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Day: Monday Week of: February 18thCritical

Vocabulary Learning Target/Standards Strategies/Activities

WritingI can use reflexive pronouns in my writing.L.2.1.CUse reflexive pronouns (e.g., myself, ourselves).

I can use abbreviations.L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WritingMini LessonFor our grammar focus this week we are going to introduce reflexive pronouns. Before discussing reflexive pronouns, review pronouns in generalwith the class. You can jot some down on an anchor chart or on the board for review. Discuss how pronouns take the place of nouns. Introduce reflexive pronouns using the digital poster. These are words we may want to include in our writing. For example: I was sitting by myself in the doctor’s office while my mom went for a snack. My dad talked to himself as hewas reading my medication. The goal isn’t to masterreflexive pronouns today, but to introduce the words and try to include them into our writing.Independent WritingOperation:Give groups a bowl of Hot Tamales with theword cards mixed in and a pair of tweezers. Students will take turns operating by picking out a word withtheir tweezers. Students identify whether the word is apronoun, reflexive pronoun, or neither. Students canalso use the recording sheet if you want them to.ShareStudents work together to edit their writing. If possible,students add in any reflexive pronouns and use themcorrectly.

LanguageMake a Match: Students match the abbreviation to the correct word.

ReadingI can identify the main purpose of a text.RI.2.6Identify the main purpose of a text, including what the author wants to answer, explain, or describe.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

Mini LessonUse the questioning cards to guide the discussion before, during, and after reading Looking at Lincoln. Discuss how this nonfiction text is different from others that you may have read in the past. Discuss the main purpose of the text. While it informs us, it also usesvibrant pictures and interesting information to grab ourAttention. Review Main Purpose Anchor Chart. Students will be completing the main purpose flip flap.

VocabUse Marzano’s steps to introduce the word plight.

Whole Class Choral Reading

Guided Reading Groups and Literacy Stations

I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

Science/Social Studies2nd GradeI can create a product/service to sell.

2.18 Students understand economic principles and are able to make economic decisions that have consequences in daily living.

1st GradeNGSS-1-PS4-1-Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

I can plan and conduct investigations to show that vibrating materials can make sound and that sound can make materials vibrate

2nd GradeStudents will continue to create their product using the resources they are given. They will focus on the quantity and quality of their product.

1st GradeEar videoMini Lesson: Student watch a youtube video on how sound is made and one on how the ear hears.

Work Time: Work through booklet as a class. Color pieces of ear and cut apart to prepare for tomorrow.

Debrief: How is sound made. What is pitch?

Math2nd GradeStandard AlgorithmCompensation AddSubtractTensHundreds

2nd Grade- Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or

2nd Grade - Eureka Module 5, Lesson 11Intro/Fluency: We will review place value strategies and compensation. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss strategies for adding two three-digit numbers using place value and standard algorithm.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit

the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit 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.2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

1st GradeI can use counting on and the make ten strategy when adding across a ten.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten..1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.

Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

1st GradeEureka Math Module 4 Lesson 13 Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Have students sit in semicircle formation in a meeting area with their personal math toolkits. (Show 13 as 1 ten and 3 ones using linking cubes.) How many linking cubes are there? (Add 4 more linking cubes of a different color.) How many linking cubes are there now? Turn and talk to your partner about how you know. Nice thinking! Let’s try counting on to find our solution. Now, add the ones first. How many are in the ones place in 13? (Point to 3 cubes.) 3 ones and 4 ones is…? (Snap the ones cubes together to make 7. Write 7 in the ones place in the place value chart.) How many tens do we have? (Write 1 in the tens place in the place value chart.) 1 ten 7 ones is…?Work Time: Students will complete Problem Set #1 problem 1-2 as a whole group. Students will then complete 3-6 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : In Problem 9, explain why there is a 0 in the ones place in the answer when there are some ones in both addends. Students will complete the Eureka exit ticket at the end of workshop

Day: Tuesday Week of: February 18thCritical


WritingI can edit my story for correct capitals and punctuation marks.W.2.5With guidance and support

WritingMini LessonToday we want to give students time to continue writing their rough drafts. The goal is that students

from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

would use what we have learned during our mini-lessons to enhance their writing each day. Discuss with the students how we read and reread our stories to make sure they make sense. After students have had the time to write their stories, students use the editing guide to edit their stories. Show students how to use the different colors to check their writing. We don’t just highlight for fun, but we highlight to make sure we have included all of the majorcomponents of our writing. This may be the first time your students are exposed to editing this way. This week we are only focusing on three things as we highlight to ensure students understand the editing process: capitals, punctuation, and spelling.

