ALEX Lesson Plans
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Title: It's Number Time
Description:
This lesson can be used during whole group such as circle time or math moment.
Students work with numbers in a variety of ways.
This lesson can be used after students have been introduced to time, place value, skip counting,
Standard(s): [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 5: Understand that the three digits of a threedigit 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: [2NBT1] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3]
Subject: Mathematics (2)
Title: It's Number Time
Description: This lesson can be used during whole group such as circle time or math moment.
Students work with numbers in a variety of ways.
This lesson can be used after students have been introduced to time, place value, skip counting,
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Title: Souper Scooper
Description:
This handson, inquiry based lesson is an extension of the AMSTI Science Module, Solids and Liquids. Students use nonstandard units to measure beans in a soup mix. Students predict how many beans will be in a scoop. Students group beans by ones, tens and hundreds and complete a chart of their work.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (1) 11: Compare two twodigit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. [1NBT3] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3]
Subject: Mathematics (1  2)
Title: Souper Scooper
Description: This handson, inquiry based lesson is an extension of the AMSTI Science Module, Solids and Liquids. Students use nonstandard units to measure beans in a soup mix. Students predict how many beans will be in a scoop. Students group beans by ones, tens and hundreds and complete a chart of their work.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: 100 More Hungry Ants
Description:
Students will investigate what happens to the number of ants at a picinc when 100 more ants arrive at the picnic. They will explore this concept using a slide presentation followed by a partner game.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [ELA2013] (2) 31: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. [SL.2.3] [ELA2013] (2) 29: Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (2) 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. [2OA3] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (2) 11: Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2NBT7]
Subject: English Language Arts (2), or Mathematics (1  2)
Title: 100 More Hungry Ants
Description: Students will investigate what happens to the number of ants at a picinc when 100 more ants arrive at the picnic. They will explore this concept using a slide presentation followed by a partner game.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Expanded, Standard and Written Forms
Description:
Students will bring in street address numbers from houses near where they live and sort these numbers using a Venn Diagram. Students will use dice to generate numbers to write in different forms. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (2) 5: Understand that the three digits of a threedigit 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: [2NBT1] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3]
Subject: Mathematics (2)
Title: Expanded, Standard and Written Forms
Description: Students will bring in street address numbers from houses near where they live and sort these numbers using a Venn Diagram. Students will use dice to generate numbers to write in different forms. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description:
This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
Standard(s): [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 6: Describe social and ethical behaviors related to technology use. [TC2] (35) 5: Practice safe use of technology systems and applications. [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). [1OA6] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 10: Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: [1NBT2] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [1NBT6] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 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. [2OA3] [MA2013] (2) 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. [2OA4] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (2) 8: Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2NBT4] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (2) 11: Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2NBT7] [MA2013] (2) 12: Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. [2NBT8] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9] [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5]
Subject: Mathematics (1  3), or Technology Education (3  5)
Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description: This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
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Title: Toy Store Money
Description:
During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.
Standard(s): [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 3: Demonstrate correct posture and finger placement while using a technology system. [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3]
Subject: Mathematics (K  2), or Technology Education (K  2)
Title: Toy Store Money
Description: During this lesson students will have the opportunity to use real coins to purchase items in a class department store. Students will work to determine which coins they need to purchase an object. They will also practice counting skills on the Internet before the big shopping day.
Web Resources
Interactives/Games
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Title: Place Value Practice
Description:
It is a interactive site that allows the students to practice place value strategies. They have to know place and value. It is a review for adding, subtracting, multiplying and dividing using strategies. A simple website that gives the students immediate feedback
Standard(s): [MA2013] (2) 5: Understand that the three digits of a threedigit 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: [2NBT1] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2]
Place Value Practice
http://www.ixl.com/m...
It is a interactive site that allows the students to practice place value strategies. They have to know place and value. It is a review for adding, subtracting, multiplying and dividing using strategies. A simple website that gives the students immediate feedback

