools and strategies empowers them and promotes involvement and application of what they have learned.

Entry # 8 Measurement & Data: Represent and interpret data. (2.MD)

Personal Objective: This week I chose to look at how to represent and interpret data (picture graph and a bar graph) at the 2nd grade level. My goal was to create a clear visual step by step breakdown on how to analyze/collect information through sorting, the use of tally marks and picture/bar graphs.

Common Core Standard:

2nd Grade: 2.MD

Represent and interpret data

10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

Resources/Tips:

PICTURE/BAR GRAPHING & TALLYING

Count items using tally marks

Enter data gathered (bar graph)

Crosscheck your work using manipulitives (picture graph)

How to solve a word problem using the information on the graph:

How many more bananas are there than strawberries?

The graph shows there are 6 bananas and 2 strawberries.

6 - 2 = 4

Answer: There are 4 more bananas than strawberries. 

 Tally Mark Reference

https://www.enchantedlearning.com/math/tally/

Activities/Worksheets:

http://www.jasonyost.me/worksheets/

http://vimms.info/worksheets/

Reflection: What I liked best about taking a closer look at graphing was that the end result is rewarding because the information that has been compiled and sorted stands out so clearly. I think that the use of manipulitives to teach math basics is a fun way to allow students to work through what they are learning hands on. I explored this by mixing up little rubber fruit toys and manually  sorting them by type. Once they were sorted I used tally marks to count them. Lastly, I assembled them onto a bar graph and color coded them. Working through this process gave me better insight to how I might go about teaching the subject matter to 2nd grade students.