Independent WritingStudents finish writing their rough drafts and beginEditing.

ShareDuring share time, students work together to edit theirWriting. Students can help each other check for spelling, capitals, etc.

Phonological AwarenessDear DiaryRead A PIcture Book of Anne Frank. Talk about how difficult it was for everyone to hide for so long. Explain that Anne passed the time by writing in a diary. Tell the students that diaries usually contain private thoughts. Show the students a notebook that says it is your diary. Explain that you didn’t want just anyone to read your private thoughts so you wrote some of the words using a secret code. After they play this game, they should be able to figure out the words in your letter.Tell them that the secret code was to leave off the first sound in a word. Read the riddles on page 123 of the Phonological Awareness book to help them practice this skill.After they have practiced naming missing sounds in words, read the letter on page 123 with the missing sounds. Call on students who think they can figure out the words.

ReadingI can identify the focus of specific paragraphs in a text.RI.2.2Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.I can read poetry fluently.RL.2.10

Mini LessonRead the Presidents’ Day Nonfiction Reader and discuss the different presidents. Students use the flap-ups to write the interesting facts about the presidents.

VocabUse Marzano’s steps to introduce the word democracy.


By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.


Literacy Stations and Guided Reading Groups



1st GradeNGSS-1-PS4-1-Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.I can plan and conduct investigations to show that vibrating materials can make sound and that sound can make materials vibrate

2nd GradeStudents will continue to create their product using the resources they are given. They will focus on the quantity and quality of their product.

1st GradeEar modelMini Lesson: Students review how sounds are made and show video on how ear works.

Work Time: Students construct an ear showing how sound enters the ear and how it works to hear.

Debrief: Students tell what they have learned about sound.

Math2nd Grade2.NBT.7Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or

Mid-Module Assessment

the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit 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.2.NBT.8Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

1st Grade1st GradeI can use counting on and the make ten strategy when adding across a ten..1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens and tens, ones and

1st GradeEureka Math Module 4 Lesson 14Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Have students sit in a semicircle formation in the meeting area with their materials. (Write 19 + 3 on the chart.) How many cubes do I start with? (Show 19 + 3 with cubes.) Turn and talk to your partner about how you can solve 19 + 3. While students discuss, circulate and listen for sharing of both counting on and make ten strategies. (Ask student volunteers to share their strategies.) Just like we did yesterday, we can make a new ten-stick! How many more ones to make 19 get to the next ten, 20? From where can we get the 1? (Hold up 3 cubes. Break off 1 cube, and complete a ten-stick.) How many tens are there now? How many ones are left? What is 2 tens and 2 ones? 19 + 3 is…? Excellent work! Let’s try some more!Work Time: Students will complete Problem Set #1 problem 1-3 as a whole group. Students will then complete 4-9 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : How could Problem 8 help you solve Problem 9?

ones; and sometimes it is necessary to compose a ten.

What smaller problem is in both Problems 8 and 9? Students will complete the Eureka exit ticket at the end of workshop

Day: Wednesday Week of: February 18thCritical


WritingI can publish my writing..W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

I can use abbreviations.L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WritingMini LessonIntroduce the writing rubric (which will reviewthis week’s content). Model how to check your storyfor all of the fine details. This may be the first timethat your class has used a rubric. If you modeled astory with your class this week, go through the rubric with your writing. Modeling how to use the rubric will set your students up for success in the future.Independent WritingThe students will use the writing rubric to give their writing a final check before publishingShareStudents work together to discuss the rubric withtheir writing.

Language

Which Abbreviation is Correct? Students will complete a SCOOT to find the correct abbreviations of the words.

ReadingI can answer questions about a text.RL.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.


Mini LessonCherry Blossoms Fiction Passage- Students read the text and answer questions about the story.

VocabUse Marzano’s steps to introduce the word malice.


Literacy Stations and Guided Reading Groups



1st GradeSS-EP-4.1.1Students will use geographic tools (e.g., maps, globes, mental maps, charts, graphs) to locate and describe familiar places at home, school and the community.

I can describe locations on a map using cardinal directions.

2nd GradeStudents will begin to create their product using the resources they are given. They will focus on the quantity and quality of their product.

1st GradeGeography Lesson 2 Mini-Lesson: The class will view various maps and discuss features of maps (i.e. title, symbols, map key, etc.). The class will practice locating places on maps. Work Time: Students will work with their table group to describe locations of places on a map of a pretend neighborhood. Students will describe the locations using cardinal directions east, west, south, and north. Debrief: How do maps help us to understand places?

