Click here to read the Unit 6 Parent Letter.
Unit 6 Standards
Work with equal groups of objects to gain foundations for multiplication.
MGSE2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
MGSE2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Represent and interpret data.
MGSE2.MD.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.
Overview
In this unit students will:
• Understand and model multiplication as repeated addition and as rectangular arrays.
• Determine if a number is odd or even (within twenty).
•Create and interpret picture graphs and bar graphs.
The standard M.2.OA.3 calls for students to apply their work with doubles addition facts to the concept of odd or even numbers. Van de Walle states, “All too often students are simply told that the even numbers are those that end in 0, 2, 4, 6 or 8 and odd numbers are those that end in 1, 3, 5, 7 or 9. While of course this is true, it is only an attribute of even and odd numbers rather than a definition that explains what even or not even really means” (Teaching Student Centered Mathematics, page 291).
Students should have ample experiences exploring the concept that if a number can be decomposed (broken apart) into two equal addends (e.g., 10 = 5 +5), then that number (10 in this case) is an even number. Students should explore this concept with concrete objects (e.g., counters, place value cubes, etc.) before moving towards pictorial representations such as circles or arrays.
The standard calls for students to use rectangular arrays to work with repeated addition. This is a building block for multiplication in 3rd Grade. Students should explore this concept with concrete objects (e.g., counters, bears, square tiles, etc.) as well as pictorial representations on grid paper or other drawings. Based on the commutative property of addition, students can add either the rows or the columns and still arrive at the same solution.
The standard calls for students to work with categorical data by organizing, representing and interpreting data using four categories. Students should have experiences with interpreting and gaining meaning from picture and bar graphs.
Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as counting, time, money, positional words, patterns, tallying, and graphing should be addressed on an ongoing basis through the use of calendar, centers, and games.
To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources can be utilized to supplement this unit. The tasks in this unit illustrate the types of learning activities that should be utilized from a variety of sources.
Unit 6 Standards
Work with equal groups of objects to gain foundations for multiplication.
MGSE2.OA.3. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
MGSE2.OA.4. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Represent and interpret data.
MGSE2.MD.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.
Overview
In this unit students will:
• Understand and model multiplication as repeated addition and as rectangular arrays.
• Determine if a number is odd or even (within twenty).
•Create and interpret picture graphs and bar graphs.
The standard M.2.OA.3 calls for students to apply their work with doubles addition facts to the concept of odd or even numbers. Van de Walle states, “All too often students are simply told that the even numbers are those that end in 0, 2, 4, 6 or 8 and odd numbers are those that end in 1, 3, 5, 7 or 9. While of course this is true, it is only an attribute of even and odd numbers rather than a definition that explains what even or not even really means” (Teaching Student Centered Mathematics, page 291).
Students should have ample experiences exploring the concept that if a number can be decomposed (broken apart) into two equal addends (e.g., 10 = 5 +5), then that number (10 in this case) is an even number. Students should explore this concept with concrete objects (e.g., counters, place value cubes, etc.) before moving towards pictorial representations such as circles or arrays.
The standard calls for students to use rectangular arrays to work with repeated addition. This is a building block for multiplication in 3rd Grade. Students should explore this concept with concrete objects (e.g., counters, bears, square tiles, etc.) as well as pictorial representations on grid paper or other drawings. Based on the commutative property of addition, students can add either the rows or the columns and still arrive at the same solution.
The standard calls for students to work with categorical data by organizing, representing and interpreting data using four categories. Students should have experiences with interpreting and gaining meaning from picture and bar graphs.
Although the units in this instructional framework emphasize key standards and big ideas at specific times of the year, routine topics such as counting, time, money, positional words, patterns, tallying, and graphing should be addressed on an ongoing basis through the use of calendar, centers, and games.
To assure that this unit is taught with the appropriate emphasis, depth, and rigor, it is important that the tasks listed under “Evidence of Learning” be reviewed early in the planning process. A variety of resources can be utilized to supplement this unit. The tasks in this unit illustrate the types of learning activities that should be utilized from a variety of sources.