6.17

Teacher Facing
Day 1

Second Grade Mathematics

2

MRS Icons

3

Timer Options (Silent)

4

Timer Options (Soft Music)

5

Timer Options (Fun Music)

6

Daily Lesson include:

●Fluency

●Application Problems

●Concept Development and Student Guide Activity Problem Set

●Student Debrief and Demonstration of Learning

Alignment to Research

Alignment to Research
BALANCE CONCEPTUAL

& PROCEDURAL

Pursue rigor by balancing conceptual understanding, procedural skill and fluency. Apply this
balanced understanding to mathematical applications as required by the standards in the TEKS.

DEPTH OF KEY

CONCEPTS

Focus on math content that aligns to and meets the rigor of the TEKS for each grade level,
while concentrating time and effort on going deep on the mostimportant topics for the grade
level.

COHERENCE OF KEY

CONCEPTS

Connect concepts within and across grades along a strategic progression of learning so that
new understandings are built on previous foundations. Mathematics tells a continuous,
connected story.

PRODUCTIVE STRUGGLE

Students engage in productive problem solving, engaging in multiple opportunities for practice,
discussion, representations, and writing that requires them to explain and revise their thinking.

ASSESSMENTS

Leverage HQIM embedded assessments to drive instruction.

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Eureka Math TEKS Edition lessons follow a structured approach that includes fluency activities,
conceptual understanding, procedural skills, and problem solving. The material is presented in a
deliberate progression from concrete to representational to abstract, allowing students to develop a
deeper understanding.

Concrete

Representational

Abstract

Students manipulate
hands-on, concrete
materials

Students draw and
utilize diagrams to
represent the concrete
manipulatives or to
create a visual
representation of the
concept

Students use numbers
and symbols that
connect to the
underlying math concept
and algorithm.

2 x 4=8

Concrete-Representational-Abstract

8

Great Minds PBC. Except where otherwise noted, this content is published
under a limited public license with the Texas Education Agency. Use limited
to noncommercial educational purposes. Where indicated, teachers may
copy pages for use by students in their classrooms. For more information,
visit https://gm.greatminds.org/texas.

9

Grade 2

Module 4

Topic F

Lesson 30

TEKS: 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms
based on knowledge of place value and properties of operations.

LO: SWBAT solve addition number sentences using algorithms based on knowledge of place value and properties of
operations.

DOL: Given problems, I will solve addition number sentences using a variety of strategies based on knowledge of place
value and properties of operations correctly on 3 out 4 questions.

Vocabulary

1 minute

Fluency

5 minutes

Application Problem

5 minutes

Concept Development

20 minutes

Student Guide Activity Problem Set

10 minutes

Student Debrief

4 minutes

Demonstration of Learning

10 minutes

Total

55 minutes

Lesson Outline

Second Grade Mathematics

Day 1

LO: SWBAT solve addition number sentences using algorithms based on
knowledge of place value and properties of operations.

DOL: Given problems, I will solve addition number sentences using algorithms
based on knowledge of place value and properties of operations correctly on 3
out 4 questions.

K.6(A) identify two‐dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles

TEKS: 2.4B add up to four two-digit numbers and subtract two-digit numbers using mental strategies and
algorithms based on knowledge of place value and properties of operations.

Module 4 | Topic F | Lesson 30

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Lesson Vocabulary

New Groups Below

Totals Below

Algorithm

Newly composed units on

the line below the

appropriate place in the

addition problem.

Newly composed total on the
line below to show the total

of the addition problem

A step-by-step procedure to

solve a

particular type of problem

3 1
- 1 8
1 3

2 11

3 5

+12
7
4 0
4 7

3 5

+1 2

4 7

13

Check answers
for Sprint A

Check answers

for Sprint B

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READ: Eli spent 87 cents for a notebook and 38 cents for a pen.
How much money did he spend in all?

Image by Clker-Free-Vector-Images from Pixabay

DRAW/Represent:

WRITE/Solve:

Teacher Note:
Second semester the verbiage
for application problems and
problem solving will change.
Getting students prepared for
what they will hear starting in
3rd grade. Slowly transition into
not labeling the problems but
allowing students to mentally
solve each problem with these 3
steps. Read, Represent, Solve!

READ → Read
DRAW →Represent
WRITE → Solve

I knew I was suppose to ____________ because the word______ tells me to

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Teacher Exemplar

87 cents

38 cents

???

Notebook
Pencil

?

87

38

87

+ 38

15

110

+

125

Eli spent 125 cents, or $1.25, in all.

87

+ 38

125

H

T

O

1

5

2

16

I noticed I had to regroup when I ___________________

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Teacher Exemplar

Problem 1:

134

134

134

+ 28

+ 28

+ 28

162

12

100

50

50

100

12

162

162

1

BE CAREFUL !!
If you show students to
add from left to right, just
remember this may
become a misconception
for students when solving
as it will be incorrect in
certain situations and
adding from left to right will
not work.

18

I noticed I had to regroup when I ___________________

19

Teacher Exemplar

Problem 2:

176

176

176

+ 59

+ 59

+ 59

235

15

100

120

120

100

15

235

235

11

BE CAREFUL !!
If you show students to
add from left to right, just
remember this may
become a misconception
for students when solving
as it will be incorrect in
certain situations and
adding from left to right will
not work.

20

179

+ 18

56

+ 82

105

+ 89

21

Teacher Exemplar
105

+ 89

194

149

+ 39

188

118

+ 82

200

105

+ 89

194

14
80
100
149

+ 39

188

18
70
100

10
90
100

1

118

+ 82

200

22

23

24

25

26

27

Teacher Exemplar

133

124
+ 9

13
20
100

124
+ 9

133

191

166
+ 25

166
+ 25

100 + 60 + 6

20 + 5

100 + 80 + 11
100 + 90 + 1

191

191

166

25

1

1

9

Students work may vary.

Students work
may vary.

28

Teacher Exemplar

7
60
100

142
+ 25

167

100 + 40 + 2

20 + 5

100 + 60 + 7

167

142
+ 25

Students work may vary.

142
+ 25

167

29

Teacher Exemplar

Students explanations may vary.

Total Below

New Groups Below