Math Photography

2nd Grade
By: Jessica DeHays
These 6 frogs were lounging on the rock relaxing in the sun. 5 more frogs joined
them for an hour, then 10 more joined them for another hour, and then 7 more
joined them for another hour. No frogs left the rock during this time. How many
frogs were hanging out on this rock after 3 hours passed?
 Hint 1: Hint 2:
-Could you use a number -Could you use a hundreds
line to solve this chart to help you solve
problem? this problem?
 These 6 frogs were hanging out on a branch waiting for insects to fly by so they
could eat them. They decided that they needed to split up if they wanted to catch
more insects. If these frogs wanted to arrange themselves so that only two frogs
were on each branch instead of 6, how many branches would they need to occupy?
 Hint 1:
-Could you draw a picture
to solve this problem?
-What would it look like?

Hint 2:
-What manipulatives could
help you solve this
problem?
The average number of spots found on this type of frog is 9 spots. Imagine that 5
more frogs joined this frog in the tree. If each frog has 9 spots, how many spots
do all 5 frogs have together?
 Hint 1: Hint 2:
-What operation is being -Could you draw a picture
used here? or chart to help you solve
-How do you know? this problem?
 Originally, there were 26 frogs laying on the shore. A strong wave came along
and washed some frogs back into the lake. Now there are 7 frogs left on the
shore. How many frogs did the strong wave wash back into the lake? Show your
number sentence.
 Hint 1: Hint 2:
-Could you use a number -What operation should
line to help solve this you use to solve?
problem? -How should you set this
up?
Answers:
Problem 1: 28 frogs on the rock after 3 hours
Problem 2: 3 branches
Problem 3: 45 spots
Problem 4: 19 frogs
GPS for 2 grade math: nd
M2N2. Students will build fluency with multi-digit addition and subtraction.
a. Correctly add and subtract two whole numbers up to three digits each with regrouping.
b. Understand and use the inverse relation between addition and subtraction to solve problems and check
solutions.
c. Use mental math strategies such as benchmark numbers to solve problems.
d. Use basic properties of addition (commutative, associative, and identity) to simplify problems (e.g. 98 + 17 by
taking two from 17 and adding it to the 98 to make 100 and replacing the original problem by the sum 100 + 15).
e. Estimate to determine if solutions are reasonable for addition and subtraction.
M2N3. Students will understand multiplication, multiply numbers, and verify
results.
a. Understand multiplication as repeated addition.
b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers
and construct the multiplication table.
c. Use the multiplication table (grid) to determine a product of two numbers.
d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and
determine factors for multiplication.
M2N5. Students will represent and interpret quantities and relationships using
mathematical expressions including equality and inequality signs (=, >, <, ≠).
a. Include the use of boxes or ___ to represent a missing value.
b. Represent problem solving situations where addition, subtraction or multiplication may be applied using
mathematical expressions.