Math2nd GradeSubtractPlace ValueRegroup

2nd Grade- Relate manipulative representations to the subtractionalgorithm, and use addition to explain why the subtraction method works.

2.NBT.7Add 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 three-digit 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.2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

1st GradeI can add single digit sums to two digit numbers.1.NBT.2Understand that the two digits of a two digit number represent amounts of tens and ones.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete

2nd Grade - Eureka Module 5, Lesson 13Intro/Fluency: We will review making the next ten, making the next hundred, and subtracting multiples of tens and hundreds. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss strategies for subtracting three-digit numbers focusing on the place value chart and vertical methods. We will also discuss determining the need for regrouping and how to regroup.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

1st GradeEureka Math Module 4 Lesson 15Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- T: (Show 4 red and 2 yellow cubes in a stick.) What is the addition sentence that matches the cubes? T: (Record on the chart. Place a red ten-stick to the left of 4 and 2 cubes, showing 14 + 2.) How many linking cubes are there now? What is the number sentence to add these red and yellow cubes? (Record on the chart. Add another red ten-stick, showing 24 + 2.) How many linking cubes are t? Turn and talk to your partner. You’re right. (Add another red ten-stick, showing 34 + 2.)

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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

How many linking cubes are there now? Say the number sentence. (Allow time for students to think of their answers.) (Record on the chart.) Many of you got the answer to these questions very quickly. Why? Turn and talk to your partner. Great observations! Let’s try another problem.Work Time: Students will complete Problem Set #1 problem 1-3 as a whole group. Students will then complete 4-7 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : How did looking for patterns help you solve the problems on the second page of your Problem Set? Students will complete the Eureka exit ticket at the end of workshop.

Day: Thursday Week of: February 18thCritical


WritingI can publish my writing.W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

WritingMini LessonUsing your rubric and rough draft, show students how to publish a final copy of their story. Model how to fix the errors that we found while editing. Our goal is to write the published piece free of error! Today students will be publishing their story.

Independent WritingStudents complete their publishing.

ShareStudents will share their favorite part (not entire story) with their story groups.

Phonological AwarenessSound OffUsing the game board from page 158 in the Phonological Awareness book, play the game Sound Off.Ask the students to say the name of each picture without its first sound. Tell the students that you will say the name of one picture with its beginning sound taken off. If they think they know what it is, they call out “Sound Off!” Do not say the name of the picture, just mark it off. There are no winners or losers in this

game. Call on students to say the sound that was left off. After the game, pair the students and have them practice saying the words without their first sounds.

ReadingI can ask and answer questions about a text.RI.2.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.I can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.I can determine the meanings of unknown words..L.2.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

Mini LessonSymbols of America Passage- Students read the text and answer questions about the story.

VocabUse Marzano’s steps to introduce the word battle.


Literacy Stations and Guided Reading

Science/Social Studies2nd GradeI can create marketing ads to sell a product.


1st GradeSS-EP-4.1.2

Students will use geographic tools to identify major landforms (e.g., continents, mountain ranges), bodies of water (e.g., oceans, major rivers) and natural resources on Earth?s surface and use relative location.

2nd GradeStudents will create a name for their store and begin to create ads that will persuade consumers to buy their product.

1st GradeGeography Lesson 3 Mini-Lesson: The class will read ''My Adventures with Fluffy'' to introduce them to terms describing various landforms such as, mountains, oceans, deserts, etc. Debrief: How can we use the glossary to help us understand landforms?

I can describe major landforms of Earth's surface.

Math2nd GradeSubtractPlace Value

2nd Grade- Use math drawings to represent subtraction with up to twodecompositions, relate drawings to the algorithm, and use addition toexplain why the subtraction method works.2.NBT.7Add 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 three-digit 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.2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

1st GradeI can add single digit sums to two digit numbers.1.NBT.2

2nd Grade - Eureka Module 5, Lesson 14Intro/Fluency: We will review using the next ten to subtract and subtracting common units. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss strategies for subtracting three-digit numbers focusing on the place value chart and vertical methods. We will also discuss determining the need for regrouping and how to regroup. We will use addition to check our answers.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

1st GradeEureka Math Module 4 Lesson 16Opening - Application Problem - Students will draw a picture to solve a word problem.

