Publisher Changes Report
Mathematics
Publisher: Alba Educational Consulting, LLC
Math, Grade 2 (IMRA25)
Program:
Component: Daily Energizers Grade 2 (ISBN: N/A)
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 130 and 125
Location:
Daily Energizers Prompt 1.130 (page 30) and corresponding facilitator's guide (page 125)
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Daily_Energizers.pdf
Original Text: Mr. Kalhari asked his students to order the numbers: 704, 699, 749. 699 is less than 704 is less than 749. 749 is greater than 704 is greater than 699.
Show students the prompt. Ask them to determine who is correct and explain how they know. Some students might say Amelia is correct because 699 is the smallest number and 749 is the largest number. Other students might say that both students are correct because Amelia ordered the numbers least to greatest while Noah ordered the numbers greatest to least. Extend student thinking by asking which symbols could be written in between each pair of numbers.
Show students the prompt. Ask them to determine who is correct and explain how they know. Some students might say Amelia is correct because 699 is the smallest number and 749 is the largest number. Other students might say that both students are correct because Amelia ordered the numbers least to greatest while Noah ordered the numbers greatest to least. Extend student thinking by asking which symbols could be written in between each pair of numbers.
Updated Text: Daily Energizers pages 130 and
Mr. Kalhari asked his students to order the numbers: 1,200, 999, 1,002.
999 is less than 1,002 is less than 1,200.
1,200 is greater than 1,002 is greater than 999.
Show students the prompt. Ask them to determine who is correct and explain how they know. Some students might say Amelia is correct because 999 is the smallest number and 1,200 is the largest number. Other students might say that both students are correct because Amelia ordered the numbers least to greatest while Noah ordered the numbers greatest to least. Extend student thinking by asking which symbols could be written in between each pair of numbers or how they
used place value to determine who is correct.
Mr. Kalhari asked his students to order the numbers: 1,200, 999, 1,002.
999 is less than 1,002 is less than 1,200.
1,200 is greater than 1,002 is greater than 999.
Show students the prompt. Ask them to determine who is correct and explain how they know. Some students might say Amelia is correct because 999 is the smallest number and 1,200 is the largest number. Other students might say that both students are correct because Amelia ordered the numbers least to greatest while Noah ordered the numbers greatest to least. Extend student thinking by asking which symbols could be written in between each pair of numbers or how they
used place value to determine who is correct.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 197 and 202
Location:
Daily Energizers --> Prompt 2.165 (page 202) and facilitation guide (last row on page 197)
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Daily_Energizers.pdf
Original Text: Show students the prompt and ask what they notice. Some students might notice there are only tens represented in the image. Some might recognize there are groups of ten tens, which means there are hundreds in the number. Others might say the image represents 380. Extend student thinking by asking them how they know there will be a zero in the ones place.
The original prompt is on page 202.
The original prompt is on page 202.
Updated Text: Show students the prompt and ask what they notice. Some students might notice there are only hundreds represented in the image. Some might recognize there are 12 hundreds, which means there may be hundreds in the number or that ten hundreds equals 1,000 so the number is greater than 1,000. Others might say the image represents 1,200. Extend student thinking by asking them how they know this
number represents 1,200.
There is also an updated prompt on page 202.
number represents 1,200.
There is also an updated prompt on page 202.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 89 and 93
Location:
Daily Energizers, pages 93 and 89
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: Yaron compared the two numbers below:
102 = 120
Show and read the prompt. Ask students to analyze the work and determine if the student compared the numbers correctly. Students might notice the two numbers have the same digits, but the value of two of the digits is different in each number. The value of the two in the first number is two ones, and the value of the two in the second number is two tens. Therefore, the left number is less than the right number. Write the inequality “102 < 120” while saying: “Correct, 102 is less than 120.”
102 = 120
Show and read the prompt. Ask students to analyze the work and determine if the student compared the numbers correctly. Students might notice the two numbers have the same digits, but the value of two of the digits is different in each number. The value of the two in the first number is two ones, and the value of the two in the second number is two tens. Therefore, the left number is less than the right number. Write the inequality “102 < 120” while saying: “Correct, 102 is less than 120.”
Updated Text: pages 89 and 93
Yaron compared the two numbers below:
1,020 = 1,200
Show and read the prompt. Ask students to analyze the work and determine if the student compared the numbers correctly. Students might focus on the place value of the digits in each
number and notice the numbers have the same digits, but the value of two of the digits is different in each number. The value of the two in the first number is two tens or twenty, and the value of the two in the second number is two hundreds or two hundred. Therefore, the left number is less than the right number. Write the inequality “1,020 < 1,200” while saying: “Correct, one thousand twenty is less than one thousand two hundred.”
