WEBVTT 00:00:00.000 --> 00:00:02.620 Let's talk today about some of my most popular 00:00:02.620 --> 00:00:05.480 second grade building thinking classroom style 00:00:05.480 --> 00:00:15.480 math tasks. Hello and welcome to Making Number 00:00:15.480 --> 00:00:19.140 Sense Make Sense, a podcast for elementary teachers, 00:00:19.199 --> 00:00:21.579 specifically early elementary teachers, looking 00:00:21.579 --> 00:00:23.899 to really make an impact in the number sense 00:00:23.899 --> 00:00:26.989 of their students. I found that I had a lot of 00:00:26.989 --> 00:00:30.589 fun creating second grade tasks because I guess 00:00:30.589 --> 00:00:33.189 I was just in my storytelling era and I really 00:00:33.189 --> 00:00:36.850 wanted each task to come with a story, a background 00:00:36.850 --> 00:00:39.969 story to get kids really involved and wanting 00:00:39.969 --> 00:00:43.030 to solve the tasks. Each task starts with some 00:00:43.030 --> 00:00:46.490 task launch slides, some kind of thin slicing 00:00:46.490 --> 00:00:49.429 built in, and either three levels of check your 00:00:49.429 --> 00:00:52.409 understanding, so mild, medium, and spicy, or 00:00:52.409 --> 00:00:56.070 notes to help consolidate the learning. The first 00:00:56.070 --> 00:01:00.070 task is a money task, and a little boy has opened 00:01:00.070 --> 00:01:03.789 a lemonade stand and wants to make $2 in sales. 00:01:04.069 --> 00:01:09.709 So if the lemonade is sold for $0 .10 a glass, 00:01:10.030 --> 00:01:13.650 how many glasses would he need to sell to make 00:01:13.650 --> 00:01:17.299 $2? And the thin slicing or how it gets more 00:01:17.299 --> 00:01:20.379 challenging is say he wants to increase the prices. 00:01:20.379 --> 00:01:23.959 So instead of 10 cents, he wants to charge 25 00:01:23.959 --> 00:01:27.560 cents per glass. How many glasses would he need 00:01:27.560 --> 00:01:32.739 to sell to make $2? And for the check your understanding 00:01:32.739 --> 00:01:34.879 piece to see if they can apply what they had 00:01:34.879 --> 00:01:38.540 been doing previously to other situations, you 00:01:38.540 --> 00:01:41.370 could propose that maybe he wants to make. $3 00:01:41.370 --> 00:01:44.730 in sales or $5 in sales to see if they can continue 00:01:44.730 --> 00:01:47.650 what they did before to figure out how many glasses 00:01:47.650 --> 00:01:50.849 of lemonade Charlie would need to sell. The next 00:01:50.849 --> 00:01:53.390 task is about arrays, equal groups, and repeated 00:01:53.390 --> 00:01:56.390 addition. In this task, your students have a 00:01:56.390 --> 00:02:00.189 dream of opening an ice cream shop. But to start 00:02:00.189 --> 00:02:01.709 off with, they're going to start with an ice 00:02:01.709 --> 00:02:04.750 cream. So in this ice cream cart, they have to 00:02:04.750 --> 00:02:07.510 figure out how many scoops of ice cream each 00:02:07.510 --> 00:02:10.789 order has. So it might say like three cones with 00:02:10.789 --> 00:02:13.409 four scoops each, and they have to figure out 00:02:13.409 --> 00:02:15.810 how many scoops that is to complete the order. 00:02:15.990 --> 00:02:18.949 And as they move through the thin slices, they 00:02:18.949 --> 00:02:20.969 move from the ice cream stand that they started 00:02:20.969 --> 00:02:23.729 with to a truck to eventually their ice cream 00:02:23.729 --> 00:02:26.270 shop. And as they move through, they have more 00:02:26.270 --> 00:02:30.569 cones and more scoops that might be what the 00:02:30.569 --> 00:02:33.360 customer wants. The next task I'm going to talk 00:02:33.360 --> 00:02:36.719 about is a partitioning shapes task. So in this 00:02:36.719 --> 00:02:38.819 one, your students are helping the delicious 00:02:38.819 --> 00:02:42.719 pizzeria figure out their orders. So in this 00:02:42.719 --> 00:02:45.979 pizzeria, you can have circle pizzas or rectangular 00:02:45.979 --> 00:02:49.000 pizzas. And their customers want their pizzas 00:02:49.000 --> 00:02:52.360 divided in a very specific way. So in order to 00:02:52.360 --> 00:02:54.360 fill these orders, they need to figure out how 00:02:54.360 --> 00:02:57.759 to partition the shapes for either two, three, 00:02:57.840 --> 00:03:00.939 or four equal sharers. So either in halves. thirds, 00:03:01.039 --> 00:03:03.979 or fourths. The next task is skip counting by 00:03:03.979 --> 00:03:08.259 five, 10, and 100 up to a thousand. And if you 00:03:08.259 --> 00:03:10.479 couldn't tell already, I love a pun. So this 00:03:10.479 --> 00:03:13.280 one is about the Orange You Sweet Orange Factory. 00:03:13.479 --> 00:03:17.000 And in this factory, they sell gift baskets of 00:03:17.000 --> 00:03:21.180 either five oranges per basket, 10 oranges per 00:03:21.180 --> 00:03:24.740 basket, or 100 oranges per basket. And to complete 00:03:24.740 --> 00:03:26.680 the orders, they need to figure out how many 00:03:26.680 --> 00:03:30.000 oranges they need. So maybe a customer ordered 00:03:30.000 --> 00:03:35.259 two five orange baskets and three 100 orange 00:03:35.259 --> 00:03:37.479 baskets. So they would have to figure out how 00:03:37.479 --> 00:03:40.139 many oranges are needed to complete that order. 00:03:40.319 --> 00:03:42.259 The last task I'm going to talk about today is 00:03:42.259 --> 00:03:45.219 a two -step subtraction task. So this one is 00:03:45.219 --> 00:03:47.500 not as involved as the other ones. It does have 00:03:47.500 --> 00:03:50.740 a theme, but really because this type of task 00:03:50.740 --> 00:03:53.819 can be tricky. I wanted the focus to be more 00:03:53.819 --> 00:03:56.580 on the skill that they're doing versus the story. 00:03:56.680 --> 00:04:00.360 This task is set in a jungle so some animals 00:04:00.360 --> 00:04:03.000 go away and then some more animals go away so 00:04:03.000 --> 00:04:05.259 that's the two -step subtraction and what really 00:04:05.259 --> 00:04:09.539 helps this task gain in difficulty is the type 00:04:09.539 --> 00:04:12.680 of numbers that are being used. So at first, 00:04:12.699 --> 00:04:14.560 the numbers might be friendlier, not require 00:04:14.560 --> 00:04:17.279 any regrouping, and increase in difficulty from 00:04:17.279 --> 00:04:19.540 there. Something about subtraction problems, 00:04:19.699 --> 00:04:23.600 especially if you are using manipulatives, which 00:04:23.600 --> 00:04:25.720 I would highly suggest for a task like this, 00:04:25.819 --> 00:04:30.040 it can be really, really great to see all of 00:04:30.040 --> 00:04:32.060 the different strategies that students are able 00:04:32.060 --> 00:04:35.480 to do when they're doing a task like this. Linked 00:04:35.480 --> 00:04:37.480 in the show notes is a blog post where you can 00:04:37.480 --> 00:04:39.540 see all of these tasks written out. I'd love 00:04:39.540 --> 00:04:41.420 to know which task you want to try first.