Understand that the two digits of a two digit number represent amounts of tens and ones.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Mini Lesson - Concept Development- Students gather in the meeting area with their partners and materials. (Write 16 + 2 and 16 + 20 on the board.) Partner A, using your linking cubes, show how you would solve 16 + 2. Partner B, show how you would solve 16 + 20. Share your work with your partner. How are they similar? How are they different? Excellent job comparing. Let’s make quick ten drawings to show how we can solve these problems. Start by drawing 16. Let’s add 2 ones. Should we add to the ones or to the tens? Why? You’re right. Adding the ones together is much easier. Add 2 to your ones. (Wait.) 6 ones and 2 ones is…? How many tens are there? 1 ten 8 ones is…? (Make a number bond for 16.) Turn and talk to your partner about why 16 is broken apart into 10 and 6. 6 and 2 is…? (Write 6 + 2 = 8 once students have answered.) 10 and 8 is…? (Write 10 + 8 = 18 once students have answered.) (Point to 16 + 20.) This time, what’s different? Work Time: Students will complete Problem Set #1 problem 1-3 as a whole group. Students will then complete 4-8 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : Share your quick ten drawing for Problem 6 with your partner. How did you make your math drawing? Why?

Students will complete the Eureka exit ticket at the end of workshop.

Day: Friday Week of: February 18thCritical


WritingI can publish my writing.W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.I can use and make abbreviations.L.2.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

WritingStudents will continue to publish their personal narrative.

LanguageI’m Right! I’m Wrong! Flapbook: Students fold theflapbook and cut on the dotted line. Students sortthe abbreviations based on if they are written correctlyor not.

ReadingI can identify the main purpose of the text.RI 2.2: Identify the main purpose of a text, including what the author wants to answer, explain, or describeI can read poetry fluently.RL.2.10By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, withscaffolding as needed at the high end of the range.

I can determine the meanings of unknown words..L.2.4Determine or clarify the

Mini LessonStudents will use Scholastic Book orders to sort books into the three author’s purposes. They will sort into inform, persuade and entertain.

VocabUse Marzano’s steps to introduce the word liberty.

Whole Class Choral ReadingLiteracy Stations and Guided Reading Groups

meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

Science/Social Studies2nd Grade

1st GradeI can demonstrate welcoming and inviting behaviors.

CCS: SL.1.1Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.

2nd GradeSecond Steps

1st GradeSecond Steps Character Development

Math2nd GradeSubtractPlace ValueRegroup

2nd Grade- Use math drawings to represent subtraction with up to twodecompositions, relate drawings to the algorithm, and use addition toexplain why the subtraction method works.

2.NBT.7Add 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 three-digit 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.

2nd Grade - Eureka Module 5, Lesson 15Intro/Fluency: We will review getting to ten, twenty, or thirty and counting by tens and ones using dimes and pennies. Students will also complete the application problem for this lesson and we will discuss strategies for solving that problem.Mini-Lesson: We will discuss strategies for subtracting three-digit numbers focusing on the place value chart and vertical methods. We will also discuss determining the need for regrouping and how to regroup. We will use addition to check our answers.Partner Work: Students will work with a partner to complete the problem set for this lesson. We will go over the answers as a group discussing a variety of strategies for solving this problem.Assessment: Students will complete the Exit Slip for this lesson. I will pull small groups as needed for reteaching. Students who finish will play math fluency games or review skills on Zearn.

2.NBT.9Explain why addition and subtraction strategies work, using place value and the properties of operations.

1st GradeI can add single digit sums to two digit numbers.1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit 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 two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1st GradeEureka Math Module 4 Lesson 17Opening - Application Problem - Students will draw a picture to solve a word problem.Mini Lesson - Concept Development- Students gather in the meeting area with their partners and materials. (Write 19 + 2 on chart paper, and show 19 red cubes on the floor.) What are we adding to 19? 2 what? Where should we add the 2 ones—to the tens or the ones? Turn and talk to your partner about why. Use your cubes to solve 19 + 2. (Circulate to observe the different strategies students are using, and select students to demonstrate.) S: We knew that 19 needs 1 more to make the next ten. So, we took 1 from the 2 and made a ten. Now, we have 20 and 1. That’s 21. ? We saw 10 ones in 9 + 1. We now have 2 tens and 1 one. That’s 21. ? We added the ones together. 9 + 2 = 11. One more ten is 21. Excellent strategies! Just like we did yesterday, let’s add the ones together. 9 and 2 is…? What more do we still have to add? 11 and 10 is…? Say the number sentence starting with 19.Work Time: Students will complete Problem Set #1 problem 1-3 as a whole group. Students will then complete 4-8 with their shoulder partner. They will complete the rest independently. Students will play KCM or Eureka Math games while teachers meet with math groups.Debrief : Share with your partner how you solved each problem in the Problem Set. Did you use quick tens and ones? Did you use a number bond? Why did you make each choice? Students will complete the Eureka exit ticket at the end of workshop.

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