Yaron compared the two numbers below:
1,020 = 1,200
Show and read the prompt. Ask students to analyze the work and determine if the student compared the numbers correctly. Students might focus on the place value of the digits in each
number and notice the numbers have the same digits, but the value of two of the digits is different in each number. The value of the two in the first number is two tens or twenty, and the value of the two in the second number is two hundreds or two hundred. Therefore, the left number is less than the right number. Write the inequality “1,020 < 1,200” while saying: “Correct, one thousand twenty is less than one thousand two hundred.”
Component: Progressions by Alba Math Grade 2 - Teacher Guide (ISBN: N/A)
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 137-143
Location:
Unit 3: Place Value --> Lesson Title: Guess My Way
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: Lesson Facilitation Step 12: 12. Repeat Steps 5–9 for Guess My Way Cards B and C.
Lesson Suggestion Section bullets 2 & 3:
This Lesson might be completed with small groups of students or Guess My Way Card A may be completed with the class and Guess My Way Cards B and C may be completed with small groups of students. This Lesson might be repeated with other numbers. Make sure to compose or decompose each number so that students are required to consider regrouping at least one place value.
Lesson Suggestion Section bullets 2 & 3:
This Lesson might be completed with small groups of students or Guess My Way Card A may be completed with the class and Guess My Way Cards B and C may be completed with small groups of students. This Lesson might be repeated with other numbers. Make sure to compose or decompose each number so that students are required to consider regrouping at least one place value.
Updated Text: Lesson Facilitation Step 12: Repeat Steps 5–9 for Guess My Way Cards B, C, and D.
Lesson Suggestion Section bullets 2 & 3:
This Lesson might be completed with small groups of students or Guess My Way Card A may be completed with
the class and Guess My Way Cards B, C, and D may be completed with small groups of students.
This Lesson might be repeated with other numbers. Make sure to compose or decompose each number so that
students are required to consider regrouping at least one place value. Students should practice composing and
decomposing numbers up to 1,200.
Corresponding Resources: Also, Card D on page 15.
Lesson Suggestion Section bullets 2 & 3:
This Lesson might be completed with small groups of students or Guess My Way Card A may be completed with
the class and Guess My Way Cards B, C, and D may be completed with small groups of students.
This Lesson might be repeated with other numbers. Make sure to compose or decompose each number so that
students are required to consider regrouping at least one place value. Students should practice composing and
decomposing numbers up to 1,200.
Corresponding Resources: Also, Card D on page 15.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 155
Location:
Unit 3: Place Value --> Lesson Title: Find Someone Who: Decomposing Numbers --> Lesson Suggestion section
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: This lesson suggestion was added.
Updated Text: Unit 3: Place Value (Updated Content), Lesson Title: Find Someone Who: Decomposing Numbers, Lesson Suggestion bullet 1 (page 17).
Repeat Lesson Facilitation steps 2–4 with numbers up to 1,200 with small groups of students as needed.
Repeat Lesson Facilitation steps 2–4 with numbers up to 1,200 with small groups of students as needed.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): 178
Location:
Unit 3: Place Value --> Lesson Title: Plus & Minus 100 --> Lesson Suggestion bullet 3.
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: Lesson Suggestion bullet 3:
The focus on this Lesson is for students to explore what happens as 100 is added to or subtracted from a number and to explore what happens when 100 is added to a number with nine hundreds or subtracted from a number less than 1,100. For example, students explore what happens when 100 is added to 994 and what happens when 100 is subtracted from 1024.
The focus on this Lesson is for students to explore what happens as 100 is added to or subtracted from a number and to explore what happens when 100 is added to a number with nine hundreds or subtracted from a number less than 1,100. For example, students explore what happens when 100 is added to 994 and what happens when 100 is subtracted from 1024.
Updated Text: Lesson Suggestion bullet 3: (page 24)
The focus on this Lesson is for students to explore what happens as 100 is added to or subtracted from a number and to explore what happens when 100 is added to a number with nine hundreds or subtracted from a number equal to or less than 1,200. For example, students explore what happens when 100 is added to 994 and what
happens when 100 is subtracted from 1024.
The focus on this Lesson is for students to explore what happens as 100 is added to or subtracted from a number and to explore what happens when 100 is added to a number with nine hundreds or subtracted from a number equal to or less than 1,200. For example, students explore what happens when 100 is added to 994 and what
happens when 100 is subtracted from 1024.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 220
Location:
Unit 3: Place Value --> Lesson Title: Three Corners War --> Lesson Suggestions - these are new and are not in the current content.
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: These are new bullets for this lesson.
Updated Text: Lesson Suggestions bullets 5 & 6
The Lesson Facilitation steps may be repeated with the Whole Number Cards to 1,200 to provide students with
practice comparing numerals up to 1,200.
