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K-5 Grado 2 Unit 7 Lesson 1

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•K-5 Math 6-8 Math 9-12 Math

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Kínder Grado 1 •Grado 2 Grado 3 Grado 4 Grado 5

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 •Unit 7 Unit 8 Unit 9

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•Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19

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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 1

Warm-up Activity 1 Activity 2

Unit 7, Lesson 1

Comparemos, contemos hacia adelante y contemos hacia atrás

Grado 2

Warm-up

Conversación numérica: Contemos hacia atrás

Encuentra mentalmente el valor de cada expresión.

Activity 1

Observemos la diferencia

Tyler y Elena encuentran el valor de .

Tyler

Elena

¿Qué observas? ¿Qué te preguntas?

Ubica y marca 203 y 198.

Usa un , un o un para compararlos.

Encuentra el valor de . Muestra cómo pensaste. Usa dibujos, números o palabras.
Ubica y marca 673 y 680.

Usa un , un o un para compararlos.

Encuentra el valor de . Muestra cómo pensaste. Usa dibujos, números o palabras.
Ubica y marca 501 y 499.

Encuentra el valor de . Muestra cómo pensaste. Usa dibujos, números o palabras.
Encuentra el valor de . Muestra cómo pensaste. Usa dibujos, números o palabras.

Activity 2

¿Cuál es la gran diferencia?

Escribe los números desconocidos.

¿Esta recta numérica muestra que se está contando hacia adelante de 10 en 10 o de 100 en 100?
Escribe los números desconocidos.

¿Esta recta numérica muestra que se está contando hacia adelante de 10 en 10 o de 100 en 100?
Escribe los números desconocidos.

¿Esta recta numérica muestra que se está contando hacia adelante de 10 en 10 o de 100 en 100?
Escribe los números desconocidos para mostrar que se está contando de 10 en 10.

739, 749, __________, 769, __________
Explica cómo sabes que tus números muestran que se está contando hacia adelante de 10 en 10, y no de 100 en 100.

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Standards Alignment

Building On

Addressing

2.NBT.7

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 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.

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Building Toward

Standards Alignment

Building On

Addressing

2.NBT.7

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 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.

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Building Toward

Standards Alignment

Building On

Addressing

2.NBT.2

Count within 1000; skip-count by 2s, 5s, 10s, and 100s.

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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.

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Building Toward

2.NBT.7

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 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.

View Full Standard