This purchase contains 5 questions for each math standard in 2nd Grade. 125 word problems to carry you through the year!
➥ 2.OA.1 – Represent and solve addition and subtraction word problems, within 100
➥ 2.OA.2 – Demonstrate fluency with addition and subtraction, within 20, using mental strategies
➥ 2.OA.3 – Determine whether a group of objects, within 20, has an odd or even number of members
➥ 2.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.
➥ 2.G.1 – Recognize and draw polygons
➥ 2.G.2 – Partition a rectangle into rows and columns
➥ 2.G.3 – Partition circles and rectangles into two, three, or four equal shares.
Numbers and Operations in Base Ten:
➥ 2.NBT.1 – Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.
➥ 2.NBT.2 – Count within 1,000; skip-count by 5s, 10s, and 100s.
➥ 2.NBT.3 – Read and write numbers, within 1,000, using base-ten numerals, number names, and expanded form.
➥ 2.NBT.4 – Compare two three-digit numbers based on the value of the hundreds, tens, and ones digits.
➥ 2.NBT.5 – Demonstrate fluency with addition and subtraction, within 100.
➥ 2.NBT.6 – Add up to three two-digit numbers using strategies based on place value and properties of operations.
➥ 2.NBT.7 – Add and subtract, within 1,000, relating the strategy to a written method.
➥ 2.NBT.8 – Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.
Measurement and Data Topics Covered
➥ 2.MD.1 – Measure the length of an object in standard units
➥ 2.MD.2 – Measure the length of an object twice, using length units of different lengths for the two measurements
➥ 2.MD.3 – Estimate lengths in using standard units of inches, feet, yards, centimeters, and meters
➥ 2.MD.4 – Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit
➥ 2.MD.5 – Use addition and subtraction, within 100, to solve word problems involving lengths that are given in the same units
➥ 2.MD.6 – Represent whole numbers as lengths from 0 on a number line diagram
➥ 2.MD.7 – Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
➥ 2.MD.8 – Word problems with money
➥ 2.MD.9 – Interpreting data on a line plot
➥ 2.MD.10 – Organize, represent, and interpret data with up to four categories.
WHAT ARE POWER PROBLEMS?™
PURPOSEFUL – These problems are meant to keep students focused, while strengthening initiative and perseverance.
OPPORTUNITIES – These prompts can be used in a variety of ways. POWER Problems™ can be used to introduce a lesson, spiral review, or as formative assessments.
ENGAGEMENT – Problems are real world applicable and designed to hook students with interest and presentation. Complexity of problems promotes problem solving skills.
RIGOR – Tasks are specifically designed to challenge students and assess conceptual understanding of curriculum versus procedural understanding. Students will need to apply more than just a “formula.”
WHY USE POWER PROBLEMS?™
BUILD STAMINA WITHIN YOUR STUDENTS!
POWER Problems™ are designed to challenge your students with their open ended presentation. Majority of problems that come from textbooks and workbooks assess procedural understanding of curriculum. Some textbooks even provide step by step instructions where the textbook is thinking for the students and taking away that “productive struggle” for children. When we rob students of that event, we rob them of their ability to reason, problem solve, and see beyond a standard algorithm. POWER Problems™ are meant to show students that there are different ways to answer one question in math. With these tasks students take ownership and are part of the problem solving process versus filling in blanks in a textbook.
HOW TO USE POWER PROBLEMS™:
YOUR KIDS. YOUR CHOICE. FLEXIBILITY.
TO INTRODUCE A LESSON – POWER Problems™ can be used to introduce a new skill. In this case your students will experience a “productive struggle.” Their problem solving skills and prior knowledge will kick in. Often times most of my students will have the incorrect answer or no answer at all. I then have someone explain their method/reasoning and allow my students to critique their peer’s answer. This makes for great accountable talk discussions. If I see that most students do not have an answer I will assist the class in getting to a specific point and then allow them to finish independently.
SPIRAL REVIEW – Avoid your students forgetting standards, by using POWER Problems™ to spiral review previously taught lessons.
FORMATIVE ASSESSMENTS – You can use these problems to assess mastery and levels of understanding.