Math 2 Math Learning Coach Guide

Welcome Letter

Dear Learning Coach, 

Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their Math 2 course. 

Within this guide, you will find the goals, components, and features of the online course. Please take time to read and review this information so you understand how to help your learner interact with all the course’s elements. 

The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following.  

• The Unit Overview will tell you what the focus, content, and skills of the unit will be.  
• The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use it as a checklist. You can check off each one as your learner completes it. 
• The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson so that your learner has exactly what they need at the right time. 
• The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying.   
• In the Unit Notables section, you may find optional activities, math materials tips, or ideas to help your learner if they get stuck.

CCA wishes you and your learner a terrific school year! 

Supporting Your Learner

Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course.

• Help your learner know what time guided or live class instruction is scheduled for, and prompt them to attend sessions or watch recordings.
• Look for Learning Coach Notes in the course. These are special messages to provide you with information about an activity or topic.
• Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and even ask the teacher for help.
• Help your learner navigate technology. That may mean helping them type information or upload work into edio.
• Always encourage your learner to do their very best.
• Review the course syllabus for your learner’s course.
• Maintain communication with your learner’s teacher.

Part B:
Course Information

Course Goals

In Math 2, your learner continues to develop their understanding of the base-ten number system and build fluency with addition and subtraction. They expand their knowledge of geometric properties by describing and analyzing shapes. Standard units of measure are used to develop necessary measurement skills and reasoning. By the end of the year, your learner will be able to:

• represent and solve story problems within 20 through the context of picture and bar graphs that represent categorical data;
• add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;
• measure and estimate lengths in standard units and solve measurement story problems within 100;
• learn about the structure of a number line and use it to represent numbers within 100;
• extend place value understanding to three-digit numbers;
• reason with shapes and their attributes and partition shapes into equal shares, building a foundation for fractions;
• relate halves, fourths, and skip-counting by 5 to tell time, and solve story problems involving the values of coins and dollars;
• use place value understanding, the relationship between addition and subtraction, and properties of operations to add and subtract within 1,000; and
• work with equal groups of objects to gain foundations for multiplication.

Course Format

Lesson Components:

Each day, your learner will spend 45–60 minutes completing a math lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need.

This section will help you to understand how your learner’s course is structured in edio.

Lesson Bundling:

Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day.

See example below.

1. Getting Started Lesson: There is one Getting Started lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher.

2. Unit Overview: Each unit will include a unit overview. This describes what your learner will learn in the unit and how many assessments the unit will have.

3. Prep for Success: At the beginning of each unit, your learner will find a Prep for Success. This component offers learners tips to be successful in the course, such as study tips, important software information, safety reminders, and more.

4. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding about key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment.

Each lesson has its own components to help guide your learner through the lesson.

1. Warm Up: At the beginning of every lesson, your learner will see the Warm Up. This section contains lesson objectives, lesson vocabulary, materials your learner will need for the lesson, and the suggested lesson length. Your learner will then complete a short activity to preview a topic in the lesson and will hear from peers about approaches, observations, or questions about the activity.

2. Explore: The second section of the lesson is Explore. This section is divided into three parts.

Engage: In this part, learners will be introduced to concepts in the lesson by making a connection to careers, applications, other disciplines, or past and present knowledge to get them interested in the lesson’s instruction.

Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson.

Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions.

3. Practice and Skill Builder: The third section of the lesson is Practice and Skill Builder. Every lesson will contain a Practice section, but only some of the lessons in the unit will contain a Skill Builder.

Practice: This part will contain 3 to 5 questions on the day’s content and 1 to 2 spiraling questions from past lessons or units.

Skill Builder: If a Skill Builder is included in the day’s activities, your learner will choose from 3 activities to participate in. These activities are gamified versions of mathematical topics designed to encourage critical thinking.

Wrap Up: This section recaps the day’s objectives and notifies learners of a future lesson or assessment.

The course includes assignments. These graded assignments allow your learner to show what they have learned and apply their new skills. All CCA assignments include these components.

1. Assessment Overview: At the beginning of each assessment, your learner will see the assessment overview. This section contains the goals of the assessment, materials your learner will need, the length of the assessment, and directions for completion.

2. Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics.

3. Do: Learners put their plan into action and work to complete the assignment or project successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work.

4. Reflect: In Reflect, learners will think back to the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and their work habits.

In addition to assignments and projects, this course also includes quizzes and tests.

• Quiz Review: Before a quiz, learners will have the opportunity to review the content they will be assessed on in a quiz.
• Quiz: A quiz may be given at the end of a topic or the end of a unit.
• Test Review: Before a test, learners will have the opportunity to review the content they will be assessed on in the test.
• Test: A test will assess learning across topics or at the end of a unit.

Course Features

This course includes and uses unique features such as:

GeoGebra: GeoGebra is a digital math tool learners can use to access free virtual math interactives. Learners may use the GeoGebra interactives to solve problems.

Math Routines: Math lessons typically start with a Warm Up section using math routines to help learners get ready for the day’s lesson or provide opportunities to build number sense and procedural fluency. Math routines focus on strengthening learners’ skills and confidence in listening and speaking about math.

Discourse: This is communication between learners, peers, and teachers in the classroom. Discourse includes the academic conversation that comes from learners actively engaging in a lesson.

Math Activity Book: Learners will receive a Math Activity Book in which they can answer questions, take notes, and complete activities and extra practice problems that support the online lessons.

