Math SOL 2.6 - Augusta County Public Schools

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AUGUSTA COUNTY SCHOOLS
CURRICULUM MAP
MATH
Submitted BY LES
CONTENT:
2.6 The student, given two whole numbers whose sum is 99 or less, will
a) estimate the sum; and
b) find the sum, using various methods of calculation.
TOPIC:
Computation and Estimation
CONTENT
DEMONSTRATORS
What do your students need to
What do your students need to be able to
KNOW?
DO?
All students will know:
 Understand that estimation skills
are valuable, time-saving tools
particularly in practical situations
when exact answers are not
required or needed.
 Understand that estimation skills
are also valuable in determining
the reasonableness of the sum
when solving for the exact answer
is needed.
 Understand that addition is used to
join groups in practical situations
when exact answers are needed.
 Develop flexible methods of adding
whole numbers by combining
numbers in a variety of ways to
find the sum, most depending on
place values.
DIFFERENTIATION
How will you meet the needs of all
students?
For Advanced Learners: Solve or
create story problems.
Relay Race: students race to board
to add problems provided by teacher
Students will:
 Regroup 10 ones for 1 ten, using Base-10
models, when finding the sum of two
whole numbers whose sum is 99 or less.
 Estimate the sum of two whole numbers
whose sum is 99 or less and recognize
whether the estimation is reasonable.
 Find the sum of two whole numbers whose
sum is 99 or less, using Base-10 models,
such as Base-10 blocks and bundles of tens.
 Solve problems presented vertically or
horizontally that require finding the sum of
two whole numbers whose sum is 99 or
less, using paper and pencil.
 Solve problems, using mental computation
strategies, involving addition of two whole
numbers whose sum is 99 or less.
ASSESSMENT
How will you assess what your
students ALREADY KNOW, and assess
WHAT THEY’VE LEARNED?
1) Math Computation Assessment
(Fall, Winter, Spring)
2) Beginning of Year Math Assessment
3) Beginning of Chapter/Unit
Assessment
4) Benchmark Tests
5) End of Chapter/Unit Assessment
6) Use concrete objects (i.e. cubes) to
show adding with and without
regrouping on a place value chart.
ACTIVITIES
HOW will you teach it?
1) Anchor Charts—show the
procedure for adding OR show
student thinking (see
Pinterest.com/math anchor
charts).
2) Math Talk—Students create a
math story looking at a picture,
writing two sentences, and a
question.
3) Use manipulatives to
demonstrate regrouping.
4) Use a number line or hundreds
chart to teach estimation.
5) For estimation, round numbers
to the nearest 10 and then add.
6) Use Smart Exchange to find
Smart Board activities.
TEACHER NOTES:
RESOURCES
1) Smart Exchange—Estimation of Sums; Adding Using Lattice
2) Discovery Education Video; Discovering Math; Estimation Strategy
3) Harcourt Math Series
4) I Have, Who Has Games
5) Addition and Subtraction BINGO
6) Mathplayground.com
7) IXL Math
8) Math Work Stations
9) Math Talk by Char Forsten & Torri Richards
10) www.doe.virginia.gov/testing/teacher_direct
11) Augusta County Pacing guide
12) www.pinterest.com
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