Math.Practice.MP5

Common core State Standards

  • Math:  Math
  • Practice:  Mathematical Practice Standards
  • MP5:  Use appropriate tools strategically.


    Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

Download Common Core State Standards (PDF 1.2 MB)

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Math.2.NBT.A.1a

Common core State Standards

  • Math:  Math
  • 2:  Grade 2
  • NBT:  Number & Operations in Base Ten
  • A:  Understand place value
  • 1a: 
    Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:


    a. 100 can be thought of as a bundle of ten tens -- called a “hundred.\"


    b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

Download Common Core State Standards (PDF 1.2 MB)

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Math.2.NBT.A.2

Common core State Standards

  • Math:  Math
  • 2:  Grade 2
  • NBT:  Number & Operations in Base Ten
  • A:  Understand place value
  • 2: 
    Count within 1000; skip-count by 5s, 10s, and 100s.

Download Common Core State Standards (PDF 1.2 MB)

Skip Counting With Counting Collections
Lesson Objective: Record strategies when skip counting by 5s and 10s
Grades K-2 / Math / Strategies
Math.Practice.MP5 | Math.2.NBT.A.1a | Math.2.NBT.A.2

Thought starters

  1. How does Ms. Latimer encourage students to learn from each other?
  2. What tools does Ms. Latimer use to help students develop an understanding of place value in a developmentally appropriate way?
  3. How does Ms. Latimer use conferences as a differentiation strategy?
36 Comments
Please consider posting a transcript :).
Recommended (0)
Great lesson! I appreciate the rigor and the differentiation.
Recommended (2)
This lesson was used for my observation last week. It was amazing! The children worked on it for about 2 weeks prior and became quite good at the routine and pretty much blew my principal away! I would love to see more from you because I love your rapport with the children and how you explain things to them.
Recommended (0)
Wow, I love the rapport Ms. Latimer has with her students, as well as her established management procedures and routines. The idea of skip counting and labeling work accordingly helps to lay the strong foundation for the concept of place value, which can be very abstract. By using the collections and referring to skip counting and the hundreds chart, Ms. Latimer helped her students to see how each concept was related to counting. I also love how she stated the expectations for partner work and planned for anticipated issues that would arise. The partner and group work helps students use their math language.
Recommended (1)
I chose this standard for a math observation and watched this video while planning for my lesson. I love how the teacher incorporates so many skills into one activity including place value, organizing collections using math tools, and skip counting. The students are also practicing how to work with a partner. My students have counted collections up to 20 and I can’t wait to increase the number of items to 100 and beyond.
Recommended (2)

School Details

Lakeridge Elementary School
7400 South 115th St
Seattle WA 98178
Population: 420

Data Provided By:

greatschools

Teachers

Stephanie Latimer

Newest

Teaching Practice

All Grades / All Subjects / Collaboration

Teaching Practice

All Grades / All Subjects / Planning

Teaching Practice

All Grades / All Subjects / Engagement

Lesson Idea

Grades 9-12 / ELA / Tch DIY