Part C:
Unit Information

Adding, Subtracting, and Working with Data Unit

Unit Overview

In this unit, your learner will begin their year-long work to develop fluency with sums and differences within 20. They learn new ways to represent and solve problems involving addition, subtraction, and categorical data.

Unit Assessments

Quiz _________________________

Test _______________________ ____________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

How does a graph show a piece of information? How did you decide which strategy to use to solve the problem?

Which math tool did you like to use most in this unit?

Unit Notables

In this unit, your learner will be using different math tools. Explore the materials in their math kit, and encourage your learner to explore and play. Organize your learner’s work space to keep their math kit materials secure.

Kit Materials

5-frame, connecting cubes, dry erase board, dry erase markers, Math Activity Book, plastic sleeve, two-color counters

Household Materials

none

Adding and Subtracting Within 100 Unit

Measuring Length Unit

Unit Overview

In this unit, your learner will make connections between rulers and number lines. They will use number lines to represent numbers within 100.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

How did you decide what numbers to put on your number line? How does a number line help you solve the problem?

What are you still working on?

Unit Notables

In this unit, your learner will make and use number lines to order and compare numbers. Encourage them to practice counting from different starting numbers, such as 1 to 10, 51 to 65, 80 to 100. Counting skills will help your learner set up and use number lines correctly.

Kit Materials

dry erase board, dry erase markers, Math Activity Book, plastic sleeve, ruler

Household Materials

pencil

Addition and Subtraction on the Number Line Unit

Unit Overview

In this unit, your learner will be introduced to standard units of length. This includes metric and U.S. customary systems. They will use measuring tools such as rulers, tape measures, and meter sticks.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What strategies are you learning about choosing the correct unit of measure to use? Can you measure the length of an object using different measures?

What units of measure are more challenging?

Unit Notables

In this unit, your learner will be measuring objects of different lengths. Encourage them to practice using measuring tools with objects around your home, for example, boxed foods, books, or a picture frame.

Kit Materials

base-ten blocks, connecting cubes, dry erase board, dry erase markers, gluestick, inch tiles, Math Activity Book, measuring tape, meter stick, paper clip, plastic sleeve, ruler

Household Materials

blank sheet of paper, pencil

Numbers to 1,000 Unit

Unit Overview

In this unit, your learner extends their understanding of the base-ten system to include numbers up to 1,000.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What does it mean to write a number in expanded form? How does this form relate to your base-ten blocks?

What did you like best about this unit?

Unit Notables

In this unit, your learner will use new pieces from their base-ten blocks. Encourage them to describe these blocks and practice modeling three-digit numbers like 439.

Kit Materials

base-ten blocks, dry erase board, dry erase markers, Math Activity Book

Household Materials

pencil

Geometry, Time, and Money Unit

Unit Overview

In this unit, your learner will work with shapes and their attributes. They develop understanding of fourths, quarters, and skip-counting by 5 to tell time. They solve story problems involving money.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

How does skip counting help you tell time? What are the names of the coins we use here in the United States? How much money is each one worth?

Which U.S. coin is the most interesting to you?

Unit Notables

In this unit, your learner will be solving problems involving making change. They will use a new math tool from their kit, the coin set. Help your learner open and organize the coins and paper money from the kit. Have them name each and tell you the worth of each one.

Kit Materials

base-ten blocks, coin set, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, pattern blocks

Household Materials

pencil

Adding and Subtracting Within 1,000 Unit

Unit Overview

In this unit, your learner uses place-value understanding, the relationship between addition and subtraction, and the properties of operations to add and subtract within 1,000.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

How does composing (put together) or decomposing (break apart) help when adding and subtracting larger numbers?

What are you still working on?

Unit Notables

In this unit, your learner will be adding and subtracting larger numbers. Encourage them to use their dry erase flashcards to make study cards of their basic addition and subtraction facts that challenge them when working with larger numbers.

Kit Materials

base-ten blocks, dry erase board, dry erase flashcards, dry erase markers, Math Activity Book, plastic sleeve

Household Materials

pencil

Equal Groups Unit

Unit Overview

In this unit, your learner develops an understanding of equal groups. This will set the foundation for multiplication, which learners will study in their next math course.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

What is an array? How many rows and columns does your array have?

What did you like best about this unit?

Unit Notables

In this unit, your learner will be applying their knowledge of skip-counting as they learn about arrays. Encourage your learner to practice skip counting by 2s, 3s, 4s, and 5s to keep their skills sharp.

Kit Materials

base-ten blocks, dry erase board, dry erase flashcards, dry erase markers, inch tiles, Math Activity Book, plastic sleeve, two-color counters

Household Materials

pencil

Putting It Together Unit

Unit Overview

In this unit, your learner will be revisiting the major concepts explored during the year to practice and problem solve.

Unit Assessments

Quiz _________________________

Test _________________________

Assignment ________________

Project _____________________

Exam _______________________

Have your learner identify which assessment type they see in their unit. Check all that apply.

Unit Discussion Questions

Create a story problem about something we like to do as a family or community. How can you model this story with a diagram?

What math concept was your favorite this year?

Unit Notables

In this unit, your learner will be putting together the skills and concepts they have explored through this year. Be sure that they are managing the many math tools from their kits and keeping their work space organized.

Kit Materials

base-ten blocks, connecting cubes, dry erase board, dry erase flash cards, dry erase markers, Math Activity Book, pattern blocks, plastic sleeve, two-color counters

Household Materials

none