MD-Relate+addition+and+subtraction+to+length

2.MD.5. Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. 2.MD.6. Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. || ===‍‍‍**Anchor Standard/Mathematical Practice(s)**=== __Mathematical Practices__ MP1. Make sense of problems and persevere in solving them. MP2. Reason abstractly and quantitatively. MP4. Model with mathematics. MP5. Use appropriate tools strategically. MP8. Look for and express regularity in repeated reasoning. || 2.IN.1.2 Summarize appropriate reading strategies when reading for information. 2.TT.1.2 Use a variety of technology tools to organize data and information (e.g., word processor, graphic organizer, audio and visual recording, online collaboration tools, etc.). 2.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). 2.SE.1.1 Use technology hardware and software responsibly. || ===‍‍‍**Revised Bloom's Level of thinking**=== Level 1 - Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers. Level 2 - Understanding Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas. Level 3 - Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way. Level 6 - Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions. ||
 * ===**Common Core Standards**===
 * ===‍‍‍**Information Technology Standard**===

‍‍‍**Essential Vocabulary**

 * diagram**
 * whole**
 * unknown**
 * mental strategy**
 * horizontal**
 * sum**
 * difference**

‍‍‍**Sample Assessments**
2.MD.5 - 2.MD.6 Ticket Out the Door

Formative Assessments

Antecdotal Notes

Teacher Observations

Math 3d

‍‍‍**Intervention:**
Classroom Strategies 2.01 Q, R, S Number Line Arithmetic (See first resource)

Youtube Number Line (See 2nd resource)

Form a number line on the floor that students can actually move on to add and subtract.

Line Jumper (3rd Resource)

‍‍‍**Enrichment:**
Students can make up their own addition/subtraction word problem involving length with numbers within 1,000. (Work In Pairs)

Line Jumper (3rd Resource)

‍‍‍**Instructional Resources**

 * [] **


 * [] **


 * [] **


 * http://daretodifferentiate.wikispaces.com/Choice+Boards **


 * [] earlymath/grades_games_pbs.html **


 * [|www.k-5mathteachingresource.com] **

Teaching Student-Centered MATHEMATICS Grades K-3 By: John A. Van de Walle
 * [] **

[]

[]