Today I ask students to get their math suitcases of math tools and a pencil (one student can pass out the suitcases to make it easier). I hand out a review page that assesses understanding of several of the Common Core standards for second grade NBT assessments.docx. I ask students to work independently on the papers. I hope that they will choose the correct math tools (MP5) to solve the problems. I know that students need to make sense of each problem and solve them during this assessment (MP1).When they are done they can move to the rug and use an Ipad to practice math facts. There are many quality IPAD math fact practice games. I choose Math Bingo, Math Flash Cards, or a math game that provides feedback to students about whether their problems are correct or not. When everyone is done, I ask students to all sit in their seats at the circle.
I tell students that today they will be playing a game with 3- and 4-digit numbers. They will play once with 3-digit numbers and then a second time with 4-digit numbers. They may continue playing with 4 digit numbers until time is called. In the first round of this game each child draws 3 cards (all cards above 9 should be removed from a deck of playing cards) and makes the largest 3 digit number he/she can make. He/she reads his/her number to the partner. The partner reads their number as well. The largest number takes all the cards.
When students play a second round, they will each draw 4 cards and build a 4 digit number.
Students will play for about 10 minutes. I walk around the room and check to make sure students are saying the numbers aloud, and are able to create and read their own numbers.
Each student begins by filling in a number grid that has numbers in the thousands. Some of the number squares have been left blank. Students must fill in the missing squares before using the puzzles with a partner. Once 2 students have completed the number grids, they sit together and one partner places a puzzle piece over part of the grid. The other student has to try to figure out what numbers are being covered. There are several different shapes to cover the number grid. Students take turns covering the numbers and guessing what is underneath.
I ask students to stop and listen. I tell them that before they finish they need to turn their number grid over on the back. I tell them that I am going to say 5 numbers and I want them to write them on the back of their number grids. The numbers are:
I collect their number grids so I can review their writing of numbers above 1,000.