Look for students who are using comparative language or place value when comparing the numbers throughout
this lesson Allow those students to share their reasoning.
The Lesson Facilitation steps may be repeated with the Whole Number Cards to 1,200 to provide students with
practice comparing numerals up to 1,200.
Look for students who are using comparative language or place value when comparing the numbers throughout
this lesson Allow those students to share their reasoning.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 228
Location:
Unit 3: Place Value --> Lesson Title: Can Collection Competitions Part 2 -> Lesson Suggestions.
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: This lesson suggestion was not included in the original text.
Updated Text: Unit 3: Place Value (Updated Content), Lesson Title: Can Collection Competitions Part 2, Lesson Suggestion 8 (page 28).
Look for students who use place value and comparative language when comparing and ordering the numbers in the Lesson Facilitation & Workstation Instructions sections. Allow these students to share their reasoning.
Look for students who use place value and comparative language when comparing and ordering the numbers in the Lesson Facilitation & Workstation Instructions sections. Allow these students to share their reasoning.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 237
Location:
Unit 3: Place Value --> Lesson Title: Three in a Row, Lesson Facilitation step 5
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: 5. As students work, walk around and check for understanding. Use the following facilitation questions as needed:
a. “How can you determine if your number is larger than one of your partner’s numbers?”
b. “Once you have compared two numbers, how do you determine where in the order the third number goes?”
c. “How did your strategy for comparing two numbers apply when ordering three numbers?”
d. “How did you determine which comparison symbols to use?”
e. “How can you use comparative language to explain how to compare and order the numbers?”
a. “How can you determine if your number is larger than one of your partner’s numbers?”
b. “Once you have compared two numbers, how do you determine where in the order the third number goes?”
c. “How did your strategy for comparing two numbers apply when ordering three numbers?”
d. “How did you determine which comparison symbols to use?”
e. “How can you use comparative language to explain how to compare and order the numbers?”
Updated Text: Unit 3: Place Value (Updated Content), Lesson Title: Three in a Row, Lesson Facilitation step 5, question f (page 37)
5. As students work, walk around and check for understanding. Use the following facilitation questions as needed:
a. “How can you determine if your number is larger than one of your partner’s numbers?”
b. “Once you have compared two numbers, how do you determine where in the order the third number goes?”
c. “How did your strategy for comparing two numbers apply when ordering three numbers?”
d. “How did you determine which comparison symbols to use?”
e. “How can you use comparative language to explain how to compare and order the numbers?”
f. “How might you use place value to compare and order the numbers?”
5. As students work, walk around and check for understanding. Use the following facilitation questions as needed:
a. “How can you determine if your number is larger than one of your partner’s numbers?”
b. “Once you have compared two numbers, how do you determine where in the order the third number goes?”
c. “How did your strategy for comparing two numbers apply when ordering three numbers?”
d. “How did you determine which comparison symbols to use?”
e. “How can you use comparative language to explain how to compare and order the numbers?”
f. “How might you use place value to compare and order the numbers?”
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 238
Location:
Unit 3: Place Value --> Lesson Title: Three in a Row --> Lesson Suggestion bullet 2 (page 238)
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: Challenge students to order their numbers without talking, then debrief on what strategies were used when talking was removed.
Updated Text: Unit 3: Place Value (Updated Content), Lesson Title: Three in a Row → Lesson Facilitation step 1-6 (page 37), Lesson Suggestion bullet 2 (page 38)
Challenge students to order their numbers without talking, then debrief on what strategies were used when talking was removed. Look for student strategies such as using place value to compare and order the numbers.
Challenge students to order their numbers without talking, then debrief on what strategies were used when talking was removed. Look for student strategies such as using place value to compare and order the numbers.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): 75
Location:
Unit 3: Place Value --> Lesson Title: What Do You See? Part 2 (page 75) --> Lesson Suggestion Bullet 1
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: This Lesson might be repeated with small groups of students. Some suggested numbers are: 908, 980, 982, 1,134, 1,143, 1,190, and 1,109.
Updated Text: This Lesson might be repeated with small groups of students. Some suggested numbers are: 908, 980, 982, 1,134, 1,143, 1,190, 1,109, and 1,200.
Change Type: New Content
Submitted:
Updated:
Current Page Number(s): NA
Location:
These are new task cards added to Unit 3: Place Value --> Lesson Title: Plus & Minus 10 & 100.
Original URL: https://albamath-mbx-cloud.mathprogression.com/content/secure/870/301976/assests/Unit_3_Place_Value.pdf
Original Text: These are three new task cards.
Updated Text: Page 9 at the provided link --> Task Cards